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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Icelandic language – grammar – textbooks"

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Shaw, Steven L. "Grammar Textbooks". TESOL Quarterly 26, nr 4 (1992): 753. http://dx.doi.org/10.2307/3586873.

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Dehé, Nicole. "An intonational grammar for Icelandic". Nordic Journal of Linguistics 32, nr 1 (czerwiec 2009): 5–34. http://dx.doi.org/10.1017/s0332586509002029.

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The aim of this paper is to shed new light on the tonal grammar of Icelandic and to complement the tone inventory as previously described in the literature (Árnason 1998). Specifically, types of pitch accents and edge tones and their combinations in neutral declaratives and questions, and in utterances containing narrow focus are addressed. Two pitch accent types (H* and L*) and two edge tones (H- and L-) are identified, for which evidence has not been found in previous research. Moreover, the paper shows for declaratives, that along with downstep, Icelandic has upstep across Intonational Phrases. Upstep applies to a series of pitch peaks. It may occur in neutral declaratives and in utterances with final narrow focus. Overall, the results of this study provide a substantial addition to our knowledge of Icelandic intonational phonology.
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Möller, Alda Bryndís. "Íslenskukennsla í Bessastaðaskóla 1806–1846 og á fyrstu árum Reykjavíkurskóla". Orð og tunga 19 (1.06.2017): 1–40. http://dx.doi.org/10.33112/ordogtunga.19.2.

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The school at Bessastaðir in Iceland (1805‒1846) prepared students for the clergy and further studies at the University of Copenhagen. Despite its emphasis on classical languages and theological studies it is considered to have had considerable influence on the development of the Icelandic language and language norms in the 19th century. The article discusses the status of the Icelandic language in the school curriculum but it also highlights the multi-disciplinary nature of language instruction through translations from Greek and Latin under the supervision of renowned experts in Old Icelandic who also were keen supporters of Icelandic language vocabulary development. Many able students built on this experience to pioneer the development of Modern Icelandic.Icelandic lessons in the Bessastaðir School timetable consisted of translations from Latin and Danish with less emphasis on literature; some attention was paid to grammar while orthography varied. The school was cramped and the building not fi t for purpose. This state of affairs prevailed until the school moved to Reykjavik in 1846, which opened up great possibilities. Finally, teaching of modern languages, including Icelandic, could be developed in the curriculum.Timetables in the Reykjavik Grammar School show increased emphasis on the subject Icelandic, both in number of hours and variety of content. Teaching of the subject was prescribed by official regulations and included Icelandic grammar as well as modern and medieval literature. Standardised orthography was developed and firmly established in the early years of the school by rules that were largely based on Old Icelandic. These rules are still mostly applicable in modern day Icelandic texts. The article describes these developments in the first few years of the Reykjavik Grammar School, largely based on the school ̓s archives and significant essay mate-rial from students at the time.
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Kanjevac, Simona. "Lingvometodical texts in teaching language language in fourth distance: Method aspect". Metodicka praksa 18, nr 2 (2018): 53–62. http://dx.doi.org/10.5937/metpra1801053k.

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It is commonly and methodically functional to introduce the grammar of linguistic phenomena through the analysis of the starting or the linguistic text. In addition to having to be saturated with a certain language appearance, such texts sometimes needed to link content from different areas of Serbian language teaching. In this paper, we refer to the so-called related language textbooks found in grammar textbooks in the fourth grade of elementary school. These texts were studied from the point of view of the methodological principles and requirements, but also of the linguistic knowledge on which grammar and spelling is taught. The aim of the research was to determine the nature and function of the related linguistic texts and to present them in the selected textbooks for grammar teaching, as well as to determine the quality of a supporting methodology device that should link the concrete text and the definition of the concept.
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Collins, Peter, Carmella Hollo i Juliet Mar. "English grammar in school textbooks". Australian Review of Applied Linguistics 20, nr 2 (1.01.1997): 33–50. http://dx.doi.org/10.1075/aral.20.2.03col.

