The aim with the present series, The Quran: Word List, is to present every word form in the Quran as raw data with as little interpretation as possible. The digital text used for this purpose is the Uthmani text of the Tanzil Quran Text. In volumes one and two each attested word form in the Quran is listed alphabetically with no parsing and no alteration. These are listed by word form < lemma < root. Volume three consists of two sections. In section one, the lemmas assigned to each attested word form are listed. In section two, the assigned roots are listed. In assigning each word a root and lemma, Classical dictionaries and Quran commentaries, as well as modern Quran dictionaries have been consulted.

This book is the final volume of a four-volume set on modern Chinese complex sentences, assessing the key attributes, related sentence structures, and semantic and pragmatic relevance of complex sentences. Complex sentences in modern Chinese are unique in formation and meaning. Following on from analysis on coordinate, causal, and adversative types of complex sentences, the ten chapters in this volume review the characteristics of complex sentences as a whole. The author discusses the constituents, related structures, semantic and pragmatic aspects of complex sentences, covering topics such !!as the constraints and counter-constraints between sentence forms and semantic relationships, six type crossover markers, distinctions between simple sentences and complex sentences, clauses formed by a noun/nominal phrase followed by le, the shi structure, subject ellipsis or tacit understanding of clauses, as well as double-subject sentences, alternative question groups and their relationships with complex sentences. The book will be a useful reference for scholars and learners of the Chinese language interested in Chinese grammar and language information processing.

This book provides curriculum planners, materials developers, and language educators with curricular perspectives and classroom activities in order to address the needs of learners of English as a global lingua franca in an increasingly globalized and interdependent world. The authors argue that language educators would benefit from synthesizing and using research and evidence-based cooperative learning methods and structures to address the current world-readiness standards for learning languages in the five domains of Communication, Cultures, Connections, Comparisons, and Communities. The book outlines the main cooperative learning principles of heterogenous grouping, positive interdependence, individual accountability, social/collaborative skills, and group processing, then demonstrates their relevance to language teaching and learning. This book will be of interest to students in pre-service teacher education programmes as well as in-service practitioners, teacher trainers and educational administrators.

A handbook -- type overview, covering the general history and each individual book. Features include outlines, themes, interpretation tips, helpful charts, time lines, and diagrams.