LEADER 00964nam0-2200325---450- 001 990008711010403321 005 20080915135559.0 035 $a000871101 035 $aFED01000871101 035 $a(Aleph)000871101FED01 035 $a000871101 100 $a20080915d1963----km-y0itay50------ba 101 1 $aita$cger 102 $aIT 105 $aa-------001cy 200 1 $aAstronomia$fa cura di Karl Stumpff$gtraduzione di Libero Sosio$ged. it. a cura di Margherita Hack 210 $aMilano$cFeltrinelli$d©1963 215 $a405 p., [2] c. di tav.$c1ll.$d18 cm 225 1 $aEnciclopedia Feltrinelli Fischer$v3 676 $a520$v19$zita 700 1$aStumpff,$bKarl$0503780 702 1$aSosio,$bLibero$f<1935- > 702 1$aHack,$bMargherita$f<1922- > 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008711010403321 952 $aBIB. 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C?est cette proximité que l?auteur explore ici, dans les textes fondateurs de la culture occidentale, du théâtre grec aux romans du XXe siècle ; ou tout simplement, sous la violence quotidienne exercée par les hommes sur les femmes. Mais psychanalyste, elle en relève également les traces dans les théories freudiennes et lacaniennes de la sexualité comme dans sa propre pratique. La femme, nécessaire ? jusqu?à présent du moins ? pour mettre au monde les enfants, porte atteinte au v?u de suffire à la procréation, depuis toujours exprimé par les hommes. Sa « nécessité » même effraie. Mais aussi elle est l?objet du désir où l?homme risque, croit-il, de s?abîmer : du coup c?est elle qui, par projection, porte la faute et le danger, et en inspire la peur. Peut-on désamorcer ce piège en mettant ses ressorts au jour ? Peut-on désunir le ch?ur dénonciateur du danger féminin en analysant les voix qui le compotent ? Et, par là, donner place à une autre image de la femme ? 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$a20230411d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe linguistic challenge of the transition to secondary school $ea corpus study of academic language /$fAlice Deignan, Duygu Candarli and Florence Oxley 210 1$aOxon, UK ;$aNew York, NY :$cRoutledge, Taylor & Francis Group,$d[2022] 210 4$d©2022 215 $a1 online resource (228 pages) 225 1 $aRoutledge Applied Corpus Linguistics 311 08$aPrint version: Deignan, Alice The Linguistic Challenge of the Transition to Secondary School Milton : Taylor & Francis Group,c2022 9780367534219 327 $aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of extracts -- List of figures -- List of tables -- Acknowledgements -- Chapter 1 Schools, the transition, students and teachers -- Introduction -- The transition and the context of this research -- Issues at transition -- Social, psychological and emotional issues -- Academic issues -- Language and the transition -- The voices of students in our project schools -- Aims of this book -- Notes -- References -- Chapter 2 Academic language and the school transition -- Introduction -- Perspectives on the language of school -- Bernstein's language codes and the language of school -- The Systemic-Functional Linguistics approach -- BICS and CALP -- CALS -- Academic language and function -- Academic language and social prestige -- Function: Academic language to facilitate and express academic thought -- Register and genre -- Features of academic language -- Overview -- Disciplinary language -- The vocabulary of school -- Polysemy and homonymy -- Tiers -- Grammar and discourse -- Specific issues at the transition -- Conclusion -- References -- Chapter 3 Corpus data and methods -- Introduction -- Constructing our corpus -- Characteristics of our partner schools -- Corpus design and representativeness -- The written corpus -- Representativeness and data gathering -- Composition of the written corpus -- Sub-registers -- The spoken corpus -- Corpus analytical methods used -- Quantitative data analysis procedures -- Multi-dimensional analysis -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Situation-dependent versus elaborated reference -- Dimension 4: Overt expression of persuasion -- Dimension 5: Abstract versus non-abstract information -- Mixed and qualitative data analysis. 327 $aConclusion -- References -- Chapter 4 Written school language registers at the transition -- Introduction -- The corpus -- Analytical steps -- Statistical analysis -- Multi-dimensional analysis of school language registers -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Explicit versus situation-dependent discourse -- Dimension 4: Overt expression of persuasion -- Dimension 5: Impersonal versus non-impersonal style -- Discussion -- Conclusion -- References -- Chapter 5 The language of English at the transition -- Introduction -- The KS2 and KS3 curricula -- Assessment -- Reading in Years 5-8 -- Reading for pleasure -- Making inferences -- Understanding genre, purpose and audience -- criticality -- Writing in Years 5-8 -- Understanding genre, purpose and audience -- Language and metalanguage in Years 5-8 -- Vocabulary -- Grammar teaching -- Corpus studies of the language of English in Years 5-8 -- Method -- The corpora used -- Frequent word analysis -- Keyword analysis -- Results -- Word frequency: Aboutness -- Keywords -- Conclusion -- Note -- References -- Chapter 6 The language of science at the transition -- Introduction -- The KS2 and KS3 curricula -- Language and learning science at school -- Scientific thinking and the language of science -- School science, language and socio-economic status -- Features of the language of school science -- Discourse -- Grammar -- Vocabulary -- Polysemy -- Method -- The corpora -- Focus and tools -- Results -- Keywords -- Frequent words -- Aboutness and general science words -- Polysemy -- Group 1: Contextual differences -- Group 2: Fine-grained differences in use -- Group 3: Meaning differences -- Group 4: Lexico-grammatical differences -- Group 5: Frequency differences -- Metaphorical uses -- Discussion and conclusion. 327 $aReferences -- Chapter 7 The language of mathematics at the transition -- Introduction -- The KS2 and KS3 curricula -- Learning mathematics and language -- Mathematics, anxiety and the transition -- Talking about mathematics -- Features of the language of mathematics -- Discourse -- Grammar -- Vocabulary -- Method -- The corpora -- Key feature analysis -- Keyword analysis -- Concordance and collocational analysis -- Findings -- Key feature analysis -- Results of keyword analysis -- Discourse functions of keywords -- Patterns of meanings of keywords -- Part-of-speech categories -- Concrete and abstract keywords -- Polysemy -- Collocation -- Conclusion -- Note -- References -- Chapter 8 Conclusion -- Introduction -- Key issues and findings -- The move from generalist to specialist teachers -- Register features -- Polysemy -- Other language issues -- Context -- Awareness of the linguistic challenges of transition -- Academic language and home learning environment -- Understanding the purpose of academic language -- Research on school language and transition -- Future research and ways forward -- References -- Index. 330 $a"This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically"-- Provided by publisher. 410 0$aRoutledge applied corpus linguistics series. 606 $aAcademic language 606 $aCorpora (Linguistics) 606 $aStudents, Transfer of 615 0$aAcademic language. 615 0$aCorpora (Linguistics) 615 0$aStudents, Transfer of. 676 $a407.1 700 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