Until recent years oratory was considered a fundamental component of the literature of a nation, and a liberal education implied a knowledge of the great speakers and their principal speeches no less than of the important poems, plays and prose works. For some time, however, the study of literature has been reduced in many places to just two genres: poetry and prose fiction; but of late literary studies have expanded considerably, to include speeches, children's and juvenile literature, historiography, diaries and journals, memoirs, letters, science and fantasy fiction - even graffiti and inscriptions.Increasingly, papers on Commonwealth speakers are heard at national and international conferences and found in scholarly journals, and the speeches of famous persons are studied with the same intensity as their imaginative works. As a result, rhetorical theories and communication studies have developed rapidly in order to better evaluate speeches, or public address. The papers included in this collection suggest the range of studies of Commonwealth public address: historical, comparative, analytical and survey. They examine the effectiveness of some of the major figures in world affairs: G K Goldhale and B G Tilak (India); Jessie Street and R G Menzies (Australia); Maurice Bishop (Grenada) and Cheddi Jagan and Forbes Burnham (Guyana). In addition, they consider African and Canadian oratory and the relationship of speeches to history and politics, concluding with a proposed canon of Commonwealth public address.

This volume sheds empirical light on Complex Dynamic Systems Theory (CDST) by providing five sets of analyses of two longitudinal, interactional datasets, involving two dyads exchanging emails over one academic semester. The collective study on CDST is the first of its kind, in that it delves into multiple subsystems of learner language, traversing the domains of morphosyntax, semantics, pragmatics and discourse. The data analyses expose the dynamics of the interactional process, offering evidence of core characteristics of complex dynamic systems: sensitive dependence on initial conditions, interconnectedness of subsystems, the emergence of attractor states over time and variation in and between the individuals. Together, the analyses, each alone an engaging description, capture fine-grained patterns of change over time. More importantly, they demonstrate the impact of the ecosystem on individuals' use of language. The book offers critical insights relevant to CDST researchers, theorists and empiricists alike, as well as to teachers seeking a nuanced understanding of the learning benefits of computer-mediated interactional activities.

An increasing number of contributions have appeared in recent years on the subject of Audiovisual Translation (AVT), particularly in relation to dubbing and subtitling. The broad scope of this branch of Translation Studies is challenging because it brings together diverse disciplines, including film studies, translatology, semiotics, linguistics, applied linguistics, cognitive psychology, technology and ICT. This volume addresses issues relating to AVT research and didactics. The first section is dedicated to theoretical aspects in order to stimulate further debate and encourage progress in research-informed teaching. The second section focuses on a less developed area of research in the field of AVT: its potential use in foreign language pedagogy. This collection of articles is intended to create a discourse on new directions in AVT and foreign language learning. The book begins with reflections on wider methodological issues, advances to a proposed model of analysis for colloquial speech, touches on more 'niche' aspects of AVT (e.g. surtitling), progresses to didactic applications in foreign language pedagogy and learning at both linguistic and cultural levels, and concludes with a practical proposal for the use of AVT in foreign language classes. An interview with a professional subtitler draws the volume to a close.

Do you want to develop a solid understanding of Esperanto and communicate confidently with others? Through authentic conversations, vocabulary building, grammar explanations, and extensive practice and review, Complete Esperanto will equip you with the practical skills you need to use modern Esperanto in a variety of realistic settings and situations, developing your cultural awareness along the way. What will I achieve by the end of the course? By the end of Complete Esperanto you will have a solid intermediate-level grounding in the four key skills - reading, writing, speaking, and listening - and be able to communicate with confidence and accuracy. Is this course for me? If you want to move confidently from beginner to intermediate level, this is the course for you. It's perfect for the self-study learner, with a one-on-one tutor, or for the beginner classroom. It can also be used as a refresher course. What do I get? -18 learning units plus verbs reference and word glossary and revision section -Discovery Method - figure out rules and patterns to make the language stick -Teaches the key skills - reading, writing, listening, and speaking -Learn to learn - tips and skills on how to be a better language learner -Culture notes - learn about modern Esperanto culture -Outcome-based learning - focus your studies with clear aims -Authentic listening activities - everyday conversations give you a flavour of real spoken Esperanto -Test Yourself - see and track your own progress *Complete Esperanto maps from Novice Low to Advanced Low level proficiency of ACTFL (American Council on the Teaching of Foreign Languages) and from A1 Beginner to B1/B2 Upper Intermediate level of the CEFR (Common European Framework of Reference for Languages) guidelines. Access the audio for this course for free by downloading it to the Teach Yourself Library app or streaming it on library.teachyourself.com. Rely on Teach Yourself, trusted by language learners for over 75 years.

