Titlebook: Aspects of Culture in Second Language Acquisition and Foreign Language Learning; Janusz Arabski,Adam Wojtaszek Book 2011 Springer-Verlag B

IDEAS

Australian Experience of Culturally Diverse University Classroomsrally and Linguistically Diverse Classrooms. Multilingual Matters, Bristol, pp. 36–56 2009). However, there is a need for more research into culturally and linguistically diverse classes at a tertiary level, in order to understand their pedagogical implications for everybody students, lecturers and

小溪

Time as Cultural Construct: Some Preliminary Remarks on the Conceptualization of Time in L1 and L2a common lexical error for Polish learners of English. This study looks at subjects who are native speakers of Polish (Group 1) and Portuguese (Group 2) and at the same time advanced users of English as L2, and the way they conceptualize time in both languages. The data collected comes from two asso

鉗子

UNT

Ethnic and Disciplinary Cultures and Understatement: Litotic Constructions in Polish and English Linh articles representing two disciplines, linguistics and biology. The main focus of this chapter is on litotes and litotic structures, defined as the denial of the opposite, with the aim to study their frequency, type and function in one academic genre and in two languages and two disciplinary conte

manifestation

Ways of Expressing Birthday, Christmas and New Year’s and Easter Wishes in L2 and L3: Cross-Culturals), to a relative older than themselves (only in L1) and to someone with whom they were in official relations (for example, their foreign language teacher). As the results show, the subjects‘ achievement strategies were of three types. First, L1 transfer was observed, either, rarely, in the form of

Insensate

共同時(shí)代

FLING

EVICT

浪蕩子