The Bibliotheca Teubneriana, established in 1849, has evolved into the world's most venerable and extensive series of editions of Greek and Latin literature, ranging from classical to Neo-Latin texts. Some 4-5 new editions are published every year. A team of renowned scholars in the field of Classical Philology acts as advisory board: Gian Biagio Conte (Scuola Normale Superiore di Pisa) Marcus Deufert (Universitat Leipzig) James Diggle (University of Cambridge) Donald J. Mastronarde (University of California, Berkeley) Franco Montanari (Universita di Genova) Heinz-Gunther Nesselrath (Georg-August-Universitat Goettingen) Dirk Obbink (University of Oxford) Oliver Primavesi (Ludwig-Maximilians Universitat Munchen) Michael D. Reeve (University of Cambridge) Richard J. Tarrant (Harvard University) Formerly out-of-print editions are offered as print-on-demand reprints. Furthermore, all new books in the Bibliotheca Teubneriana series are published as eBooks. The older volumes of the series are being successively digitized and made available as eBooks. If you are interested in ordering an out-of-print edition, which hasn't been yet made available as print-on-demand reprint, please contact us: [email protected] All editions of Latin texts published in the Bibliotheca Teubneriana are collected in the online database BTL Online.

Learn to speak Spanish in just three months with this practical and comprehensive self-study language course. Whether you're a complete beginner or wanting to refresh your knowledge, DK Hugo Spanish In 3 Months will have you speaking Spanish fluently in just 12 weeks. With a fresh new look and an accompanying audio app, the latest edition of this classic self-study course provides all the resources needed to speak, read, and write in Spanish. The 12 weekly chapters contain lessons on the key grammatical structures and present a range of useful vocabulary, along with exercises to reinforce your learning. The essentials of Spanish grammar are clearly explained and tested in conversational exercises, giving you the authentic feel of the language. In addition to a written "imitated pronunciation" guide, which replaces Spanish sounds with English syllables you're already familiar with, the new audio app also allows you to perfect your pronunciation - at home or on the go. Whether you're learning Spanish for work, a future holiday, or because you're interested in languages, this course is the perfect place to start. Learning Spanish has never been so easy!

These volumes assemble contributions presented at the XIX International Colloquium on Latin Linguistics in Munich (2017). They embrace essential topics of Latin linguistics with different theoretical and methodological approaches: The volumes contain chapters on Latin lexicography, etymology, morphology, phonology, Greek-Latin language contact, Latin syntax, semantics, and discourse-pragmatics.

Modern Korean breaks new ground in the field of Korean studies by providing students at last with an intermediate-level language text. The volume emphasizes the development of reading proficiency, but the exercises reinforce skills learned through conversation practice. They use a communicative approach emphasizing student-student and student-teacher interactions in real-life scenarios. Twenty-four lessons are divided into two groups of twelve lessons each. A single lesson consists of a main text, written in expository or descriptive prose that often incorporates a conversational style; a dialogue; a discussion of new word usage and structural patterns; substitution and grammar drills; exercises; and a vocabulary list. The second half of the book introduces Chinese characters found in each lesson. Modern Korean may be used for classroom instruction or self-study. Main text topics cover a wide range of subjects including Korean history, geography, holidays, literature, customs, and people, allowing students to develop a better understanding of Korean society and culture while improving their language skills.

This grammar is a simple and well-graded book designed to meet the needs of the beginner in an elementary course comprising two to four terms. The amount of grammatical material it contains is limited to the essentials, stops short of the subjunctive, and is developed from a variety of connected readings by means of an amplitude of modern exercises. The book is the outgrowth of careful experimentation and prolonged classroom testing on the basis of representative syllabi. The twofold aim of the authors has been to present the simple principles of the language in an atmosphere that would arouse and hold the beginner's interest, and to leave with them at the end of the course a body of cultural information that will stand them in good stead even if the study of Spanish is no further pursued. This is in harmony with the modern trend toward what is called socialization of content."Beginner's Spanish is planned for the study of reading, understanding, speaking and writing Spanish, with a strong stress on the reading objective."Keywords: Twofold Aim Careful Experimentation Subjunctive Socialization Stead Amplitude Syllabi Grammar Harmony Exercises Atmosphere

