Mastering English through Global Debate brings together rhetorical traditions and the best practices of ESL instruction to facilitate Superior-level proficiency in the English language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises - all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods selection in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced proficiency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates - at home, abroad, or both.
The main goal of this ESP course is to develop ability of professional communication in English in the sphere of politics. The course covers a wide variety of topics that are important and interesting for future political analysts. Units are theme-based and structured in compliance with communicative approach to language learning and teaching; much attention is paid to the development od reading, speaking and writing skills. The course is designed for learners of the English language at CEF B1/B2 level and is intended for undergraduate students pursuing a bachelor's degree in political studies.
Mastering Russian through Global Debate brings together rhetorical traditions of the communications field and the best practices of edult second-language instruction to facilitate Superior-level proficiency in the Russian language. Each chapter addresses a rich topic of debate, providing students with a set of prereading activities, texts covering both sides of a debate topic, and postreading comprehension and lexical development exercises - all of which foster the language and critical thinking skills needed for successful debates. A rhetorical methods selection in each chapter integrates language and practice and prepares students for end-of-chapter debates. Using debate to develop advanced proficiency in a second language is a method that is finding increased interest among instructors and students alike, in both synchronous online teaching and the individual classroom. Students are prepared to participate fully in debates with their classmates - at home, abroad, or both.
The Meaning-Text Theory is a holistic linguistic theory characterized in particular by the central position of the lexicon, the primacy of semantics, the importance of the communicative structure (= information structure), and the reliance on dependencies on all levels. MTT has been extensively developed over the last four decades with respect to its coverage of linguistic phenomena and application in a variety of research fields - in particular natural language processing. The main unifying ideas for MTT are interaction and semantic motivation: interaction of different linguistic units, interaction of different levels of language, and semantic motivation of syntax, semantic motivation of collocations.
In Memory and Identity in the Syriac Cave of Treasures: Rewriting the Bible in Sasanian Iran Sergey Minov examines literary and socio-cultural aspects of the Syriac pseudepigraphic composition known as the Cave of Treasures, which offers a peculiar version of the Christian history of salvation. The book fills a lacuna in the history of Syriac Christian literary creativity by contextualising this unique work within the cultural and religious situation of Sasanian Mesopotamia towards the end of Late Antiquity. The author analyses the Cave’s content and message from the perspective of identity theory and memory studies, while discussing its author’s emphatically polemical stand vis-à-vis Judaism, the ambivalent way in which he deals with Iranian culture, and the promotion in this work of a distinctively Syriac-oriented vision of the biblical past.
This edition includes the II International Conference "Methods of Teaching Oriental Laniages: Actual Problems and Trends" collection of scientific papers. The materials are devoted to the problems and methods of teaching Oriental languages, translation and intercultural communication. The collection of papers is intended for researchers and anyone interested in Oriental studies.
This is the first commented critical edition of two Latin treatises by Michael Scot, astrologer and translator at the court of Frederick II, first third of XIIIth century. It is provided by an extensive historical and philological introduction.
The work was implemented as part of the Federal Dedicated Programme “Fostering Scientific and Academic Staff for Innovative Russia” for 2009-2013.
In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity.
The title coinage of this book, stimulacra , refers to the fundamental capacity of literary narrative to stimulate our minds and senses by simulating things through words. Musical stimulacra are passages of fi ction that readers are empowered to transpose into mental simulations of music. The book theorizes how fi ction can generate musical experience, explains what constitutes that experience, and explores the musical dimensions of three American novels: William T. Vollmann’s Europe Central (2005), William H. Gass’s Middle C (2013), and Richard Powers’s Orfeo (2014). Musical Stimulacra approaches fiction’s music from a readerly perspective. Instead of looking at how novels forever fail to compensate for music’s physical, structural, and affective properties, the book concentrates on what literary narrative can do musically. Negotiating common grounds for cognitive audionarratology and intermediality studies, Musical Stimulacra builds its case on the assumption that, among other things, fiction urges us to listen— to musical words and worlds.