Interdisziplinäre Verortungen der Angewandten Linguistik

Vulnerability

Chronologie aller Bände (1 - 2)

Reihe: Interdisziplinäre Verortungen der Angewandten Linguistik

Die Reihenfolge beginnt mit dem Buch "Vulnerability". Wer alle Bücher der Reihe nach lesen möchte, sollte mit diesem Band von Fien de Malsche beginnen. Der zweite Teil der Reihe "Teaching English Pronunciation to Polish Learners Across Age and Level Variables" ist am 08.12.2025 erschienen. Die Reihe umfasst derzeit 2 Bände. Der neueste Band trägt den Titel "Teaching English Pronunciation to Polish Learners Across Age and Level Variables".

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  • Start der Reihe: 17.06.2024
  • Neueste Folge: 08.12.2025

Diese Reihenfolge enthält 2 unterschiedliche Autoren.

Cover: Vulnerability
  • Autor: de Malsche, Fien
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  • Medium: Buch
  • Veröffentlicht: 17.06.2024
  • Genre: Sonstiges

Vulnerability

This collection presents studies on a wide range of discursive positions marked by vulnerability and investigates the functions of (self-)positioning actors as vulnerable in contemporary social discourses. As a phenomenon that manifests itself in different social arenas, vulnerable positions and instances of (self-)positioning indicate various crisis situations on a broad spectrum of phenomena, of manifestations and implications. Starting from the assumption that vulnerable (self-)positioning and stance-taking is manifested at the level of discursive practices, performative processes and material achievements, the contributors describe a series of mechanisms of staging vulnerability in a wide range of manifestations: among them physical, psychological, social, sexual and gender, linguistic, and institutional vulnerability.
Cover: Teaching English Pronunciation to Polish Learners Across Age and Level Variables
  • Autor: Czaja, Dr. Zbigniew
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  • Medium: Buch
  • Veröffentlicht: 08.12.2025
  • Genre: Sonstiges

Teaching English Pronunciation to Polish Learners Across Age and Level Variables

Zbigniew Czaja provides an overview of the state of teaching English pronunciation in Poland today based upon how teachers perceive it with regard to English teaching in general and their classroom practice. He analyses the causes of the existing situation and offers suggestions for ways to tackle pronunciation in the classroom. The author seeks to discuss the most challenging areas of English pronunciation for Polish learners in order to equip them with essential knowledge and allow them to upgrade their performance. He also calls for the global community of non-native speakers of English to consider L1 transference as a hinderance to effective L2 pronunciation which, if identified and worked upon, will lead to more comprehensible output among its users.

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