This volume brings together a dozen papers on various aspects of Maltese, relevant also for the study of related languages and general descriptive and typological linguistics. The diachronic section begins with an analysis of the place of Maltese in its North African context (Souag). Avram and van Putten then provide analyses of the development of Maltese phonological inventory, the former discussing obstruent devoicing, the latter tracing the evolution of Maltese short vowels. Sumikazu examines a type of circumstantial clause in Maltese and the section concludes with a description of a digital etymological lexicon of Maltese (Gatt). Turning to syntax, Borg and Amaira analyze agreement mismatch in a number of syntactic constructions, Fabri discusses argument extension and Ceploe and Lucas examine the role of the focus particle lanqas in Maltese negation. Stolz and Levkovych provide a thorough analysis of the syntax and semantics of Maltese prepositions, while Schmidt, Vorholt and Witt offer a quantitative study of their distribution and use. Closing out the volume, Alexander examines in detail the phonetics of Maltese affricated stops, while Ellul and Galea analyze the epenthetic vowel alternation in the Maltese definite article.

This book describes a new approach to teaching foreign languages for primary and secondary school that shifts the attention from learning the language to communicate skillfully in the foreign language. The approach focuses on developing students' literacy skills as a way to discover language and make it meaningful. In the first four chapters the rationale for the approach is explained and illustrated with examples from different units of work in different languages (French, English and Spanish). Chapter 5 talks the reader through a complete unit of work based on a YouTube video, while chapter 6 looks at how this approach can be integrated into an existing curriculum. The book ends by looking at teachers and their difficulties in implementing this approach, and finally sets the Literacy Approach against recent developments in education. This volume will be of interest to academics, students and teachers in fields including foreign language education, literacy development, and CLIL.

These volumes assemble contributions presented at the XIX International Colloquium on Latin Linguistics in Munich (2017). They embrace essential topics of Latin linguistics with different theoretical and methodological approaches: The volumes contain chapters on Latin lexicography, etymology, morphology, phonology, Greek-Latin language contact, Latin syntax, semantics, and discourse-pragmatics.

"Researching Collocations in Another Language" helps us understand more deeply why collocation knowledge and performance are one of the most fascinating (and at times frustrating) challenges that second language users face. This volume brings together 12 studies from Asia, Europe and North America, divided into four sets: (i) using learner corpora to identify patterns of L2 collocation use, (ii) developing appropriate L2 collocation dictionary and classroom materials, (iii) investigating how learners' L2 collocation knowledge can be assessed, and (iv) exploring how learners develop their L2 collocation knowledge and use. Each set of studies includes three research chapters and a critical commentary written by experts in the respective field. The book also features an introduction to second language collocation research, and a thought-provoking conclusion chapter on wider issues and challenges. The volume thus offers teachers, researchers, and graduate students a highly valuable and critical focus on second language collocation knowledge and performance.

This book examines dilemmas faced by second language (L2) Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. Based on an ethnographic interview study with L2-Japanese speakers and their L1-Japanese-speaking friends, co-workers and significant others, the book examines ideologies linked to three core speech styles of Japanese - keigo or polite language, gendered language and regional dialects - to show how such ideologies impact L2-Japanese speakers. The author demonstrates that speaker legitimacy is often tenuous for L2 speakers and argues that, despite increasing numbers of Japanese-speaking foreign residents in Japan, native speaker bias remains a persistent issue for L2-Japanese speakers living and working in Japan. This book extends the discussion of native speaker bias beyond educational contexts, and in the process reveals tensions between how L2 speakers aspire to speak and how L1 speakers expect them to speak.

Social media are applications that have a networking dimension at the heart of their use. They attract language learners, teachers and providers for different reasons, although they are a controversial issue in language education as we lack evidence whether and how they promote language learning. This book studies the impact of networking with the social media on language learning, through a collection of chapters offering theoretical perspectives and empirical studies of learner experiences in a wide range of networking settings, illustrating through a variety of teaching as well as research methodologies. Through focusing on communities and socialization, together the editors and contributors help to identify priority issues (such as identity and community-building) that need attention if today's social media culture is to work to the benefit of language learners.

