Classics-L: Grad Ed In Classics whole world and not just with grammar and philology by his studies in epic oral dictionand oral composition. also to read Italian, Dutch, swedish, Modern Greek http://omega.cohums.ohio-state.edu:8080/hyper-lists/classics-l/99-11-01/0382.htm
Classics-L: Re: Grad Ed In Classics whole world and not just with grammar and philology in studies in epic oral diction and oral composition. also to read Italian, Dutch, swedish, Modern Greek http://omega.cohums.ohio-state.edu:8080/hyper-lists/classics-l/99-11-01/0427.htm
ALAA 2001 Presenters (Abstracts And Biodata) to debates about the role of grammar in language their itinerary together and thenwrite a composition. tested against such languages as swedish and Arabic and http://www.slie.canberra.edu.au/ALAA/ALAA_Published/absbio.html
Extractions: Aidman, Marina A. Early bilingual writing: Some influences of the mother tongue on the majority written genre learning The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday, 1994). The written texts of the child's classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual's languages tends to enhance the development in the other. Thus there have been differentiated text types in the child's English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual's languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals' languages development (Cummins, 1984, 1996), in the area of written genre learning.
Books Reviews, Die Unterrichtspraxis, Fall 2001 Issue Translate this page courses, perhaps most logically a composition and conversation activities, and creativeways of reviewing grammar. interference mostly from L1 swedish but also http://web.utk.edu/~germslav/uphome/brevf2001.html
Extractions: Table of Contents, Book Review Section, Vol. 34.2 (Fall 2001) Intermediate Textbook Grammar Teaching Reading Teaching Literature/Writing ... CORRECTION I. Intermediate Textbook Schumann, Johannes. Mittelstufe Deutsch. Aktualisiert und mit neuer Rechtschreibung Mittelstufe Deutsch wird seinem Anspruch gerecht, gezielt auf die ZMP vorzubereiten. Mittelstufe Deutsch Gabriele Niegelhell University of New Mexico II. Grammar Helbig, Gerhard und Joachim Buscha. . Berlin: Langenscheidt, 2000. 379 pp. Die Verfasser haben sich besonders mit ihrer Deutschen Grammatik und dem Leitfaden der deutschen Grammatik Leitfaden der deutschen Grammatik Leitfaden der deutschen Grammatik oder an die Deutsche Grammatik 2. fakultativen Gebrauch des Konjunktivs (vor allem im uneingeleiteten Nebensatz" (79). Gregor Thuswaldner University of North Carolina Rinvolucri, Mario, and Paul Davis, eds. 66 Grammatik-Spiele(DaF) . Stuttgart: Klett, 1999. 118 pp. 66 Grammatik-Spiele contains a variety of interactive exercises dealing with major elements of German grammar. According to the book's introduction, the activities, intended for all levels of German instruction, provide an entertaining means of evaluating and improving students' knowledge of German grammar. One important benefit of 66 Grammatik-Spiele , the editors stress, is that little or no advance preparation is required to be able to use the grammar games profitably in the classroom, since the manual contains detailed instructions and all the worksheets needed. Overall
Personal Home PagesH translations of English and German texts into swedish! Williams, cv in Rhetoric/composition,family genealogy and and photos from Changi grammar School, 1964 http://historyoftheworld.com/homepage/h.htm
Thai Language Learning Framework the increasingly multiethnic composition of American I concentrate on phonology,grammar and review Norwegian, Portuguese, Romanian, Spanish, Swahili, swedish. http://www.seasite.niu.edu/thai/LLF/Default.htm
Extractions: Hot Links to Useful Web Sites A preliminary document, Thai Language Learning Framework and Forum , is part of a larger project that is outlined in a separate document entitled Southeast Asian Language Learning Framework (Version for Teachers and Other Professionals ). The latter is a detailed statement that is divided into the following components: I. The Learners and the Learning Process; II. What Learners Need to Learn About the Target Language and Culture; III. The Learning Environment; Appendix: Selected Bibliography of Books on Language Learning Written for the Learners. It is hoped that readers of these documents will submit ideas, comments, and materials as a contribution to what should be an on-going, organic enterprise available to all learners and instructors of Thai on the World Wide Web. By default, the information is based almost exclusively on the state of Thai studies in the U.S. Acknowledgements I would like to thank Dr. Terisita Ramos and Dr. Carol Compton, recent presidents of COTSEAL, for their spearheading efforts in organizing and funding the "Southeast Asian Language Learning Framework" project. Equally gratifying is the contribution that colleagues in the field provided in workshop discussions and over the internet. This document has many authors. In particular, I want to express my appreciation to those who took the time to send me e-mail descriptions of their Thai programs. Their individual narratives are an interesting, often colorful, read, and there are many lessons to be learned and insights to be gained from this collection of testimonials. Those contributors include, in alphabetical order:
French Section Booklet estce la composition comporte des paragraphes Korean - Indonesian - Greek -Polish- swedish - Thai - Welsh large collection of special grammar packages, voice http://www.ul.ie/~lcs/francais/booklet/booklet.htm
Extractions: Table of Contents 1. Introduction: What are French Studies 2. Description of Courses/ Modules in French 3. Guidelines on Essays 4. Guidelines on Oral Presentations ... 10. List of Staff in French Introduction: What are French Studies? Choosing to take French in the Department of Languages and Cultural Studies (LCS) at the University of Limerick, whether it is as a major subject or as an option, means you will, of course, build on the knowledge and skills you already have in the French language. As you work your way through the four years of your course, you will become as fluent as possible in French. That means not only being able to understand and speak in French, but also read and comprehend various types of writing as well as write clearly and effectively in French. However, French Studies are not only about learning a language. The language is certainly of great importance, but language is not mastered in a vacuum. It is essential to have a solid understanding of the culture or cultures of that language. Thus, in French Studies, you will also be introduced to various aspects of French and francophone cultures through the study of literature, film, politics, history, and current affairs. Learning about the French and francophone cultures should not be viewed as secondary to learning the language; it is in fact fundamental to learn language through culture and culture through language. To this effect, modules in the French Section of LCS are taught in French and include tutorials in formal language skills as well as in other cultural components (literature, politics, society, film, etc).
