Verlag: Cambridge University Press, 1986
ISBN 10: 052127642X ISBN 13: 9780521276429
Sprache: Englisch
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In den WarenkorbPaperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
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In den WarenkorbPaperback. Zustand: Very Good. Developing Materials for Language Teaching This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
Verlag: Bloomsbury Academic (edition 2), 2013
ISBN 10: 1441186832 ISBN 13: 9781441186836
Sprache: Englisch
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In den WarenkorbPaperback. Zustand: Good. 2. Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.
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Verlag: Bloomsbury Publishing (UK), 2023
ISBN 10: 1350199672 ISBN 13: 9781350199675
Sprache: Englisch
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In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
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In den WarenkorbZustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
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In den WarenkorbZustand: New. InhaltsverzeichnisPreface, Brian Tomlinson (Anaheim University, USA)Introduction: Are Materials Developing? Brian Tomlinson (Anaheim University, USA)Part I: Evaluation and Adaptation of Materials1. Materi.
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In den WarenkorbZustand: Sehr gut. Zustand: Sehr gut | Seiten: 576 | Sprache: Englisch | Produktart: Bücher.
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In den WarenkorbUniversity of South Africa, 2013. x, 160 pp. Cloth backed stiff paper boards. Fine condition. Abstract: South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students' ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods' ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words.