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Hits 1 – 20 of 40
1
Intercultural responsiveness : learning languages other than English and developing intercultural communication competence
Yang, Ping
(R15602). - : Switzerland, MDPI, 2020
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2
Towards intercultural literacy of language teacher education in the 21st century
Yang, Ping
(R15602). - : U.S., IGI Global, 2020
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3
Code-switching between Arabic and English in Jordanian GP consultations
Alkhlaifat, Etaf
(S33970);
Yang, Ping
(R15602);
Moustakim, Mohamed
(R17309). - : Poland, The University of Białystok, 2020
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4
Informal learning : approaching Chinese language and culture in authentic contexts
Yang, Ping
(R15602). - : U.K., Routledge, 2020
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5
Addressing Islamic terms in English texts in the Indonesian context : transliteration or translation?
Aminuddin, Muhammad
(S33731);
Yang, Ping
(R15602);
Muranaka-Vuletich, Hiromi
(R8265). - : Finland, University of Helsinki, 2020
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6
Language and visual communication : how multimodality works in intercultural marketing communication
Yang, Ping
(R15602). - : U.S., IGI Global, 2019
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7
Shaping EFL teachers' critical intercultural awareness through intercultural education
Susilo, Andi
(S34122);
Yang, Ping
(R15602);
Qi, Ruying
(R10565). - : Slovakia, European Alliance for Innovation, 2019
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8
Developing TESOL teacher intercultural identity : an intercultural communication competence approach
Yang, Ping
(R15602). - : U.S., Wiley-Blackwell, 2018
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9
Linguistic taboos : a case study on Australian Lebanese speakers
Abi-Esber, Fouad
(S30782);
Yang, Ping
(R15602);
Muranaka-Vuletich, Hiromi
(R8265). - : Canada, Canadian Center of Science and Education, 2018
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10
Experiential learning opportunities : removing language barriers and maximizing cultural immersion
Yang, Ping
(R15602). - : U.S., IGI Global, 2018
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11
Journey to the East : intercultural adaptation of international students in China
Yang, Ping
(R15602). - : Switzerland, Palgrave Macmillan, 2018
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12
Addressing translation issues as intercultural communication barriers in tourism : language, culture, and communication at play
Yang, Ping
(R15602). - : U.S., IGI Global, 2018
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13
Successful communication in healthcare settings matters : the salient role of intercultural nonverbal communication cannot be overestimated
Yang, Ping
(R15602). - : U.S., Nova, 2017
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14
Intercultural nonverbal communication competence as intercultural responsiveness in the second language learning classroom
Yang, Ping
(R15602). - : U.S., IGI Global, 2017
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15
Intercultural communication between East and West : implications for students on study abroad programs to China
Yang, Ping
(R15602). - : U.S., Information Science, 2016
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16
'Stealing is not always a crime' : a contrastive socio-cultural analysis of English lexicology in the context of translation and cross-cultural communication
Yang, Ping
(R15602). - : China, Shanghai Foreign Language Education Press, 2015
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17
Enhancing intercultural communication and understanding : team translation project as a student engagement learning approach
Yang, Ping
(R15602). - : Canada, Canadian Center of Science and Education, 2015
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18
Developing intercultural competence in TESOL service-learning : volunteer tutoring for recently-arrived adult refugees in learning English as a second language
Yang, Ping
(R15602). - : U.S., Common Ground, 2015
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19
Appreciation of cultural diversity through translating Australian Aboriginal culture : a project-based learning approach
Yang, Ping
(R15602). - : Finland, University of Helsinki, 2015
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20
Back to basics : cracking a nut in using English indefinite articles : why teachers and learners of English should pay more attention to a and an
Yang, Ping
. - : Cambridge University Press, 2014
Abstract:
This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007). ; 6 page(s)
URL:
http://hdl.handle.net/1959.14/340578
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