Tag Archives: 2001

Cognitive approach to the study of parenthetical elements

I would like to begin with the term “cognitive science” which stands behind the approach in question which originated several years ago. “Cognitive science – a study which covers a knowledge relating to the human ability to think and talk, in particular artificial intelligence, linguistics, psychology and philosophy”. Jean Aitchison “Introducing Language and Mind”, London, [...]

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Ethnography? (What) Does it Have to Do with Language Education?

 The present paper is a result of authors being part of the writing team of a postgraduate distance learning course in Intercultural Studies for Language Teachers – a deed carried out with the assistance of the British Council and the Teacher Training Institute, Sofia. Being among the tutors and assessors for the first run of [...]

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Challenging the ESP Classes with Video

Nowadays there are hundreds of ESP materials, particularly textbooks, suitable for teaching. However, an experienced and motivated teacher tries to find his/her golden mean in using the textbook and enrich his/her classes with other materials to react, motivate and satisfy his/her students´ immediate learning needs. One of such materials are video programmes which seem to [...]

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Field artillery

Introduction Artillery makes up a massive 80% of the army’s offensive firepower and it is used to neutralize, destroy and demoralize the enemy. It provides reliable firepower whenever and wherever it is needed and it is mobile and versatile. Field Artillery supplies supporting fire to meet the different needs of infantry and armor under varying [...]

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Lesson Planning in ESP/Subject Teaching

Don’t agonise, organise. Authors try to discuss why it is necessary to plan the lessons in advance, as well as the content of an efficient plan: what to teach (subject/language) and when and how to introduce and practise it. An analysis of the most frequent difficulties students face during their post-prep years in subject learning [...]

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The thorny path of philological reading: prosodic images

The question of what happens when we, philologists, meet with the task of dealing with a sample reading of a text of verbal art or teach our class find interest in the process of reading the voices of the characters arises again and again. In the dimly remembered 1967 D.Abercrombie described at least three classes [...]

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American reading and grammar: a TV and on-line hybrid

Abstract The presenter will discuss the design and delivery of an intermediate-advanced reading course at a community college in Salem, Oregon, USA. Like all instruction, this class is a work in progress; and the presenter welcomes observations that bear on the experiences described here: any empirical research that supports or refutes the usefulness of this [...]

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Helping and Supervising Fellow Professionals in ELT

(or Teacher Training Re-visited) I. INTRODUCTION A. Why Teacher-training? 1) Over the last years I had a golden opportunity – to watch my peers (professional colleagues) and “under-peers” (read “student-teachers”) at work training each other. I have also had the concomitant chance to learn more about my own teaching and training styles. Such beneficial and [...]

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Teaching and learning culture

This paper aims to outline the rationale and the content of a new ‘Studying Culture’ course successfully implemented in the curricula of four Bulgarian Universities, and to introduce a set of specially designed teaching materials it makes use of: a student handbook and three self-study units. ‘Studyng Culture’ is a completely innovative course which has [...]

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Women In Shakespeare

Abstract This essay intends to prove that the female character is just as significant and full of meanings and symbols as the male character in some of the most important Shakespearean tragedies. In order to proceed in exploring the women’s role in Shakespearean plays, one should consider first the social context to which they belong, [...]

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