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Titre : Approaches to teaching the history of the english language : Pedagogy in practice Type de document : texte imprimé Auteurs : Hayes,Mary Editeur : Oxford : Oxford university press Année de publication : 2017 Importance : 457P. Présentation : ill.en col. Format : 23cm. ISBN/ISSN/EAN : 978-0-19-061107-1 Langues : Anglais (eng) Langues originales : Anglais (eng) Mots-clés : language Résumé : . The History of the English Language has been a standard university course offering for over 150 years. Yet relatively little has been written about teaching a course whose very title suggests its prodigious chronological, geographic, and disciplinary scope. In the nineteenth century, History of the English Language courses focused on canonical British literary works. Since these early curricula were formed, the English language has changed, and so have the courses. In the twenty-first century, instructors account for the growing prominence of World Englishes as well as the English language's transformative relationship with the internet and social media. Approaches to Teaching the History of the English Language addresses the challenges and circumstances that the course's instructors and students commonly face. The volume reads as a series of "master classes" taught by experienced instructors who explain the pedagogical problems that inspired resourceful teaching practices. Although its chapters are authored by seasoned teachers, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career stage-beginners and veterans alike. The topics addressed in Approaches to Teaching the History of the English Language include: the unique pedagogical dynamic that transpires in language study; the course's origins and relevance to current university curricula; scholarly approaches that can offer an abiding focus in a semester-long course; advice about navigating the course's formidable chronological ambit; ways to account for the language's many varieties; and the course's substantial and pedagogical relationship to contemporary multimedia platforms. Each chapter balances theory and practice, explaining in detail activities, assignments, or discussion questions ready for immediate use by instructors Approaches to teaching the history of the english language : Pedagogy in practice [texte imprimé] / Hayes,Mary . - Oxford : Oxford university press, 2017 . - 457P. : ill.en col. ; 23cm.
ISBN : 978-0-19-061107-1
Langues : Anglais (eng) Langues originales : Anglais (eng)
Mots-clés : language Résumé : . The History of the English Language has been a standard university course offering for over 150 years. Yet relatively little has been written about teaching a course whose very title suggests its prodigious chronological, geographic, and disciplinary scope. In the nineteenth century, History of the English Language courses focused on canonical British literary works. Since these early curricula were formed, the English language has changed, and so have the courses. In the twenty-first century, instructors account for the growing prominence of World Englishes as well as the English language's transformative relationship with the internet and social media. Approaches to Teaching the History of the English Language addresses the challenges and circumstances that the course's instructors and students commonly face. The volume reads as a series of "master classes" taught by experienced instructors who explain the pedagogical problems that inspired resourceful teaching practices. Although its chapters are authored by seasoned teachers, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career stage-beginners and veterans alike. The topics addressed in Approaches to Teaching the History of the English Language include: the unique pedagogical dynamic that transpires in language study; the course's origins and relevance to current university curricula; scholarly approaches that can offer an abiding focus in a semester-long course; advice about navigating the course's formidable chronological ambit; ways to account for the language's many varieties; and the course's substantial and pedagogical relationship to contemporary multimedia platforms. Each chapter balances theory and practice, explaining in detail activities, assignments, or discussion questions ready for immediate use by instructors Réservation
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Code-barres Cote Support Localisation Section Disponibilité 54826 A/7915 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible 54827 A/7916 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible
Titre : Context Type de document : texte imprimé Auteurs : Stalnaker,Robert Editeur : Oxford : Oxford university press Année de publication : 2016 Importance : 248P. Présentation : ill.en col. Format : 21cm. ISBN/ISSN/EAN : 978019965169 Langues : Anglais (eng) Langues originales : Anglais (eng) Mots-clés : Context Résumé : Robert Stalnaker explores the notion of the context in which speech takes place, its role in the interpretation of what is said, and in the explanation of the dynamics of discourse. He distinguishes different notions of context, but the main focus is on the notion of context as common ground, where the common ground is an evolving body of background information that is presumed to be shared by the participants in a conversation. The common ground is the information that is presupposed by speakers and addressees, and a central concern of this book is with the notion of presupposition, and with the interaction of compositional structure with discourse dynamics in the explanation of presuppositional phenomena. Presupposed information includes background information both about the subject matter of a discourse and about the evolving discourse itself, and about the attitudes of the participants in the discourse, including who and where they are, and what they agree and disagree about. Stalnaker provides a way of representing self-locating information that helps to explain how it can be shared and communicated, and how it evolves over time. He discusses the semantic and pragmatics of conditionals and epistemic modals, and their role in representing agreement, disagreement, and the negotiation about how a context should evolve. The book concludes with a discussion of the relations between contextualism and semantic relativism. Context [texte imprimé] / Stalnaker,Robert . - Oxford : Oxford university press, 2016 . - 248P. : ill.en col. ; 21cm.
