Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. In addition, the use of notional words in modern Chinese grammar is demonstrated, including nouns, pronouns, numerals, quantifiers, verbs, adjectives, and adverbs. Since the first edition came out in 1983, this set has been revised twice and has remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces sentence constituents in modern Chinese grammar, including subjects, objects, attributes, adverbials, complements, double references, and parentheses. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces several simple sentence and compound sentence structures of modern Chinese grammar. In addition, the authors examine discourse and other larger units of sentences in use. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

The classification of words in terms of parts of speech is frequently problematic. This book examines the classification of conjunctions and similar words of other classes. It reviews work done from the 19th century to the present on a wide range of languages, including English, German, French, Latin, Ancient Greek, Welsh, Persian, Chinese, Japanese, Ute, and Abun. Most chapters treat conjunctions as opposed to one of the other traditionally recognized parts of speech: nouns, verbs, adjectives, adverbs, adpositions, and interjections. The book's major focus is on the terminology used to describe words on or near the borders between conjunctions and other parts of speech, such as "deverbal conjunctions", "conjunctional adverbs", "prepositional conjunctions", and "so-called conjunctions".

This volume reconsiders the problem of context in language testing and other modes of assessment from the perspective of transdisciplinarity. Transdisciplinary assessment research brings together collaborators who draw on the strengths of their differing backgrounds and expertise in order to address high-stakes complex socially-relevant problems. Traditional treatments of context in language assessment research have generally been informed by individualist cognitive theories within measurement and psychometrics. The additive potential of alternative social theories, including theories of genre, situated learning, distributed cognition, and intercultural communication, has largely been overlooked. In this book, the benefits of socio-theoretical reconsiderations of context are discussed and further exemplified in transdisciplinary research studies that investigate the use of assessment in classroom and workplace settings. The book offers a renewed view of context in arguments for the validity of assessment practices, and will be of interest to assessment researchers, practitioners, and students in applied linguistics, education, educational psychology, language testing, and other related disciplines and fields.

This intensive foundation course in Dutch is designed for those with no previous knowledge of the language. It is lively and fast-paced, providing students with a wide range of activities, and drawing on an impressive selection of source material from many different media. Audio materials are presented on accompanying CDs, to be purchased separately.

Taking students from beginner to intermediate level in one year, the Routledge Intensive Dutch Course develops a thorough working knowledge of the structures of Dutch and practises the four key skills of language learning: reading, writing, speaking, and listening.

Guidance for tutors as well as links to related sites is available on the Routledge website.

Debate as Global Pedagogy: Rwanda Rising illustrates that the teaching of debate offers an ideal educational approach for the prevention and remediation of genocide. As the antithesis of propaganda, debate and argument instruction promotes the critical thinking necessary to resist processes of propaganda that enable injustice and human rights abuses. Case studies of argumentation instruction and deliberative forums worldwide demonstrate how environments of discursive complexity can be fostered through education in debate and argumentation. The central example of Rwanda recovering from genocide in 1994 with help from innovative pedagogy by iDebate Dreamers Academy provides a model for how argumentation instruction can reduce and prevent social injustices.

The Illustrated Histories of Everyday Expressions uncovers the fascinating, humorous, and often unbelievable origin stories behind the English language's most common sayings! Nobody thinks twice about sayings like "bite the bullet" and "the cat's out of the bag." But the strange and wonderful origins of these expressions are far from arbitrary: They are rooted in forgotten history. Within this book, you will discover idioms like: - Why we say an unwell person is "under the weather." It goes back to when sickly sailors and seafarers had to rest below deck! - How come sitting in the passenger seat of a vehicle is called "riding shotgun." In the Wild West, passengers had a crucial job: packing heat and preventing highway robberies! - What's up with the phrase, "cat got your tongue." Here's a hint: It doesn't have anything to do with cats! With over 100 pieces of original artwork, The Illustrated Histories of Everyday Expressions is as beautiful as it is entertaining and informative. Read up on this fascinating history of the English language's 64 most popular idioms, and you will know what it really means when you say "pass with flying colors," "bury the hatchet," and "rest on your laurels"!

