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Kokota Grammar Cover

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Kokota Grammar

Bill Palmer

This work describes the grammar of Kokota, a highly endangered Oceanic language of the Solomon Islands, spoken by about nine hundred people on the island of Santa Isabel. After several long periods among the Kokota, Dr. Palmer has written an unusually detailed and comprehensive description of the language. Kokota has never before been described, so this work makes an important contribution to our knowledge of the Oceanic languages of island Melanesia. Kokota Grammar examines the phonology of the language and includes a lengthy section on stress assignment. It continues with chapters on nouns and noun phrases, minor participant types, possession, argument structure, the verb complex, clause structure, imperative and interrogative constructions, and subordination and coordination (including verb serialization). The typological interest of Kokota, along with its degree of endangerment and the paucity of information on Northwest Solomonic languages in general, combined with the level of detail given in the volume, make this a work of considerable interest to Austronesian linguists, typologists, syntacticians, phonologists, and all who are involved in describing and documenting endangered languages.

Kpewi Durorp. Language of the Bororp of the Korup ethnic group Cover

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Kpewi Durorp. Language of the Bororp of the Korup ethnic group

Language of the Bororp of the Korup ethnic group

Kpewi Durorp is the third attempt at bringing Durorp into the public domain, and is a more detailed introduction to the language. It contains sixteen chapters which address important elements of grammar, with some including mini bilingual dictionaries, with words organised not alphabetically but thematically, with the singular aim of facilitating learning and easy acquisition of the language. Durorp is an interesting and linguistically distinct semi-Bantu or Bantoid language spoken by a minority group of people known as Bororp or people of the Kororp ethnic group. A part of this ethnic group inhabits the Southwestern part of Cameroon while the other occupies the Southeastern tip of Nigeria. A minority group, Kororp has continued to suffer not only cultural and socio-economic shrinkage but also linguistic marginalisation characterised by an obvious erosion of some key elements of the language. Like any other language, however, Durorp has borrowings from languages such as Efik, Ejagham, and even English. There is a Durorp-English Dictionary to facilitate the development of Durorp vocabulary (Langaa, 2013).

Lærerveiledning til Norsk, nordmenn og Norge 2, Antologi Cover

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Lærerveiledning til Norsk, nordmenn og Norge 2, Antologi

Teacher's Manual for Intermediate Norwegian

Kathleen Stokker

This teacher's guide to the intermediate anthology and workbook suggests a variety of classroom communicative activities for both pairs and small groups.


¿La ütz awäch? Cover

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¿La ütz awäch?

Introduction to Kaqchikel Maya Language

By R. McKenna Brown, Judith M. Maxwell, and Walter E. Little

Kaqchikel is one of approximately thirty Mayan languages spoken in Belize, Guatemala, Mexico, and, increasingly, the United States. Of the twenty-two Mayan languages spoken in Guatemala, Kaqchikel is one of the four “mayoritarios,” those with the largest number of speakers. About half a million people living in the central highlands between Guatemala City and Lake Atitlán speak Kaqchikel. And because native Kaqchikel speakers are prominent in the field of Mayan linguistics, as well as in Mayan cultural activism generally, Kaqchikel has been adopted as a Mayan lingua franca in some circles. This innovative language-learning guide is designed to help students, scholars, and professionals in many fields who work with Kaqchikel speakers, in both Guatemala and the United States, quickly develop basic communication skills. The book will familiarize learners with the words, phrases, and structures used in daily communications, presented in as natural a way as possible, and in a logical sequence. Six chapters introduce the language in context (greetings, the classroom, people, the family, food, and life) followed by exercises and short essays on aspects of Kaqchikel life. A grammar summary provides in-depth linguistic analysis of Kaqchikel, and a glossary supports vocabulary learning from both Kaqchikel to English and English to Kaqchikel. These resources, along with sound files and other media on the Internet at ekaq.stonecenter.tulane.edu, will allow learners to develop proficiency in all five major language skills—listening comprehension, speaking, reading, writing, and sociocultural understanding.

Language and Meaning in the Renaissance Cover

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Language and Meaning in the Renaissance

Richard Waswo

Exploring the status of the semantic unit in recent linguistic and literary theories--the sign itself--Richard Waswo relates present-day literary concerns to Renaissance thought about the connections between language and meaning.

Originally published in 1987.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Language and Thought Cover

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Language and Thought

John L. Pollock

Most philosophical theories of language have assumed that statements (products of assertion) and propositions (objects of belief) are the same things. John L. Pollock denies this, maintaining that even when the speaker is perfectly sincere, what he is thinking need not be the same thing as what he is saying.

Originally published in 1982.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Language-Paradox-Poetics Cover

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Language-Paradox-Poetics

A Chinese Perspective

James J.Y. Liu

In attempting to define a "poetics of paradox" from a traditional Chinese standpoint, James Liu explores through a comparative approach linguistic, textual, and interpretive problems of relevance to Western literary criticism. Liu's study evolves from a paradoxical view--originating from early Confucian and Daoist philosophical texts--that the less is "said" in poetry, the more is "meant." Such a view implied the existence of paradox in the very use of language and led traditional Chinese hermeneutics to a study of "metaparadox"--the use of language to explicate texts the meaning of which transcends language itself.

As Liu illustrates elements of traditional Chinese hermeneutics with examples of poetic and critical works, he makes comparisons with the works of such Western literary figures as Shakespeare, Mallarme, Pound, Ionesco, Derrida, and Shepard. The comparisons bring to light a crucial difference in conceptualization of language: Chinese critics, especially those influenced by Daoism and Buddhism, seem to have held a deitic view of language (language points to things), whereas Western critics seem to have thought of language as primarily mimetic (language represents things). Liu examines the consequences of these views, showing how both offer insights into the "meaning" of text and to what extent both have led to a "metaparadox of interpretation."

Originally published in 1988.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Le VocabulAIDE Cover

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Le VocabulAIDE

Influences de l'anglais vraies et pr

Pierre Cardinal

Ouvrage essentiel pour ceux qui veulent soigner et enrichir leur français écrit, Le VocabulAIDE permet de trouver et de repérer les anglicismes et les emplois influencés par l’anglais dans le lexique quotidien. Ce guide de référence aide à acquérir un vocabulaire approfondi et de le rapprocher de l’usage général du français.

Tous les mots et expressions sont présentés avec l’exemple d’une phrase authentique tirée des principaux journaux du pays, le mot anglais qui porte l’influence, des remarques et notes explicatives au sujet de l’emprunt et les équivalents en français général.

Le VocabulAIDE contient :

• Plus de 1200 mots et locutions influencés par l’anglais, courants au Québec, en Acadie, en Ontario et parfois aussi en Europe francophone

• Plus de 2000 attestations tirées des journaux et magazines canadiens et européens

• Plus de 8000 équivalents en français général

• Des centaines de notes explicatives et comparatives sur l’usage canadien et européen contemporain

• Un répertoire alphabétique de 350 faux anglicismes et usages en transition

Learning Language Through Literature Cover

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Learning Language Through Literature

A Sourcebook for Teachers of English in Hong Kong

Peter Falvey ,Peter Kennedy

This book is ideally suited both for practising teachers and participants in teacher education programmes in Hong Kong and the rest of S.E. Asia.

Learning Language Through Literature in Secondary Schools Cover

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Learning Language Through Literature in Secondary Schools

A Resource Book for Teachers of English

Peter Kennedy ,Peter Faley

The book demonstrates how texts, techniques and tasks used in secondary classrooms can be MOTIVATING, MEANINGFUL AND MEMORABLE.

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