Bopp / Koerner Analytical Comparison of the Sanskrit, Greek, Latin, and Teutonic Languages, shewing the original identity of their grammatical structure

New edition
Erscheinungsjahr 1974
ISBN: 978-90-272-9028-1
Verlag: John Benjamins Publishing Company
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band 3, 106 Seiten

Reihe: Amsterdam Classics in Linguistics, 1800–1925

The publication in 1816 of Bopp’s Über das Conjugationssystem can be considered the beginning of a systematic comparison of Indo-European languages, and thus as having led too the development of the study of language as a science, distinct from philology. The Analytical Comparison (1820) represents not merely a translation into English, as has been claimed in the literature, but a significant advance in theoretical clarity and methodological soundness.
This reprint is accompanied by a bio-bibliographical account of Bopp by J. D. Guigniaut, an introduction to Analytical Comparison by Friedrich Techmer, and a letter to Bopp by Wilhelm von Humboldt. Furthermore, the editor, E. F. K. Koerner, has added a Foreword, select bibliography, and index.

Autoren/Hrsg.

Bopp, Franz

Koerner, E.F.K.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Historische & Vergleichende Sprachwissenschaft, Sprachtypologie

Inhaltsverzeichnis

Series editors’ preface
Chapter 1. Task-based language teaching: introducing the reader.
Kris Van den Branden, Martin Bygate and John M. Norris
Section 1. Introducing task-based language teaching
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 2. Towards task-based language learning
Christopher N. Candlin
Chapter 3. The concept of task
John M. Swales
Chapter 4. Three approaches to task-based syllabus design
Michael H. Long and Graham Crookes
Chapter 5. A framework for the implementation of task-based instruction
Peter Skehan
Chapter 6. Task-based research and language pedagogy
Rod Ellis
Section 2. Curriculum, syllabus, and task design
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 7. Task-based teaching and assessment
Michael H. Long and John M. Norris
Chapter 8. From needs to tasks: Language learning needs in a task-based approach
Piet Van Avermaet and Sara Gysen
Chapter 9. Choosing and using communication tasks for second language instruction
Teresa Pica, Ruth Kanagy and Joseph Falodun
Chapter 10. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA
Peter Robinson
Chapter 11. The TBL framework
Jane Willis
Section 3. Variables affecting task-based learning and performance
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 12. Effects of task repetition on the structure and control of oral language
Martin Bygate
Chapter 13. The influence of planning and task type on second language performance
Pauline Foster and Peter Skehan
Chapter 14. What do learners plan? Learner-driven attention to form during pre-task planning
Lourdes Ortega
Chapter 15. Learner contributions to task design
Michael P. Breen
Chapter 16. The motivational basis of language learning tasks
Zoltán Dörnyei
Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacher
Virginia Samuda
Chapter 18. Training teachers: Task-based as well?
Kris Van den Branden
Section 4. Task-based language assessment
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 19. Task-centred language assessment in language learning: The promise and the challenge
Geoff Brindley
Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment
John M. Norris, James D. Brown, Thom D. Hudson and William Bonk
Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculum
Heidi Byrnes
Coda: Understanding TBLT at the interface between research and pedagogy
Martin Bygate, John M. Norris and Kris Van den Branden
Name index
Subject index