An unmissable collection of eight unconventional and captivating short stories for young and adult learners. "I love Olly's work - and you will too!" - Barbara Oakley, PhD, Author of New York Times bestseller A Mind for Numbers Short Stories in Russian for Beginners has been written especially for students from beginner to intermediate level, designed to give a sense of achievement, and most importantly - enjoyment! Mapped to A2-B1 on the Common European Framework of Reference, these eight captivating stories will both entertain you, and give you a feeling of progress when reading. What does this book give you? * Eight stories in a variety of exciting genres, from science fiction and crime to history and thriller - making reading fun, while you learn a wide range of new vocabulary * Controlled language at your level, including the 1000 most frequent words, to help you progress confidently * Authentic spoken dialogues, to help you learn conversational expressions and improve your speaking ability * Pleasure! It's much easier to learn a new language when you're having fun, and research shows that if you're enjoying reading in a foreign language, you won't experience the usual feelings of frustration - 'It's too hard!' 'I don't understand!' * Accessible grammar so you learn new structures naturally, in a stress-free way Carefully curated to make learning a new language easy, these stories include key features that will support and consolidate your progress, including * A glossary for bolded words in each text * A bilingual word list * Full plot summary * Comprehension questions after each chapter. As a result, you will be able to focus on enjoying reading, delighting in your improved range of vocabulary and grasp of the language, without ever feeling overwhelmed or frustrated. From science fiction to fantasy, to crime and thrillers, Short Stories in Russian for Beginners will make learning Russian easy and enjoyable. Publisher's Note: The new edition of October 2018 has been comprehensively revised: it rectifies the translation errors identified by reviewers below in the previous edition and includes a completely new story.

As the author of twenty-four novels, Elizabeth George is one of the most successful--and prolific--novelists today. In Mastering the Process, George offers readers a master class in the art and science of crafting a novel. This is a subject she knows well, having taught creative writing both nationally and internationally for over thirty years. "I have never before read a book about writing that is so thorough, thoughtful, and most of all, helpful." --Lisa See, New York Times bestselling author of The Island of Sea Women For many writers, the biggest challenge is figuring out how to take that earliest glimmer of inspiration and shape it into a full-length novel. How do you even begin to transform a single idea into a complete book? In these pages, award-winning, number one New York Times bestselling author Elizabeth George takes us behind the scenes through each step of her writing process, revealing exactly what it takes to craft a novel. Drawing from her personal photos, early notes, character analyses, and rough drafts, George shows us every stage of how she wrote her novel Careless in Red, from researching location to imagining plot to creating characters to the actual writing and revision processes themselves. George offers us an intimate look at the procedures she follows, while also providing invaluable advice for writers about what has worked for her--and what hasn't. Mastering the Process gives writers practical, prescriptive, and achievable tools for creating a novel, editing a novel, and problem solving when in the midst of a novel, from a master storyteller writing at the top of her game.

This book cover the history of journalism as an institutionalized form of discourse from the acta diurna in ancient Rome to the news aggregators of the 21st century. It traces how journalism gradually distinguished itself from chronicles, history, and the novel in conjunction with the evolution of news media from news pamphlets, newsletters, and newspapers through radio, film, and television to multimedia digital news platforms like Google News. Historical Dictionary of Journalism, Second Edition covers 46 countries, it contains a chronology, an introduction, an extensive bibliography, the dictionary section has more than 300 cross-referenced entries on a wide array of topics such as African-American journalism, the historiography of the field, the New Journalism, and women in journalism. This book is an excellent resource for students, researchers, and anyone wanting to know more about journalism.

Designed for complete beginners, and tested for years with real learners, Complete New Testament Greek offers a bridge from the textbook to the real world, enabling you to learn the grammar, understand the vocabulary and ultimately how to translate the language in which the Bible was originally written. Structured around authentic material, placing an emphasis on the importance of reading Biblical texts in the original, and introducing both a grammar perspective and a full introduction to essential vocabulary, this course also features: -21 learning units plus maps and verb guide -Authentic materials - language taught through key texts -Teaches the key skills - reading and understanding Greek grammar and vocabulary -Self tests and learning activities - see and track your own progress Rely on Teach Yourself, trusted by language learners for over 75 years.

