9780792337119 - Using English Words de Corson, P. (13 resultados)

paperback. Condición: Good. previous owner's name in front Good paperback, bumped/creased with shelfwear; may have previous owner's name inside. Standard-sized.

Condición: New. In.

PF. Condición: New.

Condición: New. pp. 240.

Condición: New. Drawing on theory and research from discursive psychology and the sociology of language, this interdisciplinary study examines the impact that the life histories of people can have on their vocabulary. Num Pages: 226 pages, biography. BIC Classification: 2AB; CFD; JM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 160 x 12. Weight in Grams: 760. . 1996. Paperback. . . . .

Condición: New. Drawing on theory and research from discursive psychology and the sociology of language, this interdisciplinary study examines the impact that the life histories of people can have on their vocabulary. Num Pages: 226 pages, biography. BIC Classification: 2AB; CFD; JM. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 160 x 12. Weight in Grams: 760. . 1996. Paperback. . . . . Books ship from the US and Ireland.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo Saxon and the Latinate elements in English: 'the familiar homely-sounding and typically very short words' that we learn very early in life and use for most everyday purposes; and 'the more learned, foreign-sounding and characteristically rather long words' (1974, p. 138). It is mainly the second type of word that native speakers start learning relatively late in their use of English, usually in the adolescent years of education, and keep on learning. It is mainly the one type of word, rather than the other, that ESL/ EFL students have more difficulty with, depending on their language background. This book shows how discursive relations, outside education, 'position' people through their vocabularies. Some are prepared for easy entry into lifetime prospects of relative privilege and educational success, while others are denied entry. In writing this book, I share an aim with other writers who observe the many discontinuities that exist between discursive practices in communities outside schools, and the discursive demands that schools make (e. g. Hamilton et a1. [19931, Heath [1983], Luke [19941, Philips [1983], Romaine [1984], Scollon & Scollon [1981]).

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo Saxon and the Latinate elements in English: 'the familiar homely-sounding and typically very short words' that we learn very early in life and use for most everyday purposes; and 'the more learned, foreign-sounding and characteristically rather long words' (1974, p. 138). It is mainly the second type of word that native speakers start learning relatively late in their use of English, usually in the adolescent years of education, and keep on learning. It is mainly the one type of word, rather than the other, that ESL/ EFL students have more difficulty with, depending on their language background. This book shows how discursive relations, outside education, 'position' people through their vocabularies. Some are prepared for easy entry into lifetime prospects of relative privilege and educational success, while others are denied entry. In writing this book, I share an aim with other writers who observe the many discontinuities that exist between discursive practices in communities outside schools, and the discursive demands that schools make (e. g. Hamilton et a1. [19931, Heath [1983], Luke [19941, Philips [1983], Romaine [1984], Scollon & Scollon [1981]). 240 pp. Englisch.

Condición: New. Print on Demand pp. 240 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking.

Condición: New. PRINT ON DEMAND pp. 240.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo Saxon and the Latinate elements in English: 'the familiar homely-sounding and typically very short words' that we learn very early in life and use for most everyday purposes; and 'the more learned, foreign-sounding and characteristically rather long words' (1974, p. 138). It is mainly the second type of word that native speakers start learning relatively late in their use of English, usually in the adolescent years of education, and keep on learning. It is mainly the one type of word, rather than the other, that ESL/ EFL students have more difficulty with, depending on their language background. This book shows how discursive relations, outside education, 'position' people through their vocabularies. Some are prepared for easy entry into lifetime prospects of relative privilege and educational success, while others are denied entry. In writing this book, I share an aim with other writers who observe the many discontinuities that exist between discursive practices in communities outside schools, and the discursive demands that schools make (e. g. Hamilton et a1. [19931, Heath [1983], Luke [19941, Philips [1983], Romaine [1984], Scollon & Scollon [1981]).Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 240 pp. Englisch.