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This paper reports findings from a project involving the critical analysis of English grammar books (and language books with grammatical content) used at Primary and Secondary levels in NSW schools. The books surveyed betrayed a low level of awareness of developments in contemporary linguistics, and in particular, of the ‘structural’ approach to grammatical description. Such an approach, it is argued, has the potential to build on the insights of traditional grammar and to remedy many of its major shortcomings.
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Pittman, Iulia. "The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks". Glottodidactica. An International Journal of Applied Linguistics 48, nr 2 (30.12.2021): 61–81. http://dx.doi.org/10.14746/gl.2021.48.2.04.

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Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.
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Антон Іващук. "CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890)". Collection of Scientific Papers of Uman State Pedagogical University, nr 3 (4.09.2020): 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.

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The article under discussion deals with the textbooks for the French language learning used in the schools and gymnasiums of Galicia (1867–1890). The content and structure of textbooks by Jan Amborsky, August Svitkovsky and Stephanie Wechslerova have been analyzed in detail. Phonetic, grammatical and lexical material contained in the textbooks has been described. The historical and educational prerequisites that directly influenced the development of French language teaching in Galicy have been outlined. After having analyzed the textbooks for the French language learning in Galicia it was determined that during the indicated chronological period, there were three types of textbooks which were used in galician women’s schools, secondary schools and gymnasiums. Namely grammar reference books with or without exercises, readers with adapted or authentic texts and abstracts from well-known French literature and textbooks itself, which contained various texts, passages of literary works and which were used in order to teach grammar, reading, writing and translation. All found textbooks were analyzed according to the criteria created by N. Borysko. It was found that all analyzed textbooks were recommended for use in Galician women’s schools, secondary schools and gymnasiums by the Regional School Board. All the training material contained in the textbooks was in line with the main purpose of foreign language learning and the requirements of the Austro-Hungarian Ministry of Religion and Education. As a result of our research, it has been proved that in the selected period of time for teaching French language they used the grammar-translation method as evidenced by particular attention to the study of grammar theory, a large number of grammar-translation type of exercises and reading literary works in French.
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Olthof, Marieke. "Transparency in Norwegian and Icelandic: Language contact vs. language isolation". Nordic Journal of Linguistics 40, nr 1 (20.04.2017): 73–115. http://dx.doi.org/10.1017/s033258651700004x.

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This research studies language contact as a possible cause of differences between languages in their degree of transparency. As transparency is assumed to facilitate intelligibility and learnability, especially for adult L2 learners, it is hypothesized that in particular contact settings with many such learners, languages tend to show increasing transparency. The study tests this hypothesis by investigating transparency in Norwegian, which has been exposed to extensive contact with Low German and Danish, and the relatively isolated Icelandic language. Based on a set of opacity features formulated in Functional Discourse Grammar, the degree of transparency of the two languages is compared. The results show that, as predicted, Norwegian is more transparent than Icelandic, which seems due to an increase in transparency in Norwegian and general opacity maintenance in Icelandic compared to their ancestor Old Norse. The study thus supports the hypothesized relation between language contact and transparency.
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Jónsson, Jóhannes Gísli, i Thórhallur Eythórsson. "Variation in subject case marking in Insular Scandinavian". Nordic Journal of Linguistics 28, nr 2 (21.11.2005): 223–45. http://dx.doi.org/10.1017/s0332586505001435.

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The Insular Scandinavian (IS) languages, Icelandic and Faroese, exhibit variation in subject case marking, primarily pertaining to an older idiosyncratic case and an innovative case that instantiates a regular pattern. This variation occurs to a considerable degree at the level of the individual speaker. We argue that this intra-speaker variation in IS involves optionality within one grammar and not competition between two different grammars or dialects in the sense of Kroch (1989, 1994). Mainly on the basis of data from the so-called Dative Substitution (DS) in Icelandic, we show that this variation does not involve any kind of parameter, and that it is not the result of dialect contact, as the grammar competition analysis would entail.
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Nemeth-Jajić, Jadranka, i Petra Božanić. "Linguistic terms in contemporary textbooks of Croatian language". Školski vjesnik 71, nr 1 (2022): 139–55. http://dx.doi.org/10.38003/sv.71.1.1.

