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Focus On Grammar: Level 4
by Marjorie Fuchs Margaret BonnerWith a fresh new design and a host of updated exercises and activities, the popular Focus on Grammar series is more practical and accessible than ever. Known for its focus on English grammar through contextualized listening, speaking, reading, and writing activities, this lively integrated skills course helps students bridge the gap between comprehending grammatical structures and actually using them. Centered on thematic instruction, Focus on Grammar combines controlled and communicative practice in a consistent approach that's a proven success among students at all levels. Each unit progresses through four steps: Grammar in Context, Grammar Presentation, Focused Practice, and Communication Practice, using a unique format that makes the program easy for students to understand - and for teachers to implement. Each Student Book features: * Clear presentations and charts that make grammar easy to learn. * Creative activities that stimulate communication. *New high-interest readings that are rich in content. *From Grammar to Writing sections that build composition skills. *Review Tests to confirm progress and improve scores on standardized tests. *New Internet activities for individual, pair, or group work.
Folk Stories and Personal Narratives in Palestinian Spoken Arabic
by Nadia R. SirhanBy analysing the folk stories and personal narratives of a cross-section of Palestinians, Sirhan offers a detailed study of how content and sociolinguistic variables affect a narrator's language use and linguistic behaviour. This book will be of interest to anyone engaged with narrative discourse, gender discourse, Arabic studies and linguistics.
Fonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação (Routledge Studies in Hispanic and Lusophone Linguistics)
by Dermeval Da Hora Carmen Matzenauer Javier Muñoz-BasolsFonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação brings together a collection of studies on phonological acquisition and phonological variation in European and Brazilian Portuguese, addressing topics and proposing analyzes that are little studied in linguistic research in the target language. The eleven chapters foster theoretical debates on the processes underlying both phonological acquisition and variation and show how these are interrelated. They focus on the acquisition of phonology by children as well as adult variation in the use of phonological units in everyday speech, highlighting linguistic processes that occur in both contexts. The volume combines theory and practices with a focus on language teaching and acquisition. The book will be of interest to Lusophony linguists, particularly those interested in phonological acquisition and variation, and should prove useful to linguistic researchers, practitioners, and students of Portuguese in Europe, Latin America, and the US. Fonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação reúne uma coletânea de estudos sobre aquisição fonológica e variação fonológica no Português Europeu e Brasileiro, com a abordagem de tópicos e a proposição de análises pouco estudados na pesquisa linguística na língua-alvo. Os onze capítulos promovem debates teóricos sobre os processos subjacentes tanto à aquisição quanto à variação fonológica e mostram como estão inter-relacionados. Concentram-se em unidades fonológicas na fala cotidiana na aquisição da fonologia por crianças, bem como na variação na fala de adultos, destacando os processos linguísticos que ocorrem em ambos os contextos. O volume combina teoria e prática com foco no ensino e na aquisição da língua. O livro será de interesse para linguistas da Lusofonia, particularmente para aqueles voltados para a aquisição e a variação fonológica, e deverá ser útil para pesquisadores da área da Linguística, para usuários da língua e para estudantes de Português na Europa, na América Latina e nos Estados Unidos.
Fonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação (Routledge Studies in Hispanic and Lusophone Linguistics)
by Dermeval Da Hora Carmen Matzenauer Javier Muñoz-BasolsFonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação brings together a collection of studies on phonological acquisition and phonological variation in European and Brazilian Portuguese, addressing topics and proposing analyzes that are little studied in linguistic research in the target language.The eleven chapters foster theoretical debates on the processes underlying both phonological acquisition and variation and show how these are interrelated. They focus on the acquisition of phonology by children as well as adult variation in the use of phonological units in everyday speech, highlighting linguistic processes that occur in both contexts. The volume combines theory and practices with a focus on language teaching and acquisition.The book will be of interest to Lusophony linguists, particularly those interested in phonological acquisition and variation, and should prove useful to linguistic researchers, practitioners, and students of Portuguese in Europe, Latin America, and the US.Fonologia do Português e Interfaces: Fenômenos da Aquisição e da Variação reúne uma coletânea de estudos sobre aquisição fonológica e variação fonológica no Português Europeu e Brasileiro, com a abordagem de tópicos e a proposição de análises pouco estudados na pesquisa linguística na língua-alvo.Os onze capítulos promovem debates teóricos sobre os processos subjacentes tanto à aquisição quanto à variação fonológica e mostram como estão inter-relacionados. Concentram-se em unidades fonológicas na fala cotidiana na aquisição da fonologia por crianças, bem como na variação na fala de adultos, destacando os processos linguísticos que ocorrem em ambos os contextos. O volume combina teoria e prática com foco no ensino e na aquisição da língua.O livro será de interesse para linguistas da Lusofonia, particularmente para aqueles voltados para a aquisição e a variação fonológica, e deverá ser útil para pesquisadores da área da Linguística, para usuários da língua e para estudantes de Português na Europa, na América Latina e nos Estados Unidos.
