European Journal of Language and Literature Studies最新文献

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Aspect and Verbal Action in Albanian - Activity Verbs 阿尔巴尼亚语活动动词的体与动

European Journal of Language and Literature Studies Pub Date : 2016-08-30 DOI: 10.26417/EJLS.V5I1.P22-29

Gjilda Alimhilli Prendushi

{"title":"Aspect and Verbal Action in Albanian - Activity Verbs","authors":"Gjilda Alimhilli Prendushi","doi":"10.26417/EJLS.V5I1.P22-29","DOIUrl":"https://doi.org/10.26417/EJLS.V5I1.P22-29","url":null,"abstract":"Abstract In this article we introduce and analyze the morfo-syntactic behaviour of activity verbs in standard Albanian.The grouping of verbs by their lexical-semantic meaning deals with the study of the way of presentation of the action development. To the verbal action we refer when we are looking to analyze and classify the lexical meanings of different verbs, which are grouped or separated by the means of word formation. Even in the cases when for the expression of verbal action are used special syntactic constructions, these are, still, as a function of their respective lexical meaning. However, they don‘t deal with the grammatical meanings but with the lexical meanings of these constructions. In the case of aspect there are grammatical oppositions, expressed with grammatical means, therefore with different forms of the same verb. The aspect in the Albanian language is realized, above all, by the change of tenses, as amongst the imperfective and the perfective (aorist), instead of the verbal action that, generally, it is not indicated by the means of conjugation. Finally, we will study the meanings related not from individual lexical meaning, but from the general lexical meaning. It is this feature that makes the verbal action in Albanian an objective category, different and distinguishable from the subjective category of aspect1.","PeriodicalId":243759,"journal":{"name":"European Journal of Language and Literature Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129253575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Negotiating between the Constant and the Changing: Balancing Acts in the Training of Writing Teachers 不变与变化的协调:写作教师培训中的平衡行为

European Journal of Language and Literature Studies Pub Date : 2015-08-30 DOI: 10.26417/EJLS.V2I1.P19-25

Heping Zhao

{"title":"Negotiating between the Constant and the Changing: Balancing Acts in the Training of Writing Teachers","authors":"Heping Zhao","doi":"10.26417/EJLS.V2I1.P19-25","DOIUrl":"https://doi.org/10.26417/EJLS.V2I1.P19-25","url":null,"abstract":"Abstract TA training is an important component of any rhetoric/composition program in American universities. As a faculty member in the Department of English, Comparative Literature, and Linguistics with a specialty in classical oratory and comparative rhetoric, I have been training TAs for over a decade as a significant portion of my teaching assignment. In my presentation, I would like to discuss the major factors that affect the quality of the TA training program and ways to balance these factors to maximize the learning experience for the TAs. TAs, short for “teaching assistants” or “teaching associates,” are graduate students in English who are assigned to teach a writing class or two, usually of beginning college level. It is essential that these graduate students be provided with detailed hands-on training both in theory and in practice every step of the way in order for them to feel confident and comfortable in the classroom. My role as their teacher and supervising instructor is to provide them with fundamental training, laying a solid foundation for them to grow professionally. As I see it, four major factors interact in the TA training process: the available theory, the institutional and academic expectations, the class of student writers they each teach, and the TAs themselves as a team. Some of these factors are relatively constant; others are fluid and always changing. They often present fresh challenges when they interact in the writing classroom. I would like to explore how these factors act upon each other and complement each other as I try to create an environment in which the TAs feel encouraged to learn and experiment on their own with a minimal amount of guidance. I will argue that, based on my years of experience and on the reflections by the TAs themselves, it is of critical importance that the focus be placed on the balancing of the four factors in an individualized approach for TA training.","PeriodicalId":243759,"journal":{"name":"European Journal of Language and Literature Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129067949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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