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This extensive Spanish language reference explains the logic behind more than 3,000 frequently used verb phrases and combinations that make Spanish speech sound native. Each entry includes a definition of the phrase including its register, synonyms, antonyms, complementary expressions, grammatical patterns, and examples of how the combinations are used in easy and difficult structures. Most entries also point out other factors to be taken into account, such as whether an expression is to be used in isolation, after explaining a cause, or if it shouldn't be used at the beginning of a sentence. The book presents generative patterns for combinations based on conceptual metaphors and grammar structures, details families of expressions as separate charts, and contains an index by complement.
Featuring a wide range of varieties of Spanish, this volume includes both peninsular and New World Spanish and draws on both written and spoken corpora. Based on sound research in cognitive linguistics and written entirely in Spanish, this valuable reference will be useful to advanced students of Spanish, teachers of Spanish, translators, and writers.
ABUNDARAbundar en detalles: Ofrecer mucha información. Esta expresión se utiliza en contextos neutros o formales. En forma negativa (no abundar en detalles) se usa para expresar de manera irónica que alguien no quiere ofrecer tanta información como necesitamos.
S: El informe sobre el golpe de estado V: abunda CR: en detalles sobre la intervención de la CIA
El estudio abunda en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.
La testigo reconoció que era amante del acusado, pero no abundó en detalles sobre su relación.
Contraste:Informal: Paquita llegó a casa borracha y con un ojo morado. Explicó a su marido que se había caído y nada más.Formal: La víctima llegó a su casa intoxicada y con señales de abuso físico. Explicó, sin abundar en detalles, que eran resultado de una caída.
Expresiones relacionadas:1. Entrar en detalles (frecuentemente no entrar en detalles): Discutir un tema en profundidad. 'No entrar' significa quedarse fuera, por lo tanto, no entrar en detalles significa no explicar ningún detalle, mientras que no abundar en detalles significa hablar poco sobre un tema.
El estudio abunda en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.
*El estudio entra en detalles estadísticos sobre la inmigración, pero no explica ni sus causas ni sus consecuencias.
Hasta ahora hemos tratado el tema de la absorción de este mineral de manera superficial. Ahora entraremos en detalles.
*Hasta ahora hemos tratado el tema de la absorción de este mineral de manera superficial. Ahora abundaremos en detalles.
This is the first genuine etymological dictionary of Old Chinese written in any language. As such, it constitutes a milestone in research on the evolution of the Sinitic language group. Whereas previous studies have emphasized the structure of the Chinese characters, this pathbreaking dictionary places primary emphasis on the sounds and meanings of Sinitic roots. Based on more than three decades of intensive investigation in primary and secondary sources, this completely new dictionary places Old Chinese squarely within the Sino-Tibetan language family (including close consideration of numerous Tiberto-Burman languages), while paying due regard to other language families such as Austroasiatic, Miao-Yao (Hmong-Mien), and Kam-Tai. Designed for use by nonspecialists and specialists alike, the dictionary is highly accessible, being arranged in alphabetical order and possessed of numerous innovative lexicographical features. Each entry offers one or more possible etymologies as well as reconstructed pronunciations and other relevant data. Words that are morphologically related are grouped together into "word families" that attempt to make explicit the derivational or other etymological processes that relate them. The dictionary is preceded by a substantive and significant introduction that outlines the author’s views on the linguistic position of Chinese within Asia and details the phonological and morphological properties, to the degree they are known, of the earliest stages of the Chinese language and its ancestor. This introduction, because it both summarizes and synthesizes earlier work and makes several original contributions, functions as a useful reference work all on its own.
Exploring Connections in Pedagogy of Japanese
Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese.
Vol. 47 (2014) through current issue
Al-'Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-'Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. The journal is published once a year.
Arabic, one of the official languages of the United Nations, is spoken by more than half a billion people around the world and is of increasing importance in today's political and economic spheres. The study of the Arabic language has a long and rich history: earliest grammatical accounts date from the 8th century and include full syntactic, morphological, and phonological analyses of the vernaculars and of Classical Arabic. In recent years the academic study of Arabic has become increasingly sophisticated and broad. This state-of-the-art volume presents the most recent research in Arabic linguistics from a theoretical point of view, including computational linguistics, syntax, semantics, and historical linguistics. It also covers sociolinguistics, applied linguistics, and discourse analysis by looking at issues such as gender, urbanization, and language ideology. Underlying themes include the changing and evolving attitudes of speakers of Arabic and theoretical approaches to linguistic variation in the Middle East.
Its Role in History
The Arabic Language was first published in 1969. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
Arabic, with its rich literary heritage, is one of the major languages of the world. It is spoken by about one hundred million people inhabiting a wide and important area of the Middle East. Yet the language and its significant role in history are little known in the English-speaking countries except among specialists. This book will, it is hoped, help to introduce the language and demonstrate its importance to a wider audience.
Professor Philip K. Hitti of Princeton University writes in the foreword: "Until recently Arabic studies in this country had been limited to the graduate level and confined to a few universities. Since World War II they have inched their way to the undergraduate curriculum of a small number of universities. But they are still top-heavy and anemic. They will so remain unless they send their roots deeper down into high schools and enlist the interest of a widening circle of nonspecialists.
"Hence the value of this work by Professor Chejne. It is a commendable attempt to introduce the Arabic language, with its features and problems, to students and nonspecialists, to tell the story of its dramatic evolution from a tribal dialect to one of the few carriers of world culture, to indicate its unique relation to the religion of Islam and its role in the development of modern Arab nationalism. The book, written in a language intelligible to the layman, sums up what is already known and presents the contribution of the author."
Workbook for Intermediate Norwegian
This intermediate workbook, like the other materials in the Norsk, nordmenn og Norge series, regards communication as the primary goal of language learning. Experience has shown that students need to pass through a period of meaningful structural practice as they develop their communication skills. The workbook aims to provide that practice in psychologically realistic and useful ways, combining entertaining activities with more traditional exercises.
Toward these ends, the workbook features:
•an extensive overview of the basics of Norwegian grammar, providing a ready reference throughout the course
•a thorough review of elementary Norwegian vocabulary and grammar, allowing students whose preparation in the language differs to share a common knowledge base
•Hvem er du? sections that encourage the learner to personalize the material
•Litt av hvert sections that provide short summaries of the anthology’s reading passages (lesestykker) while reviewing common problems with vocabulary and grammar
•crossword puzzles and cartoons.
Norsk, nordmenn og Norge: Arbeidsbok (Workbook) is a companion to the Norsk, nordmenn og Norge: Antologi (Anthology) and Lærerveiledning (Teacher’s Manual).
Second Language Acquisition from Research to Praxis
The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for currentùand futureùSpanish-language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software). Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, the effects of study abroad and classroom contexts on learning, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
With the advent of computers and the rise of East Asian economies, the complicated character-based writing systems of East Asia have reached a stage of crisis that may be described as truly millennial in scope and implications. In what is perhaps the most wide-ranging critique of the sinographic script ever written, William C. Hannas assesses the usefulness of Chinese character-based writing in East Asia today.