Fontaine and Cultural Mediation: Translation and Reception in Nineteenth-Century German Literature
by Robertson RitchieIn the mid-1880s, the Realist author and Anglophile Theodor Fontane observed: �nowhere is so much translation done as in Germany.� Characterizing Germany as a special locus of literary translation and reception, Fontane contests a prejudice which has since become a significant problem for nineteenth-century German studies, namely the frequent assessment of the epoch as narrowly national. The present collection of essays by thirteen eminent literary scholars and historians is intended to correct this prejudice: it demonstrates that literary life and production in the nineteenth century were governed by complex networks of intercultural exchange, influence and translation, and it does justice to this complexity through its range of complementary critical approaches, focussing on Fontane, Anglo-German relations, translation, and European reception. In so doing, this book not only offers a nuanced appreciation of literary production and reception in the nineteenth century, but also demonstrates the continued relevance of that period for Germanists today.
Foreign Accent: The Ontogeny and Phylogeny of Second Language Phonology (Second Language Acquisition Research Series)
by Roy C. MajorEven though second-language learners may master the grammar and vocabulary of the new languages, they almost never achieve a native phonology (accent). Scholars and professionals dealing with second-language learners would agree that this is one of the most persistent challenges they face. Now, for the first time, Roy Major's Foreign Accent covers the exploding scholarship in this area and lays out the issues specifically for audiences in the second language acquisition and applied linguistics community.
Foreign Accent
by Alene MoyerTo what extent do our accents determine the way we are perceived by others? Is foreign accent inevitably associated with social stigma? Accent is a matter of great public interest given the impact of migration on national and global affairs, but until now, applied linguistics research has treated accent largely as a theoretical puzzle. In this fascinating account, Alene Moyer examines the social, psychological, educational and legal ramifications of sounding 'foreign'. She explores how accent operates contextually through analysis of issues such as: the neuro-cognitive constraints on phonological acquisition, individual factors that contribute to the 'intractability' of accent, foreign accent as a criterion for workplace discrimination, and the efficacy of instruction for improving pronunciation. This holistic treatment of second language accent is an essential resource for graduate students and researchers interested in applied linguistics, bilingualism and foreign language education.
Foreign Language and Mother Tongue
by Istvan Kecskes Tnde PappThis is the first book that discusses the effect of foreign language learning on first language processing. The authors argue that multilingual development is a dynamic and cumulative process characterized by transfer of different nature, and results in a common underlying conceptual base with two or more language channels that constantly interact with each other. Language representation and processing are discussed from a cognitive-pragmatic rather than a lexical-syntactic perspective. This required the review of several crucial issues of L2 acquisition, such as transfer, vocabulary development, conceptual fluency, and pragmatic skills. The authors also reviewed a large body of literature touching on cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and education in order to explain multilingual development and the positive effect of foreign language learning on the first language. An important read for linguists and language educators alike, this volume: * attempts to explain multilingual development from a cognitive-pragmatic perspective, * argues that foreign language learning has a positive effect on the development and use of mother tongue skills, * relies on research findings of several different disciplines, * builds on the results of quantitative research conducted by the authors, and touches on a wide range of literature.
Foreign Language Education in America: Perspectives from K-12, University, Government, and International Learning
by Steven BerbecoForeign language teaching in America today falls into three distinct fields of influence and interest: public and private schools, college and other post-secondary programs, and courses for adult learners. At a time when academics and instructors in each of these fields seek to answer similar questions, too few published resources recognize and address the parallels among them.