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Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.
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Rozprawy doktorskie na temat "Icelandic language – grammar – textbooks"

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Zhou, Ting Ting. "Language socialization and ideological change in EFL textbooks in China : grammar, rhetoric, and genres". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44305.

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Although previous research has revealed that explicit and implicit ideologies are embedded in language textbooks, few have looked at how these ideologies change over time in English language textbooks, particularly in the context of China—a country that has undergone remarkable sociopolitical transitions. This study examines three series of EFL textbooks published in China in 1978, 1995 and 2003 to uncover (1) how the incorporation or transmission of ideologies in the textbooks changed and how have those same changes reflected changes in China’s political, social and cultural contexts during the past three decades; and (2) what and how the image of China, the world, English learners, and the (grammatical and other) functions of English represented at different points in time in official English textbooks used in secondary schools also changed. Based on perspectives from language socialization and critical discourse analysis of changes specifically in the use of grammar, rhetoric and genre in the textbooks, the findings show a tendency of the textbooks to move from collectivist ideologies serving mainly the interests of the country in the 1970s to individualist ideologies that concern the interests of the learners in the 2000s. The image of China transitioned from being “strong” to “friendly” to “international” while its relationship with the world changed from that of China and (or versus) the world to China in the world. In addition, the learners for whom textbooks were designed were being socialized into the identity of Chinese citizens (socialist patriots) in the 1970s but global citizens in the 2000s. The functions of English, in turn, shifted during this time from facilitating communication for scientific, business and travelling purposes, to enhancing cross-cultural understanding in the 21st century. The study concludes with a discussion of the implications of research on textbooks for English language education more broadly.
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Grall, Christophe. "Présentations de la Grammaire et Représentations du Discours Dans les Manuels de Français Publiés aux États-Unis: une Étude Diachronique". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28423/.

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This study partially replicates and re-explores specific dimensions of a textbook analysis of the presentation and use of specific grammatical elements and sociolinguistic variants in textbooks published in the United States for learners of French. Authenticity is situated as a central construct in the analysis of interrogatives, relative pronouns, and the negative particle ne in selected textbooks and ancillary materials. The findings reveal that little progress has been made over the past twenty years in integrating authentic representations of discourse into French-as-a-foreign-language textbooks.
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Tshotsho, Baba Primrose. "An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.

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This study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.


Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of students‟ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.

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Elhindi, Yousif, i Theresa McGarry. "Gender-Linked Variation Across Languages". Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1612292224.

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"...this volume presents a collection of studies that highlights the linguistic diversity of the language and gender research currently being pursued, to emphasize the value of such work for the formulation of theories and methods and to stimulate more research across languages...." --Introduction
https://dc.etsu.edu/etsu_books/1040/thumbnail.jpg
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Unsworth, Len. "How and why : recontextualizing science explanations in school science books". Phd thesis, Department of Linguistics, 1995. http://hdl.handle.net/2123/9054.

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Santos, Maria de Fátima dos. "Fiabilidade e relevância das opções dos autores dos manuais escolares de português do 10º ano em relação ao programa da disciplina". Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/15721.