Scenes for acting students to perform, based on high school experiences such as breaking up, peer pressure, dances, dating, cheating, telephones, and teenage pregnancy.

This edition of Professor Allen's highly successful book is on the pronunciation of Attic Greek in classical times. In this third edition, Allen has revised the section on stress in classical Greek, the chapter on quantity has been recast, and the author has added an appendix on the names and letters of the Greek alphabet, to provide a parallel and historical background to the similar appendix in the second edition of his Vox Latina. The total amount of revision since the first edition has made it necessary to reset the whole book, so in addition to the new material, the supplementary notes of the second edition are now incorporated into the main text making this book much more convenient to use.

The only endorsed resources for the Cambridge International AS Level English General Paper syllabus (8021). Through exploration of a wide array of topics, from celebrity culture to poetry in the modern world, this book focuses on strengthening communication, evaluation, analysis, application and understanding skills. Helping students improve their written responses, use of English and comprehension, this coursebook looks at discussion points relevant to the globally-minded classroom. With frequent practice questions and sample answers, students have plenty of opportunities to build their confidence answering questions. Answers to coursebook questions are in the teacher's resource.

Teaching Children to Listen in the Early Years contains a wealth of interventions to teach young children the rules of good listening and why they are important. It is perfect for Early Years practitioners and settings where poor listening is an increasing barrier to teaching and growing numbers of children find it a challenge to stay focused on a task and follow even simple instructions, especially as technology proliferates. This affects young children's learning in all curriculum areas and their resultant distractible behaviour can make it more difficult for the rest of the class to pay attention. Specialist Speech and Language Therapists Liz Spooner and Jacqui Woodcock offer clear ideas for differentiation along with ideas to help children apply their improved skills, whilst supporting target setting and evaluation of progress. They also make suggestions for adapting the Early Years learning environment to maximise listening and they consider how listening can be encouraged by analysing language and expression when addressing children in the classroom. This practical guide not only contains photocopiable resources, a full-colour plate section, assessments and teaching suggestions with clear and digestible explanations from professionals who work directly with children on a daily basis, but it also pinpoints the behaviours that children need to learn in order to become good listeners. Teaching Children to Listen in the Early Years is an invaluable resource perfect for Early Years practitioners and settings. For activities aimed specifically at primary-age children, check out Teaching Children to Listen in Primary School.

Every novelist's work contains an implicit vision of the history of the novel, an idea of what the novel is. I have tried to express here the idea of the novel that is inherent in my own novels.
-- Milan Kundera

Kundera brilliantly examines the work of such important and diverse figures as Rabelais, Cervantes, Sterne, Diderot, Flaubert, Tolstoy, and Musil. He is especially penetrating on Hermann Broch, and his exploration of the world of Kafka's novels vividly reveals the comic terror of Kafka's bureaucratized universe.

Kundera's discussion of his own work includes his views on the role of historical events in fiction, the meaning of action, and the creation of character in the post-psychological novel.

This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner's work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert's seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert's ideas.

This book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies. Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.

This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It pushes the boundaries of teacher education by specifically examining the development of teacher literacy in writing in under-represented L2 writing contexts, and re-envisions L2 writing teacher education that is contextually and culturally situated, moving away from the uncritical embracement of Western-based writing pedagogies. It explores and expands on writing teacher education - how language teachers come to understand their own writing practices and instruction, and what their related experiences are in non-English dominant contexts across the globe. Chapter 4 is free to download as an open access publication. You can access it here: https://zenodo.org/record/7096127#.YymCsHbMLcs

The chapters in this volume, all written by experts in the field, present an array of new research on second language acquisition (SLA) that touches on several current theoretical debates in the field and present a rich range of new empirical data and a number of innovative findings. The studies address questions relating to ultimate attainment, first language transfer, universal properties of SLA, processing and second language (L2) grammar, and explore a number of grammatical features of the L2: tense, aspect, modality, specificity, definiteness, gender, number, anaphora. These themes are complemented by the study of pragmatic competence in sociocultural aspects of register use. The students investigated in the studies range from heritage speakers to naturalistic learners, to instructed learners and immigrants. Another distinctive feature of this book is the inclusion of pedagogical recommendations based on L2 research, making the book relevant for both SLA researchers and language teachers.