The Foreign Language Educator in Society: Toward a Critical Pedagogy
by Timothy G. Reagan Terry A. OsbornThis text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy. Unique among texts in the field, this is the first to deal explicitly with the social, political, ideological, and economic aspects of language, language learning, and language teaching in our society and to connect the practice of foreign language education with these critical, and crucial, aspects of language and language use. The Foreign Language Educator in Society: Toward A Critical Pedagogy: *emphasizes what teachers and future teachers of foreign languages in this country ought to know and understand about language-- language attitudes, practices, rights, and policy-- and related issues; *focuses on helping students to move beyond pragmatic pedagogical concerns to the social and political concerns relevant to their teaching; and *provides students with the opportunity to develop critical perspectives on the central facets of the language education process. Intended for foreign language education programs at both basic and advanced levels, as well as courses in critical pedagogy, critical language awareness, sociolinguistics, and social and cultural foundations of education, the text provides helpful pedagogical features to direct the reader in applying the content of each chapter to his or her own context.
Foreign Language Learning: Psycholinguistic Studies on Training and Retention
by Alice F. Healy Lyle E. BourneBased on a research project funded by the Army Research Institute, Foreign Language Learning reports original empirical and theoretical research on foreign language acquisition and makes recommendations about applications to foreign language instruction. The ultimate goal of this project was to identify a set of psychological principles that can provide the foundation for--or at least, argumentation for--a foreign language training course. This book reviews the various studies of which the project is comprised. It begins with an overview chapter outlining the scope of the project and summarizing some of the experiments that were conducted in the laboratory. In each of the following chapters, the contributors report on previously unpublished research on selected specific psycholinguistic training principles; vocabulary and concept acquisition; language comprehension; reading processes; and bilingualism. The final chapter--prepared by a prominent expert on second language training--provides an overview and evaluation of the contribution of the research described in earlier chapters to the goal of improving instructional methods in foreign language learning. Sandwiched between the introductory and final chapters are four major sections: * Vocabulary and Concept Acquisition, which discusses the effect of first-language phonological configuration on lexical acquisition in a second language, contextual inference effects in foreign language vocabulary acquisition and retention, mediated processes in foreign language vocabulary acquisition and retention, and the status of the count-mass distinction in a mental grammar; * Language Comprehension, which addresses voice communication between air traffic controllers and pilots who are nonnative speakers of English, cognitive strategies in discourse processing, and the effects of context and word order in Maasai sentence production and comprehension; * Reading Processes, which discusses the enhancement of text comprehension through highlighting, the effect of alphabet and fluency on unitization processes in reading, and reading proficiency of bilinguals in their first and second languages; and * Bilingualism, which addresses Stroop interference effects in bilinguals between similar and dissimilar languages, the individual differences in second language proficiency, and the hierarchical model of bilingual representation.
Foreign Language Teaching and the Environment: Theory, Curricula, Institutional Structures (Teaching Languages, Literatures, and Cultures #6)
by Charlotte Ann MelinAt a time when environmental humanities and sustainability studies are creating new opportunities for curricular innovation, this volume examines factors key to successful implementation of cross-curricular initiatives in language programs. Contributors discuss theoretical issues pertinent to combining sustainability studies with foreign languages, describe curricular models transferable to a range of instructional contexts, and introduce program structures supportive of teaching cultures and languages across the curriculum. Exploring the intersection of ecocritical theory, second language acquisition research, and disciplinary fields, these essays demonstrate ways in which progressive language departments are being reconceived as relevant and viable programs of cross-disciplinary studies. They provide an introduction to teaching sustainability and environmental humanities topics in language, literature, and culture courses as well as a wide range of resources for teachers and diverse stakeholders in areas related to foreign language education.
The Foreigner’s Guide to German Universities: Origin, Meaning, and Use of Terms and Expressions in Everyday University Life
by Albrecht Behmel Kelly NeudorferFiguring out the many new terms confronting international students at German-language universities can be difficult. Even if the degree program is in English, most administrative work has to be done in German, and the bureaucratic university jargon is a language in and of itself. This guide aims to help international students and researchers understand the structures and organization of German universities by providing in-depth descriptions of terms and their origins, allowing for easier integration into the host university and its culture.
