Since 1965, Donald Ayers' English Words from Latin and Greek Elements has helped thousands of students to a broader vocabulary by showing them how to recognize classical roots in modern English words. Its second edition, published in 1986, has confirmed that vocabulary is best taught by root, not rote. The importance of learning classical word roots is already acknowledged by vocabulary texts that devote chapters to them. Why a whole book based on this approach? Ayers' text exposes students to a wider range of roots, introduces new English words in context sentences, and reinforces vocabulary through exercises. It promotes more practice with roots so that students learn to use them as tools in their everyday encounters with new words. English Words is written from the standpoint of English; it neither attempts to teach students Latin or Greek nor expects a knowledge of classical languages on the part of instructors. Its success has been demonstrated at both the secondary and college levels, and it can be used effectively with students in remedial or accelerated programs. An Instructor's Manual (gratis with adoption) and a Workbook are also available.
This series is designed to provide a detailed account of one of the major problems in the teaching of a second language—the interference caused by structural differences between the native language of the learner and the foreign language he is studying. The similarities and differences between English and the language being taught are described in two volumes, one on the sound systems and one on the grammatical systems, for some of the foreign languages most in demand in the United States today.
Ethnic associations were once vibrant features of societies, such as the United States and Canada, which attracted large numbers of immigrants. While the transplanted cultural lives of the Irish, Scots and continental Europeans have received much attention, the English are far less widely explored. It is assumed the English were not an ethnic community, that they lacked the alienating experiences associated with immigration and thus possessed few elements of diasporas. This deeply researched new book questions this assumption. It shows that English associations once were widespread, taking hold in colonial America, spreading to Canada and then encompassing all of the empire. Celebrating saints days, expressing pride in the monarch and national heroes, providing charity to the national poor, and forging mutual aid societies mutual, were all features of English life overseas. In fact, the English simply resembled other immigrant groups too much to be dismissed as the unproblematic, invisible immigrants.
The Chamorro-English Dictionary provides an alphabetical listing of as many Chamorro words as could be collected, spelled according to the principles adopted by the Marianas Orthography Committee in February 1971. Each word is given a fairly comprehensive definition in English, and, in many cases, sample sentences have been included to illustrate usages in context. Cross-references are provided among Chamorro words that are semantically related. An English-Chamorro finder list, based on selected words in the English definitions, is also provided.
The study of history in Canada has a history of its own, and its development as an academic discipline is a multifaceted one. The Professionalization of History in English Canada charts the transition of the study of history from a leisurely pastime to that of a full-blown academic career for university-trained scholars - from the mid-nineteenth to the late twentieth century. Donald Wright argues that professionalization was not, in fact, a benign process, nor was it inevitable. It was deliberate. Within two generations, historians saw the creation of a professional association - the Canadian Historical Association - and rise of an academic journal - the Canadian Historical Review. Professionalization was also gendered. In an effort to raise the status of the profession and protect the academic labour market for men, male historians made a concerted effort to exclude women from the academy. History's professionalization is best understood as a transition from one way of organizing intellectual life to another. What came before professionalization was not necessarily inferior, but rather, a different perspective of history. As well, Wright argues convincingly that professionalization inadvertently led to a popular inverse: the amateur historian, whose work is often more widely received and appreciated by the general public.
This corpus study traces the history of MILLION in English. It focuses on the shift in word class/function from noun/noun-phrase head (three millions of dollars) to determinative/determiner (three million dollars). A chapter on morphosyntax/semantics probes the natural word class and function of number words and their historical categorization. A composite international diachronic corpus is used to map a broad taxonomy of MILLION phrases, and very-large-scale digital American and British newspaper archives are used to show when and where the syntactic shift took place. The tens of billions of datable words in these sources yield such robust results that key phases in the shift can be traced in unprecedented detail, uncovering surprising patterns in American/British differences and an avoidance strategy in the use of numeral and number-word expressions. Retarding and accelerating factors are treated in separate chapters.
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