ISSN : 978019965169
Langues : Anglais (eng) Langues originales : Anglais (eng)
Mots-clés : Context Résumé : Robert Stalnaker explores the notion of the context in which speech takes place, its role in the interpretation of what is said, and in the explanation of the dynamics of discourse. He distinguishes different notions of context, but the main focus is on the notion of context as common ground, where the common ground is an evolving body of background information that is presumed to be shared by the participants in a conversation. The common ground is the information that is presupposed by speakers and addressees, and a central concern of this book is with the notion of presupposition, and with the interaction of compositional structure with discourse dynamics in the explanation of presuppositional phenomena. Presupposed information includes background information both about the subject matter of a discourse and about the evolving discourse itself, and about the attitudes of the participants in the discourse, including who and where they are, and what they agree and disagree about. Stalnaker provides a way of representing self-locating information that helps to explain how it can be shared and communicated, and how it evolves over time. He discusses the semantic and pragmatics of conditionals and epistemic modals, and their role in representing agreement, disagreement, and the negotiation about how a context should evolve. The book concludes with a discussion of the relations between contextualism and semantic relativism. Réservation
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Code-barres Cote Support Localisation Section Disponibilité 54755 A/7844 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible 54756 A/7845 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible
Titre : Context and the attitudes Type de document : texte imprimé Auteurs : Richard,Mark Editeur : Oxford : Oxford university press Année de publication : 2015 Importance : 285P. Présentation : ill.en col. Format : 23cm. ISBN/ISSN/EAN : 978-0-19-955795-0 Langues : Anglais (eng) Langues originales : Anglais (eng) Mots-clés : Context Résumé : . Context and the Attitudes collects thirteen seminal essays by Mark Richard on semantics and propositional attitudes. These essays develop a nuanced account of the semantics and pragmatics of our talk about such attitudes, an account on which in saying what someone thinks, we offer our words as a 'translation' or representation of the way the target of our talk represents the world. A broad range of topics in philosophical semantics and the philosophy of mind are discussed in detail, including: contextual sensitivity; pretense and semantics; negative existentials; fictional discourse; the nature of quantification; the role of Fregean sense in semantics; 'direct reference' semantics; de re belief and the contingent a priori; belief de se; intensional transitives; the cognitive role of tense; and the prospects for giving a semantics for the attitudes without recourse to properties or possible worlds. Richard's extensive, newly written introduction gives an overview of the essays. The introduction also discusses attitudes realized by dispositions and other non-linguistic cognitive structures, as well as the debate between those who think that mental and linguistic content is structured like the sentences that express it, and those who see content as essentially unstructured Context and the attitudes [texte imprimé] / Richard,Mark . - Oxford : Oxford university press, 2015 . - 285P. : ill.en col. ; 23cm.