UCSD Center For Human Development Student Discussion Postings are not consistent with their natural group composition. there is a critical periodfor grammar learning in sort of) four languages swedish, english, french http://chd.ucsd.edu/studentseminar/chdstudentdiscussionw01.html
Scandinavian R5B/Spring 2003 learned in the Reading and composition A section. make use of a handbook of grammarand style Week 12 swedish Adventurers Abroad (runestones), Selections from http://ist-socrates.berkeley.edu/~kendraw/5bsyllab.html
Extractions: Who are the Vikings? Scandinavian R5B Section 2/Spring 2003 Instructors: Nichole Sterling and Kendra Willson MWF 10:10-11:00/Dwinelle 243 Course Description In this course we will examine the various ways in which the Vikings were represented by medieval Scandinavians and by those who were on the other end of their Viking activities. What kind of people were the Vikings? Is their reputation deserved? In attempting to arrive at answers to these questions, we will consider some Norse sagas and poems, as well as a selection of stories, poetry, and chronicle accounts from other European countries ranging from Ireland to Russia. All of the reading for this course will be in English translation and no prior knowledge of the Vikings or of medieval Scandinavia is expected. Course Goals This course builds on what you have already learned in the Reading and Composition A section. We will continue to practice analytical writing as well as thinking and speaking about texts in a critical way. In addition, this course will focus on creating research papers, including how to locate sources and use them to create an interesting and well-developed research paper. Instructor Information Office Hours (Changes may be announced in class): GSI Office Phone: E-mail Addresses: nls@uclink.berkeley.edu
Extractions: Equivalent to French C1101 or . Designed to help students understand, speak, read, and write French, and to recognize cultural features of French-speaking communities, now with the help of a newly digitized audio program. Students will learn to provide information in French about their feelings, environment, families, and daily activities. Daily assignments, quizzes, laboratory work, and screening of video material.
Extractions: French writer. Original name Rene Francois Armand Prudhomme. French writer. Sully Prudhomme won the first Nobel Prize for Literature in 1901 "in special recognition of his poetic composition, which gives evidence of lofty idealism, artistic perfection and a rare combination of the qualities of both heart and intellect."
My Hideout us to write what she calls 'a small composition' of at one, having by far the bitchiestgrammar ever (my so it doesn't bother me much), and swedish the easiest http://www.angelfire.com/al3/realm/
Homh01 prewriting, outlining, English grammar, usage, word English-Spanish Text CompositionSystem - dictionary of SIGArch swedish Institute of Computer Science http://www.edubrowser.com/homh01.htm
Internet/ESOL Writing Instruction: Procedures readings, plus completed several grammar exercises based least one universitylevelcomposition course in Mirjana, 29, Finland/ Finnish, swedish, French, German, http://thecity.sfsu.edu/~funweb/chapter3.htm
Extractions: From: The Internet as an Educational Tool in ESOL Writing Instruction, by Karla Frizler In June 1995, I opened the doors of Frizzy University Network (FUN), a friendly online environment in which non-native speakers of English living outside of English-speaking countries could improve their ability and confidence in writing in English. Futu re plans for FUN include grammar workshops, individualized tutoring and a variety of non-traditional writing courses, including Creative Writing for ESOL students. Over an eight-week period during Summer 1995, I taught the first online EFL composition class through FUN. FUN 101, a free, non-credit, university-level course which took place from June 5 through July 28, 1995, was conducted entirely online, via the Int ernet, through e-mail, a MOO, and a home page on the World Wide Web. [see Appendix 1 for Course Outline] The class itself never met synchronously, but I met with each of the students individually, in real time, for essay conferences and less formal meetings during regularly-scheduled office hours. In addition, the students interacted with each other via e-m ail, discussing topics and exchanging essays for peer review. Though the students participating in FUN 101 did not receive university credit, I did give them feedback on their writing based on the following grading scale:
CAS Course Descriptions - Linguistics and mechanics of writing a research paper (b) composition writing, with 0513, Swedish3, 3 cr of K'iche' (Quiche*) and Kaqchikel (Cakchiquel) grammar and reading http://www.pitt.edu/~caswww/cdesc/ds023031/ling.htm
Online Language Courses - Learn English For Free French, English, Italian, Dutch, German, swedish, Turkish and to submit your Klingoncomposition, poetry and plus dictionaries, vocabulary, grammar, seasonal http://www.worldwidelearn.com/language-courses.htm
Extractions: In partnership with The Rosetta Stone Language Library, Worldwidelearn offers award-winning multimedia language learning software online and on CD-ROM. This Language center also offers valuable free resources like a translation utility and a language by country listing to see what languages are spoken in each country of the world. Sign up now to receive a
