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Search Results: 1 - 10 of 8728 matches for " English language "
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The Application of Language Awareness in College English Writing Teaching  [PDF]
Zhijie Wang
Open Journal of Modern Linguistics (OJML) , 2018, DOI: 10.4236/ojml.2018.83007
Abstract: Language awareness refers to the understanding of language forms and functions, which is gradually formed by learners in the process of internalizing specific language knowledge. It is a mental activity that is not only abstract but also complex. English writing examines students’ comprehensive application of English knowledge, and is an indispensable part of English learning. The deficiency of students’ English writing part can be attributed to their lack of corresponding language awareness. This paper first expresses the importance of language awareness in English writing teaching, and then analyzes the main factors that influence the cultivation of college English language awareness, and finally puts forward the new model of college English writing teaching under the drive of language awareness.
A Perspective-Based Reading of Culture in English Language Teaching: From the Conventional Perspective to the Intercultural Language Teaching Perspective  [PDF]
Khaled Jebahi
Open Journal of Modern Linguistics (OJML) , 2013, DOI: 10.4236/ojml.2013.33029
Abstract:

This paper reviews culture as perceived in a number of language teaching perspectives. The term “culture” and its relation with language has been a center of interest in different fields of studies. Because the term “culture” is borrowed between disciplines, it is understood differently and altered in the process by the goals and traditions of the borrowers. As such culture remains an elusive concept for the language teacher. Here, I attempt to understand how culture has been understood in different English language teaching perspectives in the last fifty years. This reading helps understand how change in the teaching approach affects how culture is dealt with in class and in teaching materials.

The Impact of the American English Learning upon Chinese College Students’ Ideology  [PDF]
Xiao Yue
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.31026
Abstract: In recent decades, many researchers have devoted themselves to the study of the impact of American ideology upon Chinese college students. However, few of researches have been made in this area in view of language attrition. This thesis mainly analyses the transfer of Chinese college students’ ideology caused by the language attrition during the process of American English learning, such as the regression of Chinese language in different degrees and the decline of self-identities in Chinese culture. The transfer of ideology is manifested in the aspects of Chinese college students’ ideas, values, self-identities, etc. This thesis also provides evidence for the current situations that Chinese college students’ ideology was transferred by the first language attrition. Language attrition is a method different from other traditional research methods, and it is a whole new point of view at a cultural level.
The use of English in South African science
Jude Edmund Cobbing
South African Journal of Science , 2011, DOI: 10.4102/sajs.v107i1/2.390
Abstract: Scientific reports, articles, strategies and plans in South Africa (and elsewhere) are often written in unnecessarily confusing, complex and obscure language. While this is often unintended, it can be used by some to assert authority and discourage inquiry or dissent. Specialist styles of writing and jargon used by business, management or socio-economic development professionals are often copied or echoed in other contexts where their meaning is less clear. Although there is some very clear scientific writing in South Africa, confusing and obscure writing is common and may even be a growing problem. This style of writing may act as a barrier to entry for speakers of English as a second language (the majority of South Africans), who must devote extra time to mastering the medium rather than the content of science writing. The problem is even found in some school textbooks aimed specifically at speakers of English as a second language. The various uses of poor language in science in South Africa have unwanted and potentially serious implications, including supporting unwanted power and institutional hierarchies, alienating the general public, confusing decision-makers, hampering efforts towards transformation, discouraging debate, and diverting time and energy away from scientific work and cooperation.
Language(s) and identity(ies) in French society Language(s) and identity(ies) in French society
Henri Jeanjean
Ilha do Desterro , 2008,
Abstract: Most discourses about France seem to imply that France is a homogeneous, monolingual, monocultural country. This is denying the cultural and linguistic diversity of the country. Regions were conquered throughout the centuries and the various regimes have always tried to eradicate regional languages and cultures, imposing French as the sole language, a powerful tool of colonisation. Resistance to the linguistic and cultural genocides have always been present. Until the second half of the 20th century this resistance was expressed only in linguistic terms. Recent events such as the Algerian war led to a new militancy and a political awareness slowly developed among the groups defending their minority languages and cultures. By denying their peoples, their rights to be educated and express themselves in their own language, French governments throughout the centuries have denied them their specific identity. Some attempts at improving the situation were made by Jack Lang, the then minister of Education, but his efforts to improve the place of regional languages in the Education system were thwarted by the State and Constitutional Councils. Regionalisation and the growing importance of the European Union may bring some changes to an otherwise bleak situation Most discourses about France seem to imply that France is a homogeneous, monolingual, monocultural country. This is denying the cultural and linguistic diversity of the country. Regions were conquered throughout the centuries and the various regimes have always tried to eradicate regional languages and cultures, imposing French as the sole language, a powerful tool of colonisation. Resistance to the linguistic and cultural genocides have always been present. Until the second half of the 20th century this resistance was expressed only in linguistic terms. Recent events such as the Algerian war led to a new militancy and a political awareness slowly developed among the groups defending their minority languages and cultures. By denying their peoples, their rights to be educated and express themselves in their own language, French governments throughout the centuries have denied them their specific identity. Some attempts at improving the situation were made by Jack Lang, the then minister of Education, but his efforts to improve the place of regional languages in the Education system were thwarted by the State and Constitutional Councils. Regionalisation and the growing importance of the European Union may bring some changes to an otherwise bleak situation
Henault, anne, les enjeux de la semiotique, paris: puf, 1979. Henault, anne, les enjeux de la semiotique, paris: puf, 1979.
