Die Neueren Sprachen.

Vols. 1-5 include a separately paged section "Phonetische Studien. Beiblatt."

Verlags-katalog der firma Langenscheidtsche verlagsbuchhandlung [Prof. G. Langenscheidt] in Berlin-Schöneberg Abgeschlossen am 1. oktober 1906.

Mode of access: Internet.

Completed research, studies, and instructional materials for language development under the National Defense Education Act of 1958, Title VI, Section 602, a bibliography ... /

Includes "Reports and materials completed after July 1968" (p. 141-144) and index.

Bibliothek der neueren Sprachen; oder, Verzeichniss der in Deutschland besonders vom Jahre 1800 an erschienenen Grammatiken, Wo̊rterbůcher, Chrestomathien, Lesebůcher und anderer Werke, welche das Studium der lebenden europäischen Sprachen betreffen, wie auch derjenigen ausländischen Classiker, welche ebendaselbst vom Jahre 1800 bis zu Anfange des Jahres 1841 zum Abdrucke gekommen sind.

Does not include German.

Applied language learning.

No longer distributed to depository libraries in tangible format, .

Phonetische Grundfragen /

Translation of portions of the author's "Fonetik, en systematisk Fremstilling af Læren om sproglyd," by N. Andersen and H. Davidsen; with additions written by the author in German. An extract from the "Fonetik" in German has title: "Lehrbuch der Phonetik ... 1904."

Archiv für das Studium der neueren Sprachen.

Includes bibliographies.

De l'ordre des mots dans les langues anciennes comparées aux langues modernes; question de grammaire général.

Mode of access: Internet.

Die Neueren Sprachen.

Vols. 1-5 include a separately paged section "Phonetische Studien. Beiblatt."

Foreign language competence in the Foreign Service.

Mode of access: Internet.

Courts and Courtly Cultures in Early Modern Italy and Europe: Models and Languages

This volume deals with the forms of propaganda and self-representation, through words and images, during the rise of the 'civiltà delle corti' and through processes typical of the time, such as confrontation, adaptation, competition and rivalry. This period, which marked the passage of Italian and European culture from the Middle Ages to the Renaissance, is fundamental in the development of Modern Europe, and it lasted up to the XVIII century and beyond. At the heart of many matters debated here lies the relationship between culture and politics. The formation of a 'Lombard identity', central to the Sinergia project which was the frame of the whole research and its conferences, is closely linked to this broad general context. It places the so called 'questione milanese' - above the traditional hierarchies 'Toscana oriented' - at the centre of many questions regarding Northern Italy as a whole, starting from the dissolution of the Medieval communes, through to the rise of the signorie, from the end of the XIII century and the beginning of the XIV century up to the early XVI century.

Games and activities for primary modern foreingn languages.

Incorpora la filosofía del aprendizaje a través del juego. El objetivo del recurso es dar a los profesores de inglés como lengua extranjera en el nivel primario, ciento cincuenta actividades seleccionadas especialmente para animar a los alumnos a utilizar la lengua de una manera divertida. Los juegos y actividades se dividen en cinco secciones. También incluye una sección de vocabulario para cada uno de los idiomas alemán, francés y español.

Giving up on modern foreign languages? Students' perceptions of learning French

This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.

Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education

While learners’ attitudes to Modern Foreign Languages (MFL) and to Physical Education (PE) in