Andere Kunden interessierten sich auch für
![Phraseological Units in Advertising. An Empirical Analysis of the Effects of Modified Linguistic Expressions]( "Phraseological Units in Advertising. An Empirical Analysis of the Effects of Modified Linguistic Expressions")
Phraseological Units in Advertising. An Empirical Analysis of the Effects of Modified Linguistic Expressions17,95 €![Day, money, way - A corpus-based investigation of the phraseology of three high frequency nouns and its implications for the design of TEFL materials]( "Day, money, way - A corpus-based investigation of the phraseology of three high frequency nouns and its implications for the design of TEFL materials")
Day, money, way - A corpus-based investigation of the phraseology of three high frequency nouns and its implications for the design of TEFL materials47,95 €![Exploring secondary school English as a Foreign Language (EFL) teachers' attitudes to and perceptions of using the internet in English language teaching in Benin]( "Exploring secondary school English as a Foreign Language (EFL) teachers' attitudes to and perceptions of using the internet in English language teaching in Benin")
Exploring secondary school English as a Foreign Language (EFL) teachers' attitudes to and perceptions of using the internet in English language teaching in Benin52,95 €![The didactic functions of storytelling in the primary school classroom]( "The didactic functions of storytelling in the primary school classroom")
The didactic functions of storytelling in the primary school classroom15,95 €![Collocation - A linguistic view and didactic aspects]( "Collocation - A linguistic view and didactic aspects")
Collocation - A linguistic view and didactic aspects17,95 €!['Blade Runner' and Film Education: Didactic Possibilities of Teaching Film Literacy in the TEFL Classroom]( "'Blade Runner' and Film Education: Didactic Possibilities of Teaching Film Literacy in the TEFL Classroom")
'Blade Runner' and Film Education: Didactic Possibilities of Teaching Film Literacy in the TEFL Classroom27,95 €![The Different Implications of the Name ¿Middlesex¿ in the Novel of the Same Name by Jeffrey Eugenides]( "The Different Implications of the Name ¿Middlesex¿ in the Novel of the Same Name by Jeffrey Eugenides")
The Different Implications of the Name ¿Middlesex¿ in the Novel of the Same Name by Jeffrey Eugenides17,95 €
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 2,0, University of Cologne (Englisches Seminar), course: Idioms - Cognitive and Didactic Aspect, language: English, abstract: Idioms are an important factor in native-like discourse by an English as a foreign language (EFL) speaker. According to Fernando (1996) "the sheer number of idioms and their high frequency in discourse make them an important aspect of vocabulary acquisition and language learning in general". Many linguists claim that idioms require special attention in language programs and should not be relegated to a position of secondary importance in the curriculum.However, classroom learning of EFL is - at least in Germany - not very concerned with the teaching of idioms and fixed expressions, as analyses from current and historical textbooks have shown. This results in the necessity for the teacher to make up own exercises or series of lessons to put the teaching of fixed expressions into the curriculum. The cognitive approach to language learning provides useful aspects and implications on how to organize idiom learning in a classroom context.The aim of our paper is to use the cognitive linguistics approach towards idioms and other fixed expressions in English to analyse different homepages on the World Wide Web. In order to do this we will first present a short survey of different cognitive approaches to idioms and their didactic implications for teaching exercises. We will then go on with an analysis of six websites with respect to how the content, structure and exercises follow the implications given by the presented cognitive approaches. After a discussion of the positive and negative aspects we found on the web, we try to give a proposition on how an idiom learning website could be structured and how exercises could look like, when they try to follow a cognitive approach.