The structure of the book proceeds in a logical way through the basic, key areas of CA research and understandings, providing a useful introduction. An accessible and appealing introduction to a highly technical subject, designed with students in mind Covers essential theories and methodologies for a thorough understanding of CA in the modern Hispanic world Findings and applications are relevant not only for linguistics but also for the social sciences and other disciplines concerned with human interaction

Colloquial Indonesian: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to Indonesian as it is written and spoken today. Combining a clear, practical and accessible style with a methodical and thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Indonesian in a broad range of situations. No prior knowledge of the language is required. Colloquial Indonesian is exceptional; each unit presents a wealth of grammatical points that are reinforced with a wide range of exercises for regular practice. Key features include: A clear, user-friendly format designed to help learners progressively build up their speaking, listening, reading and writing skills Jargon-free, succinct and clearly structured explanations of grammar An extensive range of focused and dynamic supportive exercises Realistic and entertaining dialogues covering a broad variety of narrative situations Helpful cultural points explaining the customs and features of life in Indonesian An overview of the sounds of Indonesian Balanced, comprehensive and rewarding, Colloquial Indonesian is an indispensable resource both for independent learners and students taking courses in Indonesian.. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

The literature on translation and technology has generally taken two forms: general overviews, in which the tools are described, and functional descriptions of how such tools and technologies are implemented in specific projects, often with a view to improving the quality of translator training. There has been far less development of the deeper implications of technology in its cultural, ethical, political and social dimensions. In an attempt to address this imbalance, the present volume offers a collection of articles, written by leading experts in the field, that explore some of the current communicational and informational trends that are defining our contemporary world and impinging on the translation profession. The contributions have been divided into three main areas in which translation and technology come together: (1) social spheres, (2) education and training and (3) research. This volume represents a bold attempt at contextualizing translation technologies and their applications within a broader cultural landscape and encourages intellectual reflection on the crucial role played by technology in the translation profession.

De-Sign in the Transmodern World integrates design and sign by revealing the mutual reciprocities between design and semiotics, and bridging the gap between humanities and sciences. By recognizing the global scope of semiotics and tolerating the uncertainty associated with design, human beings can go beyond absoluteness and become able to envision a desirable reality in the transmodern world. This publication examines the fusion of design and semiotics, which is at the core of evolutionary love that encourages us to go beyond what we conventionally perceive into what we are imaginatively capable of interpreting. As semiotic animals, we are capable of developing awareness, relationships, and mediation toward semiosis of an undivided wholeness in flowing movement. Human beings have unlimited "semioethical" responsibility toward each other and toward other-than-human systems. This ethical implication depends on our ability to liberate ourselves from the fallacy of absolute reality.

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.

This book explores, through a multidisciplinary approach, the immense influence exerted by Bernard Shaw on the Spanish-speaking world on both sides of the Atlantic. This collection of essays encompasses the reception and dissemination of his ideas; the translation of his works into Spanish; the performance history of his plays in Spain and Latin America; and Shaw's influence on many key figures of literature in Spanish. It begins by delving into Shaw's knowledge of Spanish literature and gauging his acquaintance with the Spanish cultural milieu throughout his tenure as an art, music, and theatre critic. His early exposure to Spanish-speaking culture later made the return trip in the form of profuse critical reception and theatrical success in countries like Spain, Argentina, Mexico, and Uruguay. This allows for a more detailed investigation into the unmistakable mark that Bernard Shaw left in the oeuvre of leading Spanish-speaking authors like Ramiro de Maeztu, Jorge Luis Borges or Nemesio Canales. This volume also assesses the translations of Shaw's works into Spanish-while also providing a detailed publication history of these translations.

Al-'Arabiyya is the annual journal of the American Society for Teachers of Arabic. It includes scholarly articles that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. The five articles published in Volume 54 of Al-'Arabiyya contribute to timely topics in their own respective fields within Arabic language: morphosyntax, first language acquisition, heritage speakers, language and medicine, and online technical and scientific terminology portals. This volume also includes five reviews of books whose contents and scope range from Arabic foreign language pedagogy, Arabic sociolinguistics, Arabic translation in early modern Spain, Islamic architecture and related artistic and cultural history, and to cross-cultural encounters in pre-modern Moroccan and European travel writings.