Carmen Lucia Cruz Lima
Ilha do Desterro , 2008,
Abstract: Se pretendemos escrever elogiosamente sobre um livro de há quase 10 anos atrás, é porque reconhecemos a grande importancia do mesmo e desejamos salientar o atraso de nossas tradu es. Trata-se de um livro que liga a teoria a prática, sendo útil seu manuseio nos mais diferentes níveis do aprendizado; algo que desmistifica a palavra "semiertica" da sua acep o de modismo passageiro a ultrajante.
Discovery of the World Discovery of the World
Maria Cristina Schleder de Borba
Ilha do Desterro , 2008,
Abstract: Ascher-Straus"Discovery of the World" is presented as a two-levelled guide to a trip that takes place both in the real world matrix of the poem (the concrete trip from New York to New Jersey) and in the inserts (a stream of consciousness that has been tripped into existence by the matrix of external reality). The poem is an epistemological guide to a "nouvelle-vague" objectcentered way of creation where objects, material parts of the world, play a central role. Within the tradition of post-modern obsessed authors, Ascher-Straus become prophets attempting to conduct us to the innerness of everyday reality of objets' phenomenology. Their verse is a text book which shows a new vision of the world through literature. Ascher-Straus"Discovery of the World" is presented as a two-levelled guide to a trip that takes place both in the real world matrix of the poem (the concrete trip from New York to New Jersey) and in the inserts (a stream of consciousness that has been tripped into existence by the matrix of external reality). The poem is an epistemological guide to a "nouvelle-vague" objectcentered way of creation where objects, material parts of the world, play a central role. Within the tradition of post-modern obsessed authors, Ascher-Straus become prophets attempting to conduct us to the innerness of everyday reality of objets' phenomenology. Their verse is a text book which shows a new vision of the world through literature.
Lyn Lifshin Lyn Lifshin
Rita Balzar
Ilha do Desterro , 2008,
Abstract:
Shakespearean dramaturgies in Quebec Shakespearean dramaturgies in Quebec
Lois Sherlow
Ilha do Desterro , 2008,
Abstract: “It is just this which characterizes translation: the fact that it must be perpetually redone. I feel it to be an image of Art itself, of theatrical Art, which is the art of infinite variety. Everything must be played again and again, everything must be taken up and retranslated.” An Interview with Antoine Vitez, “The Duty to Translate.” Since 1980, the theatre of the province of Quebec has been in thegrip of a passion for Shakespeare. During this period, Shakespeare’s texts have often been retranslated and have also been vehicles for radical challenges to theatrical conventions. Best known among these experiments internationally are the productions of director Robert Lepage, among them his Shakespeare cycle (Coriolan, Macbeth, La Tempête) performed in Mauberge, France (1992), Japanese versions of Macbeth and The Tempest staged in Tokyo (1993), and, above all, his A Midsummer Night’s Dream (with its infamous ‘mudwrestling’ scenes) at the National Theatre, London (1993). “It is just this which characterizes translation: the fact that it must be perpetually redone. I feel it to be an image of Art itself, of theatrical Art, which is the art of infinite variety. Everything must be played again and again, everything must be taken up and retranslated.” An Interview with Antoine Vitez, “The Duty to Translate.” Since 1980, the theatre of the province of Quebec has been in thegrip of a passion for Shakespeare. During this period, Shakespeare’s texts have often been retranslated and have also been vehicles for radical challenges to theatrical conventions. Best known among these experiments internationally are the productions of director Robert Lepage, among them his Shakespeare cycle (Coriolan, Macbeth, La Tempête) performed in Mauberge, France (1992), Japanese versions of Macbeth and The Tempest staged in Tokyo (1993), and, above all, his A Midsummer Night’s Dream (with its infamous ‘mudwrestling’ scenes) at the National Theatre, London (1993).
Classroom interaction and language learning Classroom interaction and language learning
Joan Kelly Hall
Ilha do Desterro , 2008,
Abstract: In the field of second and foreign language learning, interaction has long been considered to play an important role. Studies taking a more traditional, formalist perspective on language and learning have focused on the role that interaction plays in helping learners to assimilate and internalize knowledge of linguistic forms in the target language. More recently, a group of scholars concerned with interaction and additional language learning, or the learning of languages other than the mother tongue, has begun to move away from this more traditional perspective and into areas outside of what has generally been considered the main focus of the applied linguistics field. Taking more of a sociocultural perspective on language and learning, this research is concerned with documenting the links between student participation in particular kinds of classroom interaction and their communicative development in the target language. In the field of second and foreign language learning, interaction has long been considered to play an important role. Studies taking a more traditional, formalist perspective on language and learning have focused on the role that interaction plays in helping learners to assimilate and internalize knowledge of linguistic forms in the target language. More recently, a group of scholars concerned with interaction and additional language learning, or the learning of languages other than the mother tongue, has begun to move away from this more traditional perspective and into areas outside of what has generally been considered the main focus of the applied linguistics field. Taking more of a sociocultural perspective on language and learning, this research is concerned with documenting the links between student participation in particular kinds of classroom interaction and their communicative development in the target language.
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