Correspondences and Contrasts in Foreign Language Pedagogy by Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa

By Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa Kościałkowska-Okońska (eds.)

The publication constitutes a variety of 18 papers on international language pedagogy (11 papers) and translation experiences (9 papers). the 1st a part of the e-book is dedicated to international language pedagogy. The articles during this half specialize in concerns akin to English as lingua franca, overseas language instructor education, the function of person learner ameliorations in language studying and instructing in particular with admire to suggestions of language studying in addition to mental and socioaffective components. The half concentrating on translation stories includes articles dedicated to numerous themes. It areas a variety of readings in the context of various translation domain names comparable to translation competence, literary translation, translation suggestions, translation instructing (including thoughts of dictionary use) and translator education. the combo of the above points intends to underline the really interdisciplinary nature of translation.

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A good illustration of the problematic status of the main meaning focus is THE LEARNER IS A PLANT conventional conceptual metaphor. On the one hand, Kövecses (2002: 112) claims that ‘‘[m]ost of the metaphorical linguistic expressions dominating that metaphor were related to a mapping of this metaphor ‘physical growth is abstract development of progress of a complex system’ in one way or another’’. However, in the context of education, Dakowska (2005) posits that the domain of plants in THE LEARNER IS A PLANT mapping is related to 20 A.

Apart from that, they work harder for their success, and are flexible, associating failure with inadequate effort or poor knowledge and skills which they are convinced to be able to acquire (Ching 2002). What is more, self-efficacy is a strong predictor of English as a foreign language (EFL) performance (Tilfarliog˘lu and Cinkara 2009), also in reference to skill mastery, such as writing (Erkan and Saban 2011), reading (Ghonsooly and Elahy 2010), or listening (Rahimi and Abedini 2009). There is a significant positive relationship between self-assessment scores and global self-efficacy beliefs about future FL success (Coronado-Aliegro 2008).

Words and their metaphors: A corpus-based approach. In Corpus-based approaches to metaphor and metonymy, eds. A. Stefanowitsch and S. Th. Gries, 61–105. Berlin and New York: Mouton de Gruyter. Stern, J. 2000. Metaphor in context. Cambridge, MA: MIT Press. Strugielska, A. 2008a. The teacher, the learner, and the classroom as reflections of contemporary cultural models: A study in metaphorical conceptualizations. Acta Universitatis Nicolai Copernici, English Studies XV: 99–110. Strugielska, A. 2008b.

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