نمایش دادن همه 12 نتیجه

American English File Starter Student book

جهت استعلام قيمت و سفارش چاپ اين محصول لطفا با انتشارات گنج حضور تماس حاصل فرماييد

American English File Starter Workbook

جهت استعلام قيمت و سفارش چاپ اين محصول لطفا با انتشارات گنج حضور تماس حاصل فرماييد

Lingva Latina

Lingva LatinaHans Ørberg's Lingua Latina per se Illustrata is the world's premiere series for learning Latin via the Natural Method. The Natural Method encourages students to learn Latin without resorting to translation, but instead by teaching them to think in the language: students first learn grammar and vocabulary inductively through extended contextual reading and an ingenious system of marginal notes. Lingua Latina per se Illustrata is also the most popular series for those teachers at both the secondary and collegiate levels who wish to develop Latin conversational skills in the classroom.Familia Romana (the main book of Pars I of the Lingua Latina per se illustrata series) contains thirty-five chapters and describes the life of a Roman family in the 2nd century A.D. It culminates in readings from classical poets and Donatus's Ars Grammatica, the standard Latin school text for a millennium. Each chapter is divided into two or three lessons (lectiones) of a few pages each followed by a grammar section (Grammatica Latina) and three exercises (Pensa). Hans Ørberg's impeccable Latin, humorous stories, and the Peer Lauritzen illustrations, reproduced in full color, make this work a classic. The book also includes a table of declensions, a Roman calendar, and a word index (index vocabulorum).The Lingua Latina series incorporates the following features: The most comprehensive treatment of Latin grammar available in an elementary textbook. A vocabulary of almost 1,800 words, reinforced by constant and creatively phrased repetition, vastly expands the potential for later sight reading. A complete line of ancillary volumes, exercises, and readers both in print and online.جهت استعلام قيمت و سفارش چاپ اين محصول لطفا با انتشارات گنج حضور تماس حاصل فرماييد

The Handbook to Literary Research

Edited by Delia da Sousa Correa and W.R. Owens

Undertaking any programme of postgraduate study or piece of independent research work in literature is both an exciting and a daunting prospect. The aim of this Handbook is to make the whole process of research more exciting and less daunting – and, we might add, more productive and more rewarding.

How are we to do this?

  • First, by introducing you to the range of research skills and methods needed by anyone who wants to do the job effectively and productively. • Second, by offering you a broad survey of the wide variety of intellectual

endeavour that now characterises the study of literature at postgraduate level.

  • Third, by providing advice and guidance on what is frequently the most tricky (and most postponed) part of research – writing up the dissertation or thesis.
  • Fourth, by giving you a substantial quantity of useful and usable information in the form of a glossary and a large bibliographical Checklist.

Key Concepts In Literary Theory

Julian Wolfreys, Ruth Robbins and Kenneth Womack

The second, revised edition of Key Concepts in Literary Theory has been expanded in two of its three sections, `Concepts and Terms', and `Chronology of Critical Thinkers, with Bibliogra- phies'. With the intention of providing a more comprehensive coverage, and so filling in what, in retrospect, now appear obvious omissions, more than eighty terms and their definitions have been added to the first part of the volume. It is hoped that the changes provide additional usefulness to the reader, while, equally, the volume has retained the accessibility, ease of refer- ence, and `portability' of the first volume. Of the inclusions, the

majority are drawn from psychoanalysis, reflecting the continued and sustained interest in this particular approach to literary studies, even while the fortunes of other discourses appear to have waned somewhat. Of the remaining other inclusions, several are `formalist' in nature, concerned with grammatical, linguistic,

and rhetorical terminology that has found a renewed currency in particular areas of discursively focused literary theory.

The Blackwell Guide to Literary Theory

Gregory Castle

More than eighty years ago, the English literary critic, I. A. Richards, spoke of a “chaos of critical theories,” an assessment that would not be wide of the mark in the early years of the twenty-fi rst century. The student of literature today is confronted with an array of theories concentrating on the literary text, TEXTUALITY, language, genre, the reading process, social, historical, and cultural context, sexuality and gender, the psychology of character, and the intentions of the author. In some cases, the specifi c nature of a given course in literature will make selecting from among these various theoretical approaches easier; in many cases, however, students must choose for themselves which direction their analyses should take. The Blackwell Guide to Literary Theory is designed to facilitate this process by offering students and instructors basic information on the major theories, practitioners, and their texts. It also includes a history of literary theory from the late nineteenth century to the dawning of the twenty-fi rst and a series of sample theoretical readings

of a variety of literary texts.