Forget to Remember Level 5 Upper-intermediate
by Alan MaleyAward-winning original fiction for learners of English. At seven levels, from Starter to Advanced, this impressive selection of carefully graded readers offers exciting reading for every student's capabilities. 'Hello. Kate. This is Jan. I'm sorry, but you'll have to come down to Mother's. We've got to talk. I can't go on like this. It's becoming impossible. I know you're always busy but you'll have to come, Kate. I can't manage with Mother any more. Please call me back as soon as you can.' Two sisters struggle to come to terms with their mother's illness and its effect on their lives. Paperback-only version. Also available with Audio CDs including complete text recordings from the book.
Form-Meaning Connections in Second Language Acquisition (Second Language Acquisition Research Series)
by Jessica Williams Bill VanPatten Susanne Rott Mark OverstreetForm-Meaning Connections in Second Language Acquisition is an interdisciplinary and timely edited book of essays and empirical studies, most of which are based on the papers presented at the Form and Meaning Conference held in Chicago in 2002. The goal of the conference and now of the book is to present linguistic and cognitive approaches to second language acquisition, attempting to integrate external and internal issues in interlanguage development, while outlining directions for future research. The editors address questions, such as: What is the nature and sequence of the form-meaning mapping process? How are these connections made? How are these connections used to construct grammars and lexicons? And, how can conditions and external factors be manipulated to improve the chances of making these form-meaning connections?Contributors to this volume include such second language acquisition scholars as Susan Gass, Nick Ellis, Kathleen Bardovi-Harlig, Catherine Doughty, and Diane Larsen-Freeman. They address these form-meaning issues from a variety of settings and from multiple perspectives.Researchers and graduate students in applied linguistics, cognitive psychology, linguistics, and language pedagogy will find this volume to be an important resource.
Formación de palabras y enseñanza del español LE/L2 (Routledge Advances in Spanish Language Teaching)
by David Serrano-DoladerFormación de palabras y enseñanza del español LE/L2 offers a unique combination of theory and practice that guides the reader through the main processes of word formation in Spanish. It provides a detailed analysis of the role of lexical creation in the acquisition of L2 Spanish vocabulary, as well as over a hundred practical self-reflection activities. Key features: • Comprehensive theoretical explanations of word formation, including theoretical and pedagogical principles and their implementation in the teaching of L2 Spanish; • Step-by-step pedagogical introductions to the full range of lexical creation mechanisms in Spanish language, including prefixation, emotive and nonemotive suffixation and composition; • Carefully-chosen lists of relevant issues on lexical morphology with immediate applicability to the teaching of L2 Spanish; • Guided activities with an answer key, which helps the reader to connect theory with practice and to become familiar with the key aspects of Spanish lexical morphology; • Guidelines on how to tackle the teaching of Spanish word formation and vocabulary in an effective and engaging way. Written in a clear and accessible manner, Formación de palabras y enseñanza del español LE/L2 is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for language teachers who wish to integrate word formation into the teaching of the Spanish language.
Formal Approaches to Languages of South America
by Cilene Rodrigues Andrés SaabThis book analyzes the linguistic diversity of South America based on approaches deeply rooted in the tradition of formal grammar. The chapters brought together in this contributed volume consider native languages all kinds of languages used in the region, including sign languages, indigenous languages and the romance languages (Portuguese and Spanish) originally introduced by European colonizers which underwent processes of transformation giving rise to new, local grammars. One fourth of the language families of the world are located in South America, but the majority of languages in the region are still understudied and out of the radar of theoretical linguistics mostly because their grammars are not well-known by international researchers. This book aims to fill this gap by bringing together studies rooted in the formal grammar approach first developed by Noam Chomsky, which sees language not only as mere corpora attested in oral and written production, but also as expressions of systems of thought and language production which are essential parts of human cognition. The book is divided in three parts – sign languages, romance languages and indigenous languages –, and brings together studies of the following South American languages: Brazilian Sign Language (Libras - Língua Brasileira de Sinais)Argentinian Sign Language (LSA - Lengua de Señas Argentina)Peruvian Sign Language (LSP- Lengua de Señas Peruana)Brazilian PortugueseChilean and Argentinian SpanishQuechuaParaguayan GuaraniA’ingaeMacro-Jê languages Formal Approaches to the Languages of South America will be an invaluable resource both for theoretical linguists and cognitive scientists by providing access to top quality research on understudied languages and enabling these languages to be incorporated into comparative studies that can contribute to advance the knowledge of general principles governing all human languages.
