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The Most Frequent English Academic Words and Their Turkish Equivalents
This volume brings together the 570 most frequent academic words found in university and secondary school English-language textbooks. It provides the reader with the material necessary to consolidate and expand their academic vocabulary. Accompanied by pictorial illustrations of the words being presented to enhance students’ ability to memorise them, the inclusion of parts of speech, synonyms, and antonyms allows for the further expansion of the reader’s vocabulary. Each word is also presented alongside an example sentence to situate it in its proper context.
Sprachdiagnostik Deutsch als Zweitsprache
Der umfangreiche und insbesondere in den letzten zwanzig Jahren sehr ausdifferenzierte Bereich der Sprachdiagnostik stellt eine zentrale Voraussetzung für die Planung und Durchführung sprachbildender Maßnahmen dar. Der vorliegende Band präsentiert daher sowohl Grundlagenwissen als auch aktuelle Forschungsarbeiten sowie einen Überblick über unterschiedlichste sprachdiagnostische Instrumente für das Deutsche als Zweitsprache.
The Handbook of English for Specific Purposes
Featuring a collection of newly commissioned essays, edited by two leading scholars, this Handbook surveys the key research findings in the field of English for Specific Purposes (ESP). • Provides a state-of-the-art overview of the origins and evolution, current research, and future directions in ESP • Features newly-commissioned contributions from a global team of leading scholars • Explores the history of ESP and current areas of research, including speaking, reading, writing, technology, and business, legal, and medical English • Considers perspectives on ESP research such as genre, intercultural rhetoric, multimodality, English as a lingua franca and ethnography
Portrait Painting in Watercolor
Guides the reader through a complete, step-by-step tour of the watercolor materials and methods needed to create expressive, masterful portraits.
Critical and Corpus-based Approaches to Intercultural Rhetoric
This volume uniquely explores critical and corpus-based perspectives on intercultural rhetoric. Many chapters examine what is meant by "culture" and how that affects research and pedagogy, particularly with regard to new forms of literacy. The contents of this book are well situated within a tradition of inquiry that has developed since Kaplan's famous 1966 article while at the same time exploring new areas of interest with new kinds of research tools like corpus linguistics, which has greatly impacted how intercultural rhetoric is researched. The volume has four parts: Corpus and Critical Perspectives, which features chapters by Ulla Connor and Will Baker; Critical-Analytical Approaches, which features chapters by Xiaoye You, Ramon Escamilla, and Guillaume Gentil; Corpus-Based Approaches, which features chapters by Eric Friginal, Amanda Lanier Temples and Gayle Nelson, and Viviana Cortes and Jack A. Hardy; and Next Steps, which features a chapter by Suresh Canagarajah and the sequel to the conversation between Dwight Atkinson and Paul Kei Matsuda that was begun in 2008. In his Afterword, Joel Bloch has called this volume "a testament to the endurance of intercultural rhetoric."
On Ethnography
The authors weave together narratives of practice and theory that draw on their own field work and that of a novice ethnographer. Their stories take us outside the usual progression of how-to-do-ethnography, which moves from research question to data collection and analysis to publication. Readers learn of the motivations and mishaps behind the authors’ own classic ethnographic studies of language, multimodal literacies, and community practices. The authors use their stories to illustrate the power of curiosity, connection, and continuity in ethnographic pursuits. Keeping language and literacy the central concern, this volume offers practical ways for ethnographers to sustain their attenti...
The Renewal of Education
Following a lecture of November 27, 1919 requested by the Basel Department of Education, sixty members of the audience invited Rudolf Steiner to return and deliver a complete lecture course on his approach to education. These lectures are the result.