* Features strategies and tools specific to world language instruction, for K-12 * Tools are timely and relevant, and address current topics such as the Sustainable Development Goals * Guidance applicable to in-person, remote, and hybrid classrooms, with a focus on blending digital learning and digital storytelling in both resource-rich and -poor environments * Includes resources such as sample student projects and teacher materials

This book, which presents a cognitive-semiotic theory of cultural evolution, including that taking place in historical time, analyses various cognitive-semiotic artefacts and abilities. It claims that what makes human beings human is fundamentally the semiotic and cultural skills by means of which they endow their Lifeworld with meaning. The properties that have made human beings special among animals living in the terrestrial biosphere do not derive entirely from their biological-genetic evolution, but also stem from their interaction with the environment, in its culturally interpreted form, the Lifeworld. This, in turn, becomes possible thanks to the human ability to learn from other thinking beings, and to transfer experiences, knowledge, meaning, and perspectives to new generations.

Interesting and varied range of topics that present students with the contemporary issues shaping the modern Arab world. All texts included are authentic and drawn from a diverse pool of authors of different genders, ages, generations, geographic areas, and schools of thought Exercises help students develop their reading, writing, speaking, and critical thinking skills as they learn about the most contemporary issues shaping the Arab world.

This book is about supporting students in Higher Education using language, and specifically using a combination of written text based linguistic approaches alongside and with other non-text related languages. The authors call this a beyond-text subject based approach and argue that this can more effectively help students. The book first outlines and describes a 'paradigm of linguistics' that sees support as being only possible through linguistics written text approaches. It then describes how the authors have found through their own research studies that such approaches do not go far enough to best support students. They offer alternatives and justify them theoretically and empirically, and also suggest ways in which others can use similar approaches to best support students in HE. This book will be of interest to practitioners, students, teachers and researchers in the fields of Applied Linguistics, TESOL, English Medium Instruction (EMI), EAP and language education policy.

Increases students' translation competency, from English into Spanish and vice versa, in a systematic, meaningful, contextualized and practical way Provides students with the most up-to-date information on the current technological tools available during the translation process, including online dictionaries and glossaries, the use of terminology banks, corpus linguistics, automatic translation, and translation memory software. A wealth of translation activities within the book and online link theory to practice and provide ample opportunity to practice the techniques and strategies. New edition includes topics more relevant today such as healthcare translation, localization, remote interpreting, and audiovisual translation.

This anthology brings the key writings on translation in Arabic in the pre-modern era, extending from the earliest times (sixth century CE) until the end of World War I, to a global English-speaking audience. The texts are arranged chronologically and organized by two historical periods: the Classical Period, and the Nahda Period. Each text is preceded by an introduction about the selected text and author, placing the work in context, and discussing its significance. The texts are complemented with a theoretical commentary, discussing the significance for the contemporary period and modern theory. A general introduction covers the historical context, main trends, research interests, and main findings and conclusions. The two appendices provide statistical data of the corpus on which the anthology is based, more than 500 texts of varying lengths extending throughout the entire period of study. This collection contributes to the development of a more inclusive and global history of translation and interpreting. Translated, edited, and analyzed by leading scholars, this anthology is an invaluable resource for researchers, students, and translators interested in translation studies, Arab/Islamic history, and Arabic language and literature, as well as Islamic theology, linguistics, and the history of science.

This study provides a step by step explanation of Andre Malraux's theory of art. Drawing on his major works, such as The Voices of Silence and The Metamorphosis of the Gods, it examines key topics such as the nature of artistic creation, the psychology of our response to art, the birth of the notion of "art" itself and its transformation after Manet, the birth and death of the idea of beauty, the seriously neglected question of the relationship between art and the passage of time, the emergence of our "first universal world of art," the contemporary role of the art museum and the musee imaginaire, and the contentious question of the relationship between art and history. Rejecting negative criticisms from writers such as Maurice Merleau-Ponty and E. H. Gombrich, the study argues that Malraux offers us a theory of art that is fully coherent and highly illuminating. In addition, the analysis shows that he presents a radical challenge to the traditional explanations of art inherited from the Enlightenment that have dominated Western thinking for some three hundred years. In short, the study unveils a way of understanding art that is nothing short of an intellectual revolution.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and 'traditional' ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.