fileadmin/content/abteilungen/comparative-political-economy/dokumente/downloads/final-version-book-review-eribon-louis.pdf
survive on low wage jobs and reduced welfare benefits – no longer have a voice in the public sphere. While such people would previously have found solidarity in working-class movements and left party org [...] Verlag. The two novels “Returning to Reims” by Didier Eribon and “The End of Eddy” by Édouard Louis have contri- buted to the creation of a new literary genre. As both books are autobiographical novels, [...] class in which children are brought up. Illustrating this, Louis says: “At my parents’ house we didn’t have dinner; we ate…the verb we used was bouffer, chow down…” (Louis, p. 88). Both books thus begin with
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
05 Abstract: Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2014). This [...] 1 Introduction Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2012, 2014) [...] aspects of the neighbouring lexemes green and grey included (cf. Palmer 1986: 69). This is where I have borrowed my central term: I speak of denotational incongruencies when roughly equivalent lexemes in
fileadmin/content/institute/anglistik/dokumente/downloads/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
lacking completely in the series of IR exchanges (between 166 and 176): (161) I have breakfast at seven o’clock. When do you have breakfast? (162) P: Ten o’clock. (163) T: Ten o’clock? At Saturdays? Oh, do [...] of communicative and usage-based approa- ches to foreign language teaching in the classroom, which have been in favour with the Applied Linguistics community for a while (cf. Schmi 2002). This paper presents [...] end of the discussion. It could be argued, and is certainly worth discussing, that this teacher may have had other things in mind with her follow-up move (38) to the errone- ous performance by her pupil
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2016-fehler-modelle-und-andere-faelle.pdf
actually going backward, but saying that he is not. It would have been better to just demonstrate both directions. Moreover, he could have visualized the direction additionally by drawing corresponding [...] understand the question? (49) What is society? (50) S: Gesellscha. (51) L: Yes. [Pause] (52) Do you have any ideas? (53) S: Many sport stars are big idols. jaekel@uni-flensburg.de 190 Olaf Jäkel (54) [L [...] Wirtscha3. [ergänzt den Tafelanschrieb zu – economy um (73) – Wirtscha3] (74) So … What do sports have to do with economy? (75) Come on, it’s easy! (76) What about the sports economy? (77) [Keine Reaktion
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2014-unterrichtsanalyse.pdf
actually going backward, but saying that he is not. It would have been better to just demonstrate both directions. More- over, he could have visualized the direction additionally by drawing corresponding [...] re- peat the numbers and colours’ (Jäkel 2010a: 14), the pupils already know the vocabulary and just have to review it. That is why the teacher probably assumes that the child knows the cor- rect pronunciation
fileadmin/content/institute/anglistik/dokumente/projekte/flecc-online-version.pdf
112 L: So. I have a pet, I have a dog. 113 Jenny. Do you have pets? 114 S: No. 115 L: And ask your neighbour. Do you have pets? 116 S: Do you have pets? 117 S: Yes, I'm a rabbit. 118 L: I have. 119 S: Do [...] 125 Do you have a pet? 126 S: Yes, a wabbit. 127 Do you have pets? FLECC – Flensburg English Classroom Corpus 113 128 S: No. 129 Do you have pets? 130 S: Yes. Äh ... cat and dog. 131 Do you have pets? 132 [...] pick a monster. You have to ask me. 77 S: Does your monster have two ears? 78 L: No, it doesn't. 79 S: Does your monster have mouth? 80 L: No, it doesn't. 81 S: Does your monster have four arms? 82 L: No
fileadmin/content/institute/anglistik/dokumente/downloads/haschemi-yekani-how-to-write-a-term-paper.pdf
writing? - you should provide a close literary analysis of your primary material – which you will have to have read more than once - set realistic limits: you cannot (and are not expected to) deal with every [...] 1. Academic Writing - your paper should present an argument in written form, so make sure that you have a leading question and a thesis statement (following from that question) - a subtitle might help structure [...] make sure to use available resources such as the university library catalogue and databases (if you have not done so already, make use of library tutorials): all available at: http://www.zhb-flensburg.de/
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-olaf-flecc-24-06-2011.pdf
Introduction While communicative and usage-based approaches to language teaching in the classroom have been in favour with the Applied Linguistics community for a while (cf. Schmitt 2002), the area of [...] end of the discussion. It could be argued, and is certainly worth discussing, that this teacher may have had other things in mind with her follow-up move (38) to the erroneous performance by her pupil. The
fileadmin/content/institute/anglistik/dokumente/projekte/dohcce-online.pdf
a new house. 5532 L. Now have you got a red pullover? Have you got a red 5533 pullover? 5534 S. I have got a red pullover. 5535 L. Yes, I have. Yes. I have. 5536 S. Yes, I have. 5537 L /hæf/ you all got [...] Mary’s family have got a new house.[8] 5499 TB. Mary’s family have got a new house. 5500 S. Mary’s family have got a new house. 5501 S. Mary’s family have got a new house. 5502 S. Mary’s family have … Mary’s [...] 5711 S. So, if you have any good ideas … 5712 S. So, if you have any good ideas … 5713 L. So, if you have any good ideas … 5714 S. So, if you have any good ideas … 5715 S. So, if you have any good ideas …
fileadmin/content/zentren/zebuss/dokumente/call-for-paper-ethnography-in-education.pdf
ideas by the research results" (Breidenstein et al. 2015, p. 166). Against this backdrop, one would have to ask: • How does ethnography in educational science lead to new theories? How does the new emerge [...] ethnography contribute to an understanding of current social crisis phenomena, such as those that have come to a head in the pandemic? III. Methodological Provisions: Perception and representation of the [...] (Lancaster), Prof. Dr. Sofia Marques da Silva (Porto) as well as Prof. Dr. Davide Nicolini (Warwick) have already accepted to hold a keynote or a discussion impulse, Didier Fassin (Princeton) as well as Prof