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Fiabilidade e relevância das opções dos autores dos manuais escolares de Português do 10º ano em relação ao Programa da disciplina Esta dissertação apresenta um enquadramento dos manuais escolares no processo de ensino e aprendizagem, enquanto instrumentos de relevo na prática lectiva. É feita uma abordagem de algumas das orientações programáticas, sobretudo relacionadas com a leitura literária e o funcionamento da língua, na tentativa de se questionar, reequacionar e fundamentar as opções dos autores dos manuais escolares, publicados em 2007, face ao Programa da disciplina de Português no 10º ano. Perante a vastidão de autores que foram seleccionados para os diferentes projectos editoriais, devido à abertura que o Programa dá nesse sentido, procedeu-se à análise de opções relacionadas com a selecção de escritores de expressão portuguesa e incidiu-se na interpretação de constrangimentos subjacentes ao ensino do funcionamento da língua/conhecimento explícito da língua; ABSTRACT:Reliability and relevance of options put forth by 10th Grade Portuguese Language School Textbook authors, related to the10th Grade Portuguese Language syllabus. This dissertation presents an array of school textbooks in the teaching and learning process as relevant tools of pedagogy. An approach of some syllabus orientations is carried out, most of all related to literature and language function in an attempt to question, re-question and lay out the options of the authors of the school textbooks published in 2007, according to the 10th Grade Portuguese Language Syllabus. Having in mind the majority of authors that were selected for the different editorial projects, due to the wide scope of the syllabus, an analysis was done related to the selection of Portuguese writing authors and the interpretation of the implicit constraints of teaching grammar and explicit language knowledge (comprehension) has been pointed out.
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Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.

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This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.
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Varga, Kate, i Ronja Cato. "A multimodal critical discourse analysis of Swedish teaching materials for English". Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41075.

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Education in the Swedish school system should aim to assist pupils in the development of fundamental values. This study investigates to what extent different groups of people are represented within two textbooks for English language teaching (ELT), produced in Sweden and commonly used in Swedish schools and how these representations correlate with the values indicated in the curriculum. Additionally, this study explores if textbooks designed for ELT can be adapted and used as a resource in the Arts classroom for multimodal representation analysis. The study used a multimodal critical discourse analysis with a social semiotic approach to address these questions, looking at the textbooks' textual and visual elements. The result is addressed both quantitatively and qualitatively and showed that, while women were shown in active roles, white men were overrepresented in both the visual and textual representations and people of colour of both genders were underrepresented. The results imply that ELT textbooks have some ways to go in order to meet the representation demands that the curriculum sets and that more research needs to address how to more accurately and frequently represent different groups of people within ELT teaching materials.
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Garcia, André Luiz Ming. "Progressão de tópicos gramaticais em cursos de alemão língua estrangeira: estudo empírico de processos de ensino-aprendizagem". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-24032015-113926/.

