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Dongjing Han

The primary aim of this book is to enhance English as a foreign language (EFL) learners’ listening proficient and provide pedagogical implications for vocabulary and listening teaching practice. This book arouses particular attention to mastery of aural vocabulary knowledge to enhancement of listening performance in Chinese context. It provides a comprehensive picture of the role of vocabulary acquisition approaches and strategy practice in listening performance.

This book evaluates the relationship between vocabulary knowledge and listening comprehension in English as a foreign language (EFL), which has not been sufficiently investigated empirically. In particular, it has an added focus on the use of aural vocabulary knowledge tests in detecting the role of vocabulary knowledge in listening comprehension. It highlights the role of vocabulary knowledge in determining listening success. Specifically, it draws scholars’ attention to the contributions of aural vocabulary knowledge to listening comprehension. The study also confirms the previous hypotheses of higher correlations between aural vocabulary size knowledge and listening comprehension. Pedagogically, it confirms the significance and necessity of improving both aural and written forms of vocabulary knowledge and focusing on strategy-embedded listening activities in EFL listening education. In this book, each chapter is dedicated to a specific theme in EFL learning and acquisition, providing a China case study dedicated to further development of EFL education.

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Alberto Castelli

The Modernity of Chinese Postmodern Literature is an unprecedented comparative study of postmodern Chinese literature and continental European modernism. This book deconstructs and reconstructs central works of post-1976 Chinese literature and the main texts of European modernism to uncover a striking conceptual similarity between these two literary corpuses. Scholars and postgraduate students in the humanities comprise this work’s primary audience. However, all those interested in contemporary China will find in it an accessible key to decode China’ present and past.

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Scotland and Arbroath 1320 – 2020

700 Years of Fighting for Freedom, Sovereignty, and Independence

Edited by Klaus Peter Müller

700 years of people in Scotland, England, Europe, and the world fighting for freedom, sovereignty, independence and justice are investigated in the essential periods and cultures since the 1320 Declaration of Arbroath: the Middle Ages, the Reformation and Early Modern Age, the English Revolution, the Enlightenment, the Industrial Revolution, the 19th, 20th, and 21st centuries. Cultural, media, political, and social studies, history, the law, art, philosophy, and literature are used for an analysis of the evolution of human rights, democracy, freedom, individual as well as national independence and justice in connection with past and present threats to them. Threats from politics, the economy, digitalisation, artificial intelligence, people's ignorance.

 

With contributions by Alasdair Allan MSP, Christopher J. Berry, Neil Blain, Alexander Broadie FRSE, Dauvit Broun, Mark P. Bruce, Ewen A. Cameron, Robert Crawford, Ian Duncan, Richard J. Finlay, David Forrest, Edouard Gaudot, Marjory Harper, Sarah Longlands, Ben McConville, David McCrone, Aileen McHarg, John Morrison, Klaus Peter Müller, Hugh O’Donnell, Murray Pittock, Anthony Salamone, David R. Sorensen, Silke Stroh, Christopher A. Whatley and Ben Wray.

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Irish Literature in the British Context and Beyond

21st Century Perspectives from Kyoto

Edited by Hiroko Ikeda and Kazuo Yokouchi

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Anna Paluchowska-Messing

Was it possible for an eighteenth-century woman to become a celebrity and remain respectable? Could women’s commercial success in literature be reconciled with contemporary ideals of prescribed feminine domesticity? The rugged trajectory marked by the critical reception of the works by Frances Burney (1752–1840), an English novelist, diarist and playwright, reveals the dilemmas she faced at different stages of her career from a debutante to an acclaimed literary figure. Burney’s long life is set against the background of changing conventions in culture consumption and appreciation, and the book highlights the successes and failures of the techniques which the author employed in her texts for projecting a favourable image of herself as a woman and writer.

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Classroom Observation

Researching Interaction in English Language Teaching

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Edited by Friedrich Lenz, Maximiliane Frobenius and Revert Klattenberg

Classroom observation has become a tool for analysing and improving English Language Teaching (ELT). This book represents the state of the art in language education and classroom interaction research from a data-driven empirical perspective. The micro-analytic, multimodal, and videographic approaches represented here understand classrooms as sites of complex, naturally occurring interaction. The volume demonstrates that the investigation of this communicative setting is the basis for insights into the inner workings of classrooms and the development of strategies for teacher education. The introductory article complements the volume by giving a comprehensive overview of the theories and methods that have come to bear in classroom observation.

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Re-Imagining and Re-Placing New York and Istanbul

Exploring the Heterotopic and Third Spaces in Paul Auster's and Orhan Pamuk’s City Novels

Hatice Bay

The author re-examines the urban novels of Auster and Pamuk in the light of Foucault's heterotopia and Bhabha's the Third Space, respectively. Furthermore, for the discussions of the nature of the relationship between the self and the other, this present study deploys Emmanuel Levinas's ethics. This book argues that examining the urban spaces and characters of Auster and Pamuk through the prisms of Foucault, Bhabha and Levinas establishes a new critical framework that gives a constructive and ethical angle to the negative late twentieth-century and early twenty-first century discourses on the city and its inhabitants. The reader of this book will discover urban subjects who actively transform their respective cities into either heterotopic or Third Spaces and thereby become response-able for and attentive to their immediate surroundings, to their national or personal histories and, most importantly, to other people. At the same time, by bringing these two different cities, cultures and authors that are poles apart together, this book aims to problematize commonly held beliefs about Americanness and Turkishness and thus pave the way for looking at discourses such as «clash of civilizations», «margin» (Istanbul) and «center» (New York), the belated and the advanced from a critical point of view suggesting that there is a common discursive affinity with similar outlooks on life, personal, historical and physical spaces on both sides, rather than a «clash of civilizations». The arguments presented here will be of interest to students and scholars of city literature, comparative literature and history of ideas as well as to readers who have an interest in theory and close reading.

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Den Thatcherismus lehren

Die Vermittlung britischer Kultur im gymnasialen Unterricht

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Stefan Alexander Eick

Im Mittelpunkt der Publikation steht die Untersuchung einer gymnasialen Behandlung Margaret Thatchers in Zeiten von Neoliberalismus, «Brexit» und nationalem Populismus. Der Autor argumentiert für die Behandlung Thatchers, da diese globale Themen prägnant aufgreift und das im Englischunterricht weiterhin bedeutsame zielkulturelle Verständnis Großbritanniens gewährleistet. Die Arbeit beschreibt dabei das für die historische und politische Kulturvermittlung notwendige Zusammenspiel der Didaktiken in einem fächerübergreifenden oder bilingualen Unterricht. Der Autor präsentiert das Modell einer «semiotischen kulturellen Kompetenz», tätigt eine grundlegende Auseinandersetzung mit den relevanten Aspekten des Kulturunterrichts und arbeitet Unterrichtsbeispiele aus.