This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students' learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars' research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.

Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning. It is also intended for teachers of all age groups and levels, since the issues that it raises are neither age nor level specific. This is not a book about teaching methodology, nor is it the sort of work that will provide the teacher with practical activities for use in the classroom.

How do teachers inspire students to learn to appreciate different Englishes? Has anyone tried to teach world Englishes? If so, what do they do and how do they feel about it? Most importantly, do students see the benefits in learning about world Englishes? This book responds to these questions by 1) offering a clear and solid foundation for the development of English as an International Language (EIL)-oriented curricula in an English Language program and a teacher education program, 2) critically reviewing the current pedagogical principles and practices of teaching EIL, and 3) offering an alternative way of conceptualising and teaching EIL. Using a three-year undergraduate program of EIL in an Australian university as a research site, this book provides a detailed account of actual classroom practices that raise students' awareness of world Englishes and engage them in learning how to communicate interculturally. This book is the first of its kind that explores the teaching of EIL in a country where English is a predominant and national language.

This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner. It also focuses on interpersonal communication, group communication and public speaking. Using selected models it characterizes and analyzes all types of communication with reference to communication in the language classroom, with a particular emphasis on the foreign-language context. The author also presents some conclusions and implications for both language teachers and language learners, as well as offering suggestions for further research in the field of classroom communication. The results of the study serve as a point of reference for teachers interested in the construct of willingness to communicate and other communication variables related to the issue of communication in a foreign language. The work also raises teachers' awareness of individual learner differences in the context of communication in the foreign-language classroom.

While the original Biblical text was written from an Ancient Hebraic perspective, all modern translations of the Bible are written from our modern western perspective. This traditional approach to translation does allow for ease in reading but it erases the original Hebraic style and meaning of the text. In addition, translations take many liberties by removing, changing or adding words from the text in order to "fix" the text for the English reader. The Mechanical Translation is a new and unique style of translation that will reveal the Hebrew behind the English by translating the text very literally and faithfully to the original Hebrew text. A great tool for those interested in studying the Bible who have no Hebrew background as well as for those who are learning to read the Bible in its original Hebrew language. Features: . An introduction to the Hebrew language and grammar. . The Hebrew text from the Biblia Hebraica Leningradensia. . A literal word for word translation of the Hebrew text. . A revised translation for understandability in English. . A dictionary of words defined from an Hebraic perspective. . A concordance of all words found in the book of Genesis.

This book presents the phenomena of conducted electromagnetic interference (EMI) generation in DC-DC converters. The measurement and simulation are used to analyze the impact of the most important parameters on the character, level and propagation path of interference. In this book, the analysis of the interference generation and propagation is presented on the example of three basic converters. The wide banded behavior of all components is presented including basic elements and its parasitic and the connection layout. It focuses on the influence of parasitic components on the nature of interference in the frequency domain up to 30MHz was carried out. The book includes practical design and operation tips that will help to reduce the EMI. It provides useful knowledge about designing of the converters with the low level of outgoing EMI. They were obtained in original research and published in scientific articles by the author.

The book presents most recent investigations into foreign language teaching and learning discussed by prominent scholars in the field. A wide variety of topics ranges from theoretical approaches to foreign language instruction to a discussion of findings of empirical research in language learning and pedagogy. The theoretical part of the volume tackles issues which constitute the backbone to the understanding of the processes involved in language development, learning and teaching and thus contribute to applied research. The empirical articles in Parts Two and Three of the volume report on studies focusing on such important issues as various dimensions of awareness (language, cross-cultural competence or affectivity) and specific methodologies implemented in different educational settings (such as, for instance, dyslexic learners) or in teacher training programmes.

This work represents the first integrated account of how deixis operates to facilitate points of view, providing the raw material for reconciling index and object. The book offers a fresh, applied philosophical approach using original empirical evidence to show that deictic demonstratives hasten the recognition of core representational constructs. It presents a case where the comprehension of shifting points of view by means of deixis is paramount to a theory of mind and to a worldview that incorporates human components of discovering and extending spatial knowledge. The book supports Peirce's triadic sign theory as a more adequate explanatory account compared with those of Buhler and Piaget. Peirce's unitary approach underscores the artificiality of constructing a worldview driven by logical reasoning alone; it highlights the importance of self-regulation and the appreciation of otherness within a sociocultural milieu. Integral to this semiotic perspective is imagination as a primary tool for situating the self in constructed realities, thus infusing reality with new possibilities. Imagination is likewise necessary to establish postures of mind for the self and others. Within these imaginative scenarios (consisting of overt, and then covert self dialogue) children construct their own worldviews, through linguistic role-taking, as they legitimize conflicting viewpoints within imagined spatial frameworks.

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John D. Bengston offers a detailed analysis of the Euskaro-Caucasian hypothesis in this new volume, exploring the idea that the Basque language is most closely related to the North Caucasian language family. He builds on ideas proposed by prominent scholars in the 20th century, notably the work of C.C. Uhlenbeck, Georges Dumezil, and Rene Lafon. Whilst important, their ideas were rather sporadic and consisted of scattered articles, and they never developed a comprehensive phonological and morphological model of Euskaro-Caucasian. Now thanks to advances in our understanding of Basque phonology and etymology, and in North Caucasian phonology and etymology, and improved linguistic methods, it has become possible to develop a comprehensive Euskaro-Caucasian phonological structure, including regular sound correspondences of vowels and consonants supported by significant numbers of etymologies. These correspondences, in turn, have allowed the author to evaluate objectively the etymological proposals of earlier investigators (which led to the modification or outright rejection of many of them), and have also provided clues to discovering some original etymologies. The nucleus of the Euskaro-Caucasian hypothesis is 'old', beginning in the 19th century, but the 'new paradigm' alluded to in this volume's subtitle refers to a focus on the North Caucasian language family as the closest surviving relative of Basque (as opposed to the 'South Caucasian' = Kartvelian family); a new and comprehensive scheme of comparative phonology; new discoveries in comparative morphology; and finally several hundred lexical and grammatical etymologies that supersede the more haphazard comparisons offered in earlier research.

This book summarizes the results a three-year longitudinal project on Mandarin development among children of Indonesian mothers, the second largest non-Mandarin speaking immigrant group in Taiwan. These children were acquiring their first language while interacting primarily with a non-native learner of the language. The book discusses phonological, lexical and syntactic development to provide a better understanding of the language development of the children of immigrants and has important implications for language education policy and language acquisition theories.

This volume is a collection of scholarly papers that explore the complex issues concerning English Studies in the present Indian context. The discussions in this volume range from historical perspectives to classroom-specific pedagogies, from sociological and political hierarchies to the dynamics of intellectual development in the English language environment. Interrogating both policy and practice pertaining to English Studies in the context of Indian society, culture, history, literature and governance, the chapters seek to formulate contemporary perspectives to these debates and envision alternative possibilities. Since the introduction of English to India more than 2 centuries ago, the language has transmuted the very fabric of Indian society, culture, history, literature and governance. The idea of India cannot be conceived in its entirety without taking into consideration the epistemological role that English has played in its formation. The present globalized world order has added dimensions to English Studies which are radically different from those of India's colonial and postcolonial past. It is therefore imperative that the multitudinous shades and shadows of the discipline be re-examined with inputs drawn from the present context. This volume is for scholars and researchers of English literature and language studies, linguistics, and culture studies, and others interested in exploring new paradigms of engagement with the disciplinary formulation of English Studies in India.

This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.

Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners' ability to benefit from the oral and written feedback they receive.

This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.