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Neste trabalho, a partir de uma proposta de investigação híbrida, ao combinar elementos da pesquisa quantitativa aos da qualitativo-interpretativista, e com base em arcabouços teóricos advindos da área de alemão língua estrangeira e psicolinguística, entre outras, procura-se comparar os produtos do ensino-aprendizagem de alunos brasileiros de alemão língua estrangeira que aprendem as orações relativas do alemão a partir das propostas de progressão de tópicos gramaticais sintética e analítica, assim como descritas por Wilkins (1978). Para tal, realizaram-se coletas de dados junto a aprendentes que tiveram contato com as orações relativas alemãs em meio institucional, onde se adotava os livros didáticos Schritte International 5 e studio d A2. Considera-se que o ensino de tópicos gramaticais em blocos, com a transmissão de grandes volumes de informação de uma só vez, como na abordagem analítica e mediante o emprego de Schritte, possa gerar uma sobrecarga da memória de trabalho dos aprendizes, enquanto que o ensino da gramática em fases ou ciclos, a partir da abordagem sintética, permita o depósito paulatino de informações na limitada memória de trabalho (e de curta duração), com a possibilidade de que dados se assentem na memória de longa duração e possam ser acessados quando do depósito de novos dados relacionados. O trabalho confirma a hipótese inicial de que ambas as perspectivas, ao apresentarem seus bônus e ônus, conduzem a resultados semelhantes no processo de ensino-aprendizagem. Adotando-se a tipologia de exercícios de Neuner et al. (1981), influente na área de alemão língua estrangeira, verifica-se a produção dos estudantes em exercícios que oscilam entre os mais reprodutivos e os mais produtivos, constatando-se que a performance dos alunos é superior nos primeiros, quando se avaliam as frases construídas de forma adequada morfossintática e semântico-pragmaticamente. Em resumo, os dados coletados e analisados, de forma geral, não apontam para uma suposta superioridade de uma ou outra abordagem de progressão de tópicos gramaticais em cursos de (alemão) língua estrangeira
In this work, from a proposed hybrid research method, by combining elements of the quantitative and qualitative-interpretative methods, and based on theoretical frameworks coming from the area of German as a foreign language, psycholinguistics etc., we seek to compare the products of teaching and learning German as a foreign language by Brazilian students, based on the proposals of the progression of synthetic and analytical grammatical topics, as described by Wilkins (1978). To this end, we collected data from learners who had contact with the German relative clauses in institutional environment, where two different textbooks were used, Schritte International 5 and studio d A2. It is considered that the teaching of grammar topics in blocks, with the transmission of large amounts of information at once, as in the analytical approach and by employing Schritte, can generate an overload of the working memory of the learners, while the grammar teaching in phases or cycles, from the syntetic approach, allows the gradual deposit of information in the limited working memory (short term), with the possibility that data be deposited in long-term memory and can be accessed when the deposit of new information occurs. The work confirms the initial hypothesis that both perspectives, in presenting their bonuses and burdens, lead to similar results in the teaching-learning process. Adopting the type of exercises of Neuner et al. (1981), influential in the area of German foreign language, we analyze the production of students in exercises ranging from the most reproductive and more productive, in order to verify if the performance of students is higher in the first, when evaluating sentences constructed appropriately in morphosyntactic and semantic- pragmatic terms. In summary, the collected and analyzed data, in general, do not point a supposed superiority of one of the two approaches to the progression of grammar topics in (German) foreign language courses
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Książki na temat "Icelandic language – grammar – textbooks"

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Pétursson, Magnús. Lehrbuch der isländischen Sprache: Mit Übungen und Lösungen. Wyd. 3. Hamburg: Buske Verlag, 1992.

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Neijmann, Daisy L. Colloquial Icelandic: The complete course for beginners. New York: Routledge, Taylor and Francis, 2001.

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Einarsson, Stefán. Icelandic: Grammar, texts, glossary. Baltimore: Johns Hopkins University Press, 2000.

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Jónsdóttir, Hildur. Icelandic. London: Hodder Headline, 2004.

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Andrea de Leeuw van Weenen. A grammar of Möðruvallabók. [Leiden]: Research School CNWS, School of Asian, African, and Amerindian Studies, Universiteit Leiden, The Netherlands, 2000.

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Bartoszek, Stanislaw. Icelandic for beginners. Wyd. 2. Reykjavík: Bréfaskólinn, 1992.

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Bonnetain, Yvonne S. Neuisländische Grammatik im Abriss. Trieste: Parnaso, 2002.

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Magnússon, Jón. Grammatica islandica =: Íslenzk málfrædi. Reykjavík: Málvísindastofnun Háskola Íslands, Háskólaútgáfan, 1997.

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Sverrisdóttir, Oddný Guđrún. Land in Sicht: Eine kontrastive Untersuchung deutscher und isländischer Redensarten aus der Seemannssprache. Frankfurt am Main: P. Lang, 1987.

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Þráinsson, Höskuldur. The syntax of Icelandic. Cambridge: Cambridge University Press, 2007.

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Części książek na temat "Icelandic language – grammar – textbooks"

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Saarinen, Taina, i Ari Huhta. "The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed". W New Materialist Explorations into Language Education, 151–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.