Formas y Figuras (Math Counts, New and Updated)
by Henry PluckroseUna serie de libros para introducir a los lectores jovenes a conceptos matematicos fundamentales, ¡ahora en espanol!Triangulos, cuadrados, rectangulos, circulos y hexagonos son tipos de formas y figuras. Y son faciles de reconocer en nuestra vida diaria. Con ejemplos del mundo real, fotografias convincentes y textos inspiradores, ¡esta es la introduccion perfecta al concepto matematico de "formas y figuras" para los lectores mas jovenes!Sobre la serie: Publicada originalmente en los anos 90 y actualizada recientemente, esta revolucionaria serie superventas inicia a los ninos en el camino de aprender a comunicarse y razonar matematicamente.La base de las matematicas son las ideas, y estos libros se han desarrollado para que los ninos vean, hablen, toquen y experimenten con estas ideas. Las fotografias atractivas y el texto sencillo y directo, hacen de esta serie una herramienta perfecta para leer individualmente o en voz alta. Diez conceptos matematicos fundamentales, uno para cada libro de la serie, estan desarrollados de forma excelente, y ofrecen un apoyo curricular ideal. Esta serie es la mejor manera de iniciar el camino hacia el dominio de las matematicas.
Foucault and Postmodern Conceptions of Reason
by Laurence BarryFor decades Foucault was mostly known for his diagnosis of modernity as a form of entrapment, both in our modes of thought and our behaviors. This book argues that Foucault's reappraisal of modernity occurs with the 1978 and 1979 lectures, in which he sketches modern power as governmentality and neoliberalism. From this perspective, Foucault’s once surprising studies on the Greeks' constitution of the ‘self’ can be seen as a continuation of his diagnosis of late modernity, and as an attempt to retrieve a form of autonomy for our modern selves. One finds in the late Foucault a postmodern conception of reason and not a destruction of reason; but this is possible only if postmodernity is seen as a critical exercise of reason in the analysis of norms.
Found in Translation: How Language Shapes Our Lives and Transforms the World
by Nataly Kelly Jost ZetzscheA lively look at the surprising role that translation plays all around us. Worth an estimated 31 billion dollars, translation is one of the biggest industries that goes largely unnoticed. Nataly Kelly and Jost Zetzsche are two veteran translators who have show how translation affects the daily life of millions of people. From hurricane warnings to holy books, from poetry to peace treaties, this is an illustration of how translation spreads culture and fuels the global economy.
Foundation Norwegian (Michel Thomas Method) - Full course: Learn Norwegian with the Michel Thomas Method
by Michel Thomas Angela Shury-Smith'The thrill is that you're actually figuring it out on your own. You're engaging with another language, not just parroting it... It's an excellent way to start, and leaves the listener thinking, Hey, Ich kann do dis.' - New Yorker, David Sedaris, humorist and author, on learning German with the Michel Thomas Method Looking for a convenient language course that fits your lifestyle and gets you speaking a new language in a matter of weeks, not years? The original no-books, no-homework, no-memorizing method is in tune with the way the brain prefers to receive, store and retrieve information. You'll stick with it because you'll love it. * Pick up Norwegian naturally and unforgettably without strain or stress * Learn from listening and speaking, without the pressure of writing or memorizing * Build up your Norwegian in manageable steps by thinking out answers for yourself WHY IS THE METHOD SO SUCCESSFUL? 'What you understand, you know; and what you know, you don't forget.' - Michel Thomas Before there were algorithms, there was Michel Thomas. For over 50 years he worked on decoding languages by breaking them down into their most essential component parts. These 'building blocks' are introduced to the learner sequentially in such a way that you reconstruct the language for yourself - to form your own sentences, to say what you want, when you want. This unique method draws on the principles of instructional psychology and works with the way your brain prefers to receive, store and retrieve information. Knowledge is structured and organized so that you absorb the language easily and don't forget it. The method is designed to eliminate the stress which prevents you from relaxing and allowing the brain to work in the way which accepts learning in a seemingly painless, very exciting and highly motivating way. HOW DO THE COURSES WORK? 