ISBN : 978-0-19-955795-0
Langues : Anglais (eng) Langues originales : Anglais (eng)
Mots-clés : Context Résumé : . Context and the Attitudes collects thirteen seminal essays by Mark Richard on semantics and propositional attitudes. These essays develop a nuanced account of the semantics and pragmatics of our talk about such attitudes, an account on which in saying what someone thinks, we offer our words as a 'translation' or representation of the way the target of our talk represents the world. A broad range of topics in philosophical semantics and the philosophy of mind are discussed in detail, including: contextual sensitivity; pretense and semantics; negative existentials; fictional discourse; the nature of quantification; the role of Fregean sense in semantics; 'direct reference' semantics; de re belief and the contingent a priori; belief de se; intensional transitives; the cognitive role of tense; and the prospects for giving a semantics for the attitudes without recourse to properties or possible worlds. Richard's extensive, newly written introduction gives an overview of the essays. The introduction also discusses attitudes realized by dispositions and other non-linguistic cognitive structures, as well as the debate between those who think that mental and linguistic content is structured like the sentences that express it, and those who see content as essentially unstructured Réservation
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Code-barres Cote Support Localisation Section Disponibilité 54747 A/7836 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible 54748 A/7837 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible
Titre : Defining Issues in English Language Teaching Type de document : texte imprimé Auteurs : Henry G. Widdowson Editeur : Oxford : Oxford university press Année de publication : 2016 Importance : 193p. Format : 24cm ISBN/ISSN/EAN : 978-0-19-437445-3 Langues : Anglais (eng) Langues originales : Anglais (eng) Mots-clés : /Language Teaching & Learning Material & Coursework / ELT: Teaching Theory & Methods/ Résumé : This book goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a school subject. It looks at different attitudes to English, and developments in its description, and it critically examines current proposals for the specification of course content and classroom methodology, with particular reference to ideas about authenticity and task-based learning. Defining Issues in English Language Teaching [texte imprimé] / Henry G. Widdowson . - Oxford : Oxford university press, 2016 . - 193p. ; 24cm.
ISBN : 978-0-19-437445-3
Langues : Anglais (eng) Langues originales : Anglais (eng)
Mots-clés : /Language Teaching & Learning Material & Coursework / ELT: Teaching Theory & Methods/ Résumé : This book goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a school subject. It looks at different attitudes to English, and developments in its description, and it critically examines current proposals for the specification of course content and classroom methodology, with particular reference to ideas about authenticity and task-based learning. Réservation
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Code-barres Cote Support Localisation Section Disponibilité 57305 A/8467 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible 57306 A/8468 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible
Titre : Empricism and language learnability Type de document : texte imprimé Auteurs : Chater,Nick Editeur : Oxford : Oxford university press Année de publication : 2015 Importance : 257P. Présentation : ill.en col. Format : 24cm. ISBN/ISSN/EAN : 978-0-19-873426-0 Langues : Anglais (eng) Langues originales : Anglais (eng) Mots-clés : language Résumé : This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds--linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. For many years, the empiricist approach has been taken to be unfeasible on practical and theoretical grounds. In the book, the authors present a variety of precisely specified mathematical and computational results that show that empiricist approaches can form a viable solution to the problem of language acquisition. It assumes limited technical background and explains the fundamental principles of probability, grammatical description and learning theory in an accessible and non-technical way. Different chapters address the problem of language acquisition using different assumptions: looking at the methodology of linguistic analysis using simplicity based criteria, using computational experiments on real corpora, using theoretical analysis using probabilistic learning theory, and looking at the computational problems involved in learning richly structured grammars. Written by four researchers in the full range of relevant fields: linguistics (John Goldsmith), psychology (Nick Chater), computer science (Alex Clark), and cognitive science (Amy Perfors), the book sheds light on the central problems of learnability and language, and traces their implications for key questions of theoretical linguistics and the study of language acquisition Empricism and language learnability [texte imprimé] / Chater,Nick . - Oxford : Oxford university press, 2015 . - 257P. : ill.en col. ; 24cm.
ISBN : 978-0-19-873426-0
Langues : Anglais (eng) Langues originales : Anglais (eng)
Mots-clés : language Résumé : This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds--linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. For many years, the empiricist approach has been taken to be unfeasible on practical and theoretical grounds. In the book, the authors present a variety of precisely specified mathematical and computational results that show that empiricist approaches can form a viable solution to the problem of language acquisition. It assumes limited technical background and explains the fundamental principles of probability, grammatical description and learning theory in an accessible and non-technical way. Different chapters address the problem of language acquisition using different assumptions: looking at the methodology of linguistic analysis using simplicity based criteria, using computational experiments on real corpora, using theoretical analysis using probabilistic learning theory, and looking at the computational problems involved in learning richly structured grammars. Written by four researchers in the full range of relevant fields: linguistics (John Goldsmith), psychology (Nick Chater), computer science (Alex Clark), and cognitive science (Amy Perfors), the book sheds light on the central problems of learnability and language, and traces their implications for key questions of theoretical linguistics and the study of language acquisition Réservation
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Code-barres Cote Support Localisation Section Disponibilité 54680 A/7769 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible 54681 A/7770 Livre Bibliothèque fll LIVRES/AR/AN/FR Disponible PermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalinkPermalink