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AbstractIn this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the textbooks in their pedagogical ergonomics; i.e. as socio-material in the classroom. We conclude by discussing the ideological nature of the textbooks not only as describing, but materially constructing a learner agency that understands learning both as constructivist and behaviourist. This merging of pedagogic ideals promotes a particular kind of disciplined behaviour to the extent that learner behaviour and learning are inseparably intertwined.
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Xiao, Yue. "An analysis of unit covers in English textbooks based on visual grammar theory". W Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023), 637–49. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-214-9_75.

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Dunajeva, Jekatyerina. "From “Unsettled Fortune-Tellers” to Socialist Workers: Education Policies and Roma in Early Soviet Union". W Social and Economic Vulnerability of Roma People, 65–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_5.

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AbstractThis chapter embeds Roma identity formation in the politics of early Soviet Union, by examining the role schools played in delineating boundaries of belonging and the sense of nationhood. I analyze education policies and politics towards minorities in the 1920s and ‘1930s through textbooks in Romani language from the time. I show that textbooks, often through educating basic grammar to children, sought to alter their identities from “unsettled fortune-tellers” to working Roma. Roma way of life was equated with oppression of the old, pre-revolutionary times, while new, Socialist life that Roma were to become part of was characterized by equality and work. What was seen as the traditional Roma way of life was incompatible with the goals of the state, and schools were to “transform” Roma children into productive Socialist workers. Socialism, therefore, was seen as the emancipation and empowerment Roma needed in order to leave their “backwards” habits in the past.
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Hopkins, Kelsey P., i Branislav Bédi. "Immigrant families’ home use of electronic and online Icelandic L2 materials for children". W CALL and professionalisation: short papers from EUROCALL 2021, 143–48. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1323.

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This article presents two studies performed on 14 immigrant families with children aged one to 16; 12 families in Iceland and two Icelandic families living abroad. Lack of exposure and availability of online materials for learning Icelandic as an L2 may affect what skills children can practise at home. This study represents 32 children aged one to 16, all of whom practise Icelandic (L2) at home. Data regarding use and availability of online and offline learning materials were collected by means of a survey containing both open-ended and closed questions. A comprehensive, central directory of available materials was created in parallel as a desktop research. These studies reveal that Icelandic is spoken in most homes but children require further development of specific language skills, predominantly reading. Families consider reading, writing, and vocabulary to be the most important skills to practise, while grammar, speaking, and listening take lower priority. Children’s books are the most frequently used learning material, while textbooks, audiobooks, and other language programmes or apps are used less frequently. TV, films, and online channels (e.g. YouTube) are used to provide language exposure.
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Shelly, Sharon L. "Reinventing “Grammar” for Foreign Language Textbooks". W The Foreign Language Classroom, 199–208. Routledge, 1995. http://dx.doi.org/10.4324/9780203820858-13.

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"Grammar, Textbooks, and the Implementation of the National Language". W The Kokugo Revolution, 133–55. Institute of East Asian Studies, University of California, Berkeley, 2009. http://dx.doi.org/10.2307/jj.7762616.10.

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Walmsley, John. "‘Language turned back on itself’". W The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch09.

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Thanks to the vicissitudes of history (the Norman Conquest 1066) it is possible to trace the emergence of the English metalanguage in an unbroken tradition from its beginnings in the late fourteenth century down to the present day, under (almost) laboratory conditions. Concentrating on core areas of the grammar, this paper outlines the growth of the English metalanguage, and the internal and external forces which helped to shape it. Briefly, the terms of linguistic description were absorbed into a wider, centuries-old tradition of universal grammar in which many of the categories of general or theoretical linguistics survive today. These provide the materials on which the creators of syllabuses and writers of textbooks draw in their work.
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Legate, Julie Anne. "On theories of Case and Universal Grammar". W The Place of Case in Grammar, 51–72. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198865926.003.0003.

