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Record Nr. |
UNINA9910464335703321 |
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Autore |
Howarth Peter Andrew |
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Titolo |
Phraseology in English academic writing : some implications for language learning and dictionary making / / Peter Andrew Howarth |
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Pubbl/distr/stampa |
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Tübingen : , : M. Niemeyer, , 1996 |
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ISBN |
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Edizione |
[Reprint 2013] |
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Descrizione fisica |
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1 online resource (238 p.) |
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Collana |
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Lexicographica. Series Maior ; ; 75 |
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Disciplina |
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Soggetti |
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English language - Discourse analysis |
English language - Study and teaching |
English language |
English language - Lexicography |
Academic writing |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (pages [225]-230). |
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Nota di contenuto |
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Front matter -- Contents -- Abstract -- Résumé -- Zusammenfassung -- Introduction -- Chapter One. The Classification of Word Combinations -- Chapter Two. The Processing of Conventional Language -- Chapter Three. The Analysis of Native-speaker Academic Writing -- Chapter Four. The Phraseology of Non-native Academic Writing -- Chapter Five. Collocational Dictionaries for Learners of English -- Conclusion -- Appendices -- References |
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Sommario/riassunto |
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This study examines the use of one category of prefabricated language (restricted lexical collocations) in native and non-native academic English in the social sciences, in an attempt to throw light on a neglected aspect of learner competence. It first surveys the existing theoretical viewpoints on word combinations and then reviews experimental research into the psycholinguistic processing of prefabricated language, which suggest that the role of conventional expressions is to facilitate fluent production and rapid comprehension. A computer-based corpus of native academic writing is analyzed to discover to what extent and how such collocations are used in formal written English. Conventionality of style, it is suggested, aids precision |
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of expression, clearly a quality highly valued in academic argument. A corpus of non-native writing is then subjected to a similar analysis. While the collocational errors learners make do not on the whole seriously destroy intelligibility, they can lead to a lack of precision and obscure the clarity of expression required in academic communication. Pedagogical implications are then considered, and it is seen that for the most part published teaching materials have failed to recognize the nature of collocations in general and offer little help. The final part of the study examines the treatment of restricted collocations in both general and phraseological dictionaries for learners. These are evaluated on their selection and presentation of collocations shown by the preceding research to be problematic for advanced learners. The conclusion suggests that, for such learners, who are mostly studying the language independently, good reference works are needed in the form of specialist collocational dictionaries. The results of this research help to establish principles for the design of such dictionaries. |
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2. |
Record Nr. |
UNINA9910462901003321 |
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Autore |
Goodyear-Ka'opua Noelani |
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Titolo |
The Seeds We Planted [[electronic resource] ] : Portraits of a Native Hawaiian Charter School |
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Pubbl/distr/stampa |
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Minnesota, : University of Minnesota Press, 2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (345 p.) |
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Collana |
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First Peoples: New Directions in Indigenous Studies |
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Disciplina |
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Soggetti |
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Charter schools -- Hawaii -- Case studies |
Indigenous peoples -- Education -- Hawaii -- Case studies |
Place-based education -- Hawaii -- Case studies |
Charter schools - Education - Hawaii |
Place-based education - Hawaii |
Indigenous peoples - Hawaii |
Education |
Social Sciences |
Theory & Practice of Education |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Cover; Contents; Preface; Acknowledgments; Introduction: Indigenous Education, Settler Colonialism, and Aloha 'Āina; Chapter 1: The Emergence of Indigenous Hawaiian Charter Schools; Chapter 2: Self-Determination within the Limits of No Child Left Behind; Chapter 3: Rebuilding the Structures That Feed Us: 'Auwai, Lo'i Kalo, and Kuleana; Chapter 4: Enlarging Hawaiian Worlds: Wa'a Travels against Currents of Belittlement; Chapter 5: Creating Mana through Students' Voices; Conclusion: The Ongoing Need to Restore Indigenous Vessels; Notes; Glossary; Bibliography; Index; A; B; C; D; E; F; G; H; I |
KL; M; N; O; P; Q; R; S; T; U; V; W; Y |
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Sommario/riassunto |
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In 1999, Noelani Goodyear-Ka'opua was among a group of young educators and parents who founded Halau Ku Mana, a secondary school that remains one of the only Hawaiian culture-based charter schools in urban Honolulu. The Seeds We Planted tells the story of Halau Ku Mana against the backdrop of the Hawaiian struggle for self-determination and the U.S. charter school movement, revealing a critical tension: the successes of a school celebrating indigenous culture are measured by the standards of settler colonialism.How, Goodyear-Ka'opua asks, does an indigenous people |
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