As its title implies, the present work aims to present in the simplest form the elements of the Italian language. In preparing it, the author has made no attempt at completeness on the contrary, his efforts have tended to omit whatever seemed to him non-essential and apt to cause confusion in the beginner's mind. The needs of our High School and College classes have guided him throughout his task and, believing that extensive drill should be emphasized in the study of any modern language, he has consistently followed the system of giving few rules and many exercises in each lesson. The grammar is taught inductively. Experience has shown that by placing the rules after the examples, the principles of language are more likely to leave a lasting impression upon the student: they appear to him more concrete, more real.

This study examines the use of prefabricated language (conventional lexical collocations) in the production of native and non-native writers of English. It first develops a framework for the description of restricted collocations and then reviews experimental research into the psycholinguistic processing of prefabricated language. Computer-based corpora of native and advanced non-native academic writing are analysed to discover to what extent and how such collocations are used in formal written English. Pedagogical implications are then considered, and the final part of the study examines the selection and presentation of restricted collocations in general and phraseological dictionaries for learners. The conclusion suggests that advanced learners need specialist collocational dictionaries, and the results of this research help to establish principles for the design of such dictionaries.

• This state-of-the-art text reviews, evaluates, and reflects on L2 development across the lifespan as a complex variable that is both socio-cultural as well as maturational in nature – with a chronological chapter lineup from infant bilinguals to L2 learners in adolescence, adulthood, and older age. • Offers in-depth discussion of highly pertinent yet underresearched topics, like L2 learners in older individuals, as well as an innovative chapter on L2 learning in the context of cross-cultural/binational/plurilingual romantic relationships, in both cases with diverse circumstances, motivations, and outcomes. • The first book taking on this area in its fullness and in a way accessible to students and non-specialist – with a concerted, authored text. Previous works are focused on one age cohort, edited volumes rather than unified authored books, and the most closely competing books were published over a decade (and sometimes over three decades) ago.

Georgian: A Comprehensive Grammar constitutes a complete reference work addressing all major elements of Modern Georgian grammar and usage. It provides a systematic and accessible description of the language's phonology, orthography, morphology, and syntax. The focus is on contemporary spoken and written usage, with attention devoted throughout to differences of register and genre. Points are illustrated with examples drawn from a range of authentic written and recorded sources such as press, radio, and television. The grammar is designed for a wide readership including students of Georgian, particularly at the intermediate and advanced levels, as well as scholars of Georgian and theoretical linguistics.

Designed to be used simultaneously with Jusuur 1: Beginning Communicative Arabic, the Jusuur 1 Arabic Alphabet Workbook teaches students the letters, short vowels, and diacritics found in Arabic. As students learn new letters in the alphabet workbook, they strengthen their literacy skills through the reading and writing exercises in Jusuur 1. A distinguishing feature of the Jusuur 1 Arabic Alphabet Workbook is that it introduces letters approximately in the order of letter frequency rather than in the traditional alphabetical order. This method, tested extensively in the classroom, enables students to begin to read and write meaningful phrases they are learning in Jusuur 1: Beginning Communicative Arabic as early as possible. Each letter section includes an introduction to the letter and its shapes and sound; space for writing practice; and activities to practice reading and dictation. Features of the alphabet workbook include:-Authentic examples of language drawn from poetry, billboards, signs, and other sources to help students learn to identify letters -Samples of real Arabic handwriting, and guidance on recognizing and writing letters that look different when printed versus handwritten Resources available on JusuurTextbook.com:-Audio files for dictation and listening exercises-Extensive instructor's resources, including pedagogical notes, answers to activities, and recommendations for lesson and unit planning By the end of the Jusuur 1 Arabic Alphabet Workbook, students will have learned all of the letters and sounds of the Arabic alphabet. Used in conjunction with Jusuur 1: Beginning Communicative Arabic, this workbook will give students a firm foundation in Arabic literacy to continue their studies.