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Abstract This chapter argues that dependent case is insufficient as a universal theory of case; case assignment by a syntactic head must also be recognized. Exemplars include grammatical object passives, Lithuanian active existentials, and Icelandic indirect causatives. Finally, it is demonstrated that dative-nominative constructions in Icelandic, which have long been taken to require a dependent case analysis, are fully compatible with case assignment by a syntactic head. This work is envisioned as a piece in a larger programme arguing that Universal Grammar, the innate component of the faculty of language, does not contain information specific to case. The child learns case assignment rules on the basis of innate knowledge of the hierarchical structure building operation merge, combined with evidence in the input. Since hierarchical relationships between heads and nominals are provided by merge, these relationships can be used by the child to form language-specific case assignment rules.
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Ostapchuk, Oxana A. "Ukrainian Language in the Practice of Education: Textbooks of the (Post)Revolutionary Time (the Late 1910s and Early 1920s)". W The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 255–72. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.11.

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Under analysis in this essay are the first mass textbooks in the Ukrainian language, which spread in schools after a radical change in the language situation after the 1917 revolution. Special attention is paid to the period of 1917-1919, which was marked by a real publishing boom in this field. In order to examine the form and the content of native-tongue education, not only are textbooks as such taken into account, but also materials of linguistic and methodological discussion of that time, in order to examine the form and the content of native-tongue education. This work also actively utilizes regional archival material from the territory of Central Ukraine (primarily Podillia). The analysis showed that the main aim of the textbooks and manuals from the 1910s was enhancing the communicative status of the Ukrainian language in society. The text- books created the necessary communicative environment for a new educated Ukrainian speaker, who had practical skills in the fields of Ukrainian grammar, stylistics, and syntax.
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Schmied, Josef. "Second-Language Corpora". W Comparing English Worldwide, 182–96. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198235828.003.0013.

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Abstract Although the number of corpus-linguistic publications has increased dramatically in the last few years (e.g. Svartvik, 1992), the special problems and the potential of second-language corpora have not been given adequate systematic treatment. In sociolinguistic textbooks or in overviews of English as a world language the distinction between English as a Native Language (ENL), English as a Second Language (ESL), English as an International Language (BIL), and English as a Foreign Language (EFL) has been widely recognized as one of the special assets of English (cf. Asher, 1994 s.v.), but the implications of this have not penetrated to the heart of corpus linguistics. Corpus linguistics began in the ENL context. The Survey of English Usage Corpus, the Lancaster-Oslo/Bergen (LOB) Corpus, and the Brown Corpus were the pioneering models of the first generation, combining a strong empirical data-based approach with a sensitivity for systematic (socio-)stylistic contextualism and variationism. In the EFL context (and its modem expansion the BIL context) the data based approach has been used since the heyday of error and contrastive analyses in the 1960s. The International Corpus of Learner English (ICLE, cf. Ch. 2 this volume) is a logical continuation of these approaches, providing a more systematic account than individual collections by schoolteachers or publishers. ENL and EFL corpora are linked rather closely: in the development of ENL corpora the direct applications in target-language grammars (such as the Oxford English Grammar, 1996) and dictionaries (such as the COBUILD Dictionary, 1987) have played a driving role, as EFL texts are measured against these models.
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Streszczenia konferencji na temat "Icelandic language – grammar – textbooks"

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Utami, Sintowati Rini, Emzir i Ninuk Lustyantie. "Language Dimension and Grammar Components in Textbooks". W International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009036806360643.

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Þorsteinsson, Vilhjálmur, Hulda Óladóttir i Hrafn Loftsson. "AWide-Coverage Context-Free Grammar for Icelandic and an Accompanying Parsing System". W Recent Advances in Natural Language Processing. Incoma Ltd., Shoumen, Bulgaria, 2019. http://dx.doi.org/10.26615/978-954-452-056-4_160.

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Bedi, Branislav, i Annika Simonsen. "Using generative AI tools and LARA to create multimodal language learning resources for L2 Icelandic". W EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16994.