Speaking and Writing Strategies for the TOEFL iBT

جهت استعلام قيمت و سفارش چاپ اين محصول لطفا با انتشارات گنج حضور تماس حاصل فرماييد

FOR ESL LEARNERS Writing Better English

Writing in any language is a difficult skill to acquire. Therefore, as an ESL stu-dent you should approach writing in English carefully. In order to write well, you want to first have an understanding of grammatical structures, vocabulary, and tense usage. You practice those concepts until you can use them with rela-tive ease. Then you are ready to practice writing original material.

جهت استعلام قیمت و سفارش چاپ این محصول لطفا با انتشارات گنج حضور تماس حاصل فرمایید


Vocabulary Learning Strategies and Foreign Language Acquisition

Second Language Acquisition,1 as a field of scientific research and a foundation of contemporary language instruction, is still a relatively young discipline. Historically, second language instruction was either not grounded on any scientific theory (e.g. the Grammar-Translation Method), or was grounded on conclusions partly derived from valid linguistic theories and partly from general theories of learning (e.g. the influence of structural linguistics and behaviourism on the development of the audiolingual method). The Grammar-Translation Method was based on the fundamental assumption that learners will learn the target language simply by following the teaching method, whereas according to the audiolingual method the learner is conceived of as a passive recipient of the programme whose intervention would seriously interfere with the desirable automatic reaction. These theories received severe criticism from the new opposing theories, such as the interlanguage theory that views the learner as a creator of rules and errors as evidence of positive efforts by the learners to learn (Selinker, 1972). The new theories incited two general directions in SLA research: Rubin (1975) begins her work on raising awareness of learners’ strategies of learning responsible for the language learning success, and Krashen (cf. 1981) proposes his influential theory which states that, for language acquisition to occur, learners need natural authentic communication, and not direct instruction. Due to this idea Krashen has often been recognised as the originator of the communicative approach to second language teaching. In addition to the above-mentioned approaches and methods, there is a host of other methods, often referred to as alternative, that have, in their own ways, influenced second language instruction. In general, language instruction today clearly reflects recognition and appreciation of the values and contributions of various methods and approaches.

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The second edition of the best-selling  Theories in Second Language Acquisition  builds on the strengths of the first edition by surveying the major theories currently used in second language acquisition (SLA) research, serving as an ideal introduc-tory text for undergraduate and graduate students in SLA and language teaching. Each chapter focuses on a single theory, written by a leading scholar in the field in an easy-to-follow style—a basic foundational description of the theory, relevant data or research models used with this theory, common misunderstandings, and a sample study from the field to show the theory in practice. This text is designed to provide a consistent and coherent presentation for those new to the field who seek basic understanding of theories that underlie contemporary SLA research but will also be useful to researchers as a “quick guide” to theoretical work outside their respective domains.

جهت استعلام قیمت و سفارش چاپ این محصول لطفا با انتشارات گنج حضور تماس حاصل فرمایید


The Routledge Handbook of Language Testing

An understanding of language testing is critical for applied linguists and language teachers. In the early 1980s Alan Davies declared: ‘… language testing has come of age and is now regarded as providing a methodology that is of value throughout applied linguistics and perhaps in core linguistics too’ (Davies, 1982: 152). A failure to design or select appropriate instruments threatens the validity of the research throughout applied linguistics and second language acquisition (Chapelle, 1994, 1999; Read and Chapelle, 2001). Furthermore, careful construct definition followed by the construction and validation of methodologies to collect data aid innovation in research (e.g. Svalberg, 2009). Language testing is intimately concerned with Validation theory, and so helps researchers to focus on making explicit the claims about the meaning of test scores, and the rationales and evidence that can be brought to bear upon the evaluation of these claims. This further strengthens the core values of language testing researchers and practitioners.

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The study of language learner characteristics, or individual differences (IDs), has a long tradition in second language studies and nobody would question that factors such as language aptitude, motivation, or learning styles are im-portant contributors to success in mastering a foreign language. Accordingly, the existing literature on individual difference variables is extensive. Curi-ously, however, there are very few book-length summaries of the topic—in fact, there is only one single-authored monograph on language learning IDs, Peter Skehan’s (1989) seminal title on Individual Differences in Second Language Learning. Since the publication of that book a great deal of re-search has been conducted in the field to explore the language learner, and an updated overview has been due for some time. In response to this need, the last five years have seen the publication of no fewer than four antholo-gies on learner issues (although not all from an ID perspective), edited by Breen (2001), Cook (2002), Cornwell and Robinson (2000), and Robinson (2002). These volumes are all of high quality, with chapters written by some of the best known experts in the field. So what justifies the writing of the current book?

جهت استعلام قیمت و سفارش چاپ این محصول لطفا با انتشارات گنج حضور تماس حاصل فرمایید