This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
What services should a modern university language centre offer its clients: students, departments, and faculties? How can language centres find out more about the language needs of the different actors at University level? The book pursues a double purpose: first, it offers a coherent theoretical framework for conducting a multiperspective, mixed-mode foreign language needs analysis in a university context. Its second purpose is to show in very detailed analysis what the practical results and consequences of such an analysis can be. After a critical view of data collection methods in foreign language needs analysis, the authors describe the framework of the Leibniz Universität Hannover, a German university dedicated to the process of internationalisation. The book examines and evaluates in detail the results of a foreign language needs analysis conducted among approximately 18,000 students and 1,800 staff members at that university. Finally, the book demonstrates how the results of such an analysis inform a re-evaluation of language course programmes and language services within the university context.
Enmity between individuals was an ubiquitious phenomenon in the ancient world. Using the method of legal anthropology this book examines patterns of hate-driven feuding in kinship-based and segmentary societies and applies these insights to biblical law. It defines the fundamental categories of enmity, love, revenge, honor and shame in the context of feuding and it illustrates certain legal actions, such giving false witness, and shows how they are expressions of hateful relationships. Adam proposes that we should understand hate between individuals as a legal construct that becomes visible when lived out as private enmity, a social status that exhibits distinct hallmarks. In kinship-based societies, private hate/enmity was publicly declared and, consequently, was publicly known in one's own kin and beyond. Private enmity was acted out in feud-like patterns, with a flexibility that allowed opponents to choose between various measures to hurt their opponent. Acting out hate was reciprocal, and it typically escalated and swiftly expanded into one party's attempt to kill the other and to trigger a blood feud. Finally, private enmity was “transitive” in the sense that opponents at enmity naturally expected solidarity from kin and friends. Adam uses textual analysis to illustrate how the legal construct of hate informs biblical law from the Covenant Code, to Deuteronomic and Priestly Legislation, including the Holiness Code. He also demonstrates how hate forms the backdrop of conflict settlement. Ultimately, by ways of tracing back through the category of private hate and enmity, this book unpacks the meaning of the quintessential command to “Love your neighbor!”
This second edition of a bestselling textbook offers an instructive and comprehensive overview of our current knowledge of biocatalysis and enzyme technology. The book now contains about 40% more printed content. Three chapters are completely new, while the others have been thoroughly updated, and a section with problems and solutions as well as new case studies have been added. Following an introduction to the history of enzyme applications, the text goes on to cover in depth enzyme mechanisms and kinetics, production, recovery, characterization and design by protein engineering. The authors treat a broad range of applications of soluble and immobilized biocatalysts, including wholecell systems, the use of non-aqueous reaction systems, applications in organic synthesis, bioreactor design and reaction engineering. Methods to estimate the sustainability, important internet resources and their evaluation, and legislation concerning the use of biocatalysts are also covered.
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
This selection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner autonomy SIG on "Learner autonomy in second language pedagogy and research - challenges and issues" which was held at the Fachsprachenzentrum, Leibniz UniversitÄt Hannover, Germany, from 27-28 September 2013. It was one in a series of local conferences that the LASIG had begun a few years ago, with great success. The four plenary talks at the conference were delivered by four well-known international academics: David Little, Trinity College Dublin, Ireland; Leni Dam, LASIG coordinator, Denmark; Lienhard Legenhausen, University of MÜnster, Germany; and Elisabet ArnÓ MaciÀ, Universitat PolitÈcnica de Catalunya, Escola PolitÈcnica Superior d'Enginyeria de Vilanova i la GeltrÚ (EPSEVG), Spain. In addition, there were over 20 papers and workshops presented at the conference. This volume is the 7th publication in the "Autonomy in Language Learning" series published by the IATEFL Learner autonomy Special Interest Group.
What services should a modern university language centre offer its clients: students, departments, and faculties? How can language centres find out more about the language needs of the different actors at University level? The book pursues a double purpose: first, it offers a coherent theoretical framework for conducting a multiperspective, mixed-mode foreign language needs analysis in a university context. Its second purpose is to show in very detailed analysis what the practical results and consequences of such an analysis can be. After a critical view of data collection methods in foreign language needs analysis, the authors describe the framework of the Leibniz Universität Hannover, a German university dedicated to the process of internationalisation. The book examines and evaluates in detail the results of a foreign language needs analysis conducted among approximately 18,000 students and 1,800 staff members at that university. Finally, the book demonstrates how the results of such an analysis inform a re-evaluation of language course programmes and language services within the university context.
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