'All stress inhibits true and effective learning' - Michel Thomas During the course, you will join Michel Thomas Method teacher Angela Shury-Smith and two students in a live lesson, learning from both their successes and their mistakes to keep you motivated and involved throughout the course. You, as the learner, become the third student and participate actively in the class. Within the very first hour you will be able to construct simple phrases by listening and thinking out answers for yourself without the pressure of writing or stress of having to memorize. You will learn at your own pace, pausing and repeating where necessary, and complete the course in about 20-30 hours. By the end of the course, you will understand and have the confidence to speak basic Norwegian. WHAT WILL I ACTUALLY ACHIEVE? 'I am the architect who builds the house. It's up to you to decorate it.' - Michel Thomas The Michel Thomas Method will help you kick-start, continue, and flourish in your Norwegian language learning journey. It is not intended to get you perfectly fluent, but it will get you speaking and using Norwegian, with proper pronunciation, faster than any other method. It is designed to give you a strong foundation and good working knowledge of a language from which you can expand and later 'add decoration' to. It is a rapid method for learning, that requires only concentration on the part of the learner. LEARN ANYWHERE! Reclaim your pockets of free time to learn a new language! Don't be tied to chunky books or your computer, Michel Thomas Method audio courses let you learn whenever and wherever you want, in as little or as much time as you have. WHAT IS NEXT? After Foundation, we recommend doing the Language Builder or Intermediate course. Generally, this is the recommended order for the Michel Thomas Method language courses: 1. Foundation 2. Language Builder 3. Intermediate 4. Vocabulary
Foundational Principles of Task-Based Language Teaching (ESL & Applied Linguistics Professional Series)
by Martin EastThis book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers.
Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice
by Wayne WrightThis comprehensive textbook prepares all teachers to teach English language learners (ELLs). It is widely used in undergraduate and graduate programs, including: - Elementary and secondary teacher education - Literacy and special education - TESOL and bilingual education Wayne Wright's deep respect for educational practitioners and his passion for English language learners' right to a fair and full education are evident in every word he writes. His book and companion website offer a vision and pathway toward fostering dynamic learning communities across schools, teacher education programs, and communities to improve education for ELLs. The rest is up to us. -Nancy H. Hornberger, University of Pennsylvania New to the Third Edition The textbook and companion website are completely updated while retaining the practical features of the first and second editions. Readers will find: - New federal regulations, accountability requirements, and flexibility for ELLs under the Every Student Succeeds Act (ESSA) - A stronger multilingual perspective on ELL education, with attention to new research, theory, and practice on dynamic bilingualism and translanguaging - New research on language, literacy, and content-area instruction for ELLs from the National Academies of Sciences, Engineering, and Medicine - The integration of new principles by Teachers of English to Speakers of Other Languages for the exemplary teaching of ELLs - New information about the Seal of Biliteracy, now approved by more than 35 states and the District of Columbia
Foundations of Bilingual Education and Bilingualism
by Colin BakerThe fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels.
Four Dichotomies in Spanish: Adjective Position, Adjectival Clauses, Ser/Estar, and Preterite/Imperfect
by Luis H. GonzálezExamining four dichotomies in Spanish, this book shows how to reduce the six to ten rules common in textbooks for each contrast to a single binary distinction. That distinction is a form of totality vs. part, easier to see in some of the dichotomies, but present in all of them. Every chapter is example-driven, and many of those examples come from writing by students. Readers can test out for themselves the explanation at work in the examples provided. Then, those examples are explained step by step. In addition to examples from writing by college students, there are examples from RAE (Real Academia Española), from scholars, from writers, from Corpes XXI (RAE), from the Centro Virtual Cervantes, and from the Internet. Many of those examples are presented to the reader as exercises, and answers are provided. This book was written for teachers of Spanish as a second language (L2) and for minors or majors of Spanish as an L2. It will also benefit teachers and learners of other L2s with some of these dichotomies.