Littérature scientifique sur le sujet « Language and languages – Outlines, syllabi, etc »
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Articles de revues sur le sujet "Language and languages – Outlines, syllabi, etc"
Bhattacharja, Shishir. « Outlines of Bengali Phonology in the light of Generative Phonotactic ». Dhaka University Journal of Linguistics 2, no 4 (18 janvier 2011) : 93–114. http://dx.doi.org/10.3329/dujl.v2i4.6901.
Texte intégralMeršnik, Marija, Danijela Đorđević et Jelena Anđelković. « Razvijanje učnih gradiv v visokem šolstvu – študiji primerov pri predmetu angleščina kot strokovni jezik ». Scripta Manent 18, no 1 (15 décembre 2023) : 93–102. http://dx.doi.org/10.4312/sm.18.1.93-102.
Texte intégralKorolkova, Anzhelika V. « Language as a Concept of Russian Aphoristics ». RUDN Journal of Language Studies, Semiotics and Semantics 11, no 3 (15 décembre 2020) : 434–47. http://dx.doi.org/10.22363/2313-2299-2020-11-3-434-447.
Texte intégralDai, Fan. « English-language creative writing by Chinese university students ». English Today 28, no 3 (septembre 2012) : 21–26. http://dx.doi.org/10.1017/s0266078412000259.
Texte intégralSavickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė et Loreta Alešiūnaitė. « Teaching Spanish in Secondary School of Lithuania : Possibilities and Challenges of Spanish Teacher in 21st Century ». Sustainable Multilingualism 13, no 1 (1 novembre 2018) : 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
Texte intégralSolovova, E. N. « NEW TENDENCIES IN TEACHING FOREIGN LANGUAGES AT TERTIARY LEVEL ». MGIMO Review of International Relations, no 6(33) (28 décembre 2013) : 67–71. http://dx.doi.org/10.24833/2071-8160-2013-6-33-67-71.
Texte intégralAmichba, Dimona, Tetiana Klymenko et Olena Shkurko. « CLASSIFICING CATEGORY OF GENDER IN UKRAINIAN AND OTHER LANGUAGES OF DIFFERENT SYSTEMS : TO THE PROBLEM OF LANGUAGE TEACHING FOR FOREIGN STUDENTS ». Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no 12(80) (23 décembre 2021) : 74–79. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-74-79.
Texte intégralAndreyeva, Tetyana. « Onyms as a Resource of Neologization in FB-Comments ». Actual issues of Ukrainian linguistics : theory and practice, no 39 (2019) : 122–45. http://dx.doi.org/10.17721/apultp.2019.39.122-145.
Texte intégralOsadcha, Nataliya. « ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC ». Scientific Bulletin of Uzhhorod University. Series : «Pedagogy. Social Work», no 1(48) (27 mai 2021) : 311–14. http://dx.doi.org/10.24144/2524-0609.2021.48.311-314.
Texte intégralStupak, K. Ye. « Content and Language Integrated Learning (CLIL) : present and future (as a Finnish innovation) ». Science and Education a New Dimension IX(256), no 100 (25 septembre 2021) : 34–38. http://dx.doi.org/10.31174/send-pp2021-256ix100-07.
Texte intégralThèses sur le sujet "Language and languages – Outlines, syllabi, etc"
Piet, Fezeka Caroline. « A framework for teaching : reading in Xhosa at secondary school level ». Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51570.
Texte intégralENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
Mbena, Siphokazi Grissel. « An analysis of the sports promotion text in Xhosa ». Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51589.
Texte intégralENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies (1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading as a process. Teaching reading to language learners has many problems. The critical thinking relevant to reading and analysis of the text in teaching reading are examined. The study explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles. The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be explored, in particular, the hierarchy of five levels of text, as advanced by Davies. Reading is an integral part of the school curriculum, and to use reading texts depends on the purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to present new vocabulary and structures, or as a basis for language practice. This study examines reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to determine how the specified outcomes relate to the framework for the development of reading skills.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir die beskrywing en analise van tekste. Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van leesvaardighede.
Golsby-Smith, Sarah. « Conversation in the classroom : investigating the 1999 Stage 6 English syllabus ». Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.
Texte intégralSharpe, Antoinette E. « The optimum sequence for the introduction of language skills in English second language at Afrikaans medium primary schools ». Thesis, 2014. http://hdl.handle.net/10210/9305.
Texte intégralMatjila, Elizabeth Manchadi. « An evaluation of the Bophuthatswana syllabus for English standard 7 ». Thesis, 2014. http://hdl.handle.net/10210/10804.
Texte intégralKnowledge in any field is not static. The world is faced with a knowledge explosion. New information, new ideas and new perspectives are continuously being uncovered, with the result that old information is. forever being challenged and proved wrong (Nicholls & Nicholls, 1978; Zais, 19761130). There is a need therefore to monitor the situation and to assess whether what is going on in the school is congruent with developments in the disciplines. In the context of this dissertation, English is a second language and it is also the medium of learning. Research has to assess whether the curriculum for English second language reflects the requirements of situation analysis, which includes developments in Linguistics and Applied Linguistics, and to assess the extent to which the syllabus as a curriculum document reflects the inherent characteristics of a curriculum. The syllabus that is being evaluated in this dissertation is a document designed in Bophuthatswana and has been in use since 1985. No formal evaluation of the particular syllabus has been carried out...
« 'n Nosioneel-funksionele grondslag vir die ontwerp van 'n Afrikaanskursus vir volwasse beginners ». Thesis, 2015. http://hdl.handle.net/10210/14563.
Texte intégralIt is the task of curricular planning and syllabus design in non-formal fields of education to make available to adults the possibilities for learning the language they need for the purposes for which they need it. A decisive answer should be found to the question about what type of syllabus or course would be able to provide for the real operation needs of adult learners, to translate these needs into learning objectives and at the same time justify the semantic and structural components of the target language...
Livres sur le sujet "Language and languages – Outlines, syllabi, etc"
University of the State of New York. American sign language for communication : New York State teacher's guide. Albany, N.Y : University of the State of New York, State Education Dept., 1994.
Trouver le texte intégralSchmitt, Conrad J. Spanish. New York : McGraw-Hill, 2000.
Trouver le texte intégralM, Feuerle Lois, dir. Schaum's outlines : German grammar. 4e éd. New York : McGraw-Hill, 2010.
Trouver le texte intégralFishbone, Alan. Schaum's outline of Latin grammar. New York : McGraw-Hill, 2002.
Trouver le texte intégralCorreale, Daniela Meneghini. Outline of a Persian-English dictionary. Venezia : Cafoscarina, 1997.
Trouver le texte intégralBancroft, T. Whiting. A method of English composition (1884) : And Historical outlines of the English language : illustrated by early English literature (1887). Ann Arbor : Scholar's Facsimiles & Reprints, 2004.
Trouver le texte intégralR, Jones Joseph, Jones, Margaret E. W., 1938- et Schmitt Conrad J, dir. Schaum's easy outlines. New York : McGraw-Hill, 2000.
Trouver le texte intégralBiscontini, Stefania. Latinando : Sistema di giochi per l'apprendimento del lessico latino. Arrone (Terni) : Thyrus, 1997.
Trouver le texte intégralKingwell, Gail. English as a second language : Senior high guide to implementation. Edmonton, AB : Alberta Learning,Learning and Teaching Resources Branch, 2002.
Trouver le texte intégralGschossmann-Hendershot, Elke. Schaum's easy outline of German. 2e éd. New York : McGraw-Hill, 2010.
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