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We utilize ChatGPT and other generative AI tools in developing illustrated multimodal resources for learning Icelandic as a second language (L2) via reading in the online platform LARA. These are illustrated short stories in Icelandic created using specific prompts including information about learner levels and age groups. We present a methodology for creating engaging stories and a way to evaluate the quality and suitability of text and images generated by AI. Additionally, we assess how 46 adult learners perceived reading a story at A1 and A2 level in LARA, with a positive vocabulary learning effect. We conclude that generating suitable prompts greatly assists with getting the desired output; however, this is restricted to the language one works with. Much human post-editing is still necessary for Icelandic texts to improve their quality in grammar, vocabulary, and cultural aspects, and their suitability for language teaching.
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Koceva, Vesna, Dragana Kuzmanovska, Snezana Kirova i Ana Vitanova-Ringaceva. "ANALYSIS OF GRAMMAR VOCABULARY IN FOREIGN LANGUAGE TEXTBOOKS: ITALIAN, GERMAN, ENGLISH, AND MACEDONIAN". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1373.

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Zhang, Larry, i Yu Sun. "An Application that Combines Learning and Games to Make Learners Keep Interested in Learning". W 12th International Conference on Advanced Information Technologies and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130611.

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Learning a new language and a new culture is always fun and interesting at the beginning. However, when learners get deeper into the learning process, they find that whether it is memorizing vocabulary, learning dif erent types of grammar, or learning a new culture that is completely dif erent from the learner's country, it becomes very dif icult and learners gradually lose their enthusiasm for learning. Also, some of the textbooks right now are published a long time ago. Teaching some 20 or 30 years ago’s culture won't help the learner and may make them misunderstand the modern culture of that country. So, why can't we give the learner more accurate information and keep the learning process as fun as ever? This paper designs a software that combines the games and learning together. By setting up dif erent scenarios, building a variety of representative buildings, adding various characters to communicate with, designing dif erent culturally significant objects, and conceiving an interesting story plot to let people who are learning a new language or culture can learn in a unique and more fun way. After applying the app to language schools, Japanese language learner communities, and the Internet, the results showed that the app makes learners learn in a more relaxed atmosphere and makes them want to learn more.
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Filippov, Konstantin A., Liubov’ N. Grigor’eva, Mikhail V. Koryshev, Kristina V. Manerova i Andrei K. Filippov. "REMARKS ON PHONETICS AND SPELLING OF M. LOMONOSOV’S GERMAN TEXTS". W 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.08.

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M. Lomonosov’s texts in German provide numerous examples of word spelling inconsistency, e. g. Freiheit/Freyheit, Dero/dero, etc. The influencing factors for this are Lomonosov’s individual style and the scientific and educational discourse of 18th century Russia. The research focuses on the alternation of g/h and g/сh. The alternation at the beginning of a morpheme (Staffengagen/Staffenhagen) can be explained by the similarity in the pronunciation of the German letters g and h in Russian educational tradition. As possible reasons for the alternation in the intervocal position after i (abziegen/abzihen) and ei (verzeigen/ Verzeigung/verzeihen), one can point at voicing of a voiceless consonant /h/ in the position between two vowels and Russian spiranta /ɤ/ functioning as a variant of the phoneme /g/. In the final position of a word, the alternation of g / ch is observed in adjectives with the suffix -lich, causing a deviation from the standard spelling in the words neulig and unmöglig. In this case, the explanation could lie in the fact that in the German language, two productive derivational suffixes -ig and -lich exist, similar in form and in semantics. Also in the German texts of Lomonosov one can find variants Petersburg/Petersburch with alternating g/сh at the end of a word. The tradition of substituting -urch for -urg in place names survives in Russian grammar textbooks for foreigners up to mid–19th century as Russian г is pronounced as /x/ at the end of some words. Refs 22.
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Raporty organizacyjne na temat "Icelandic language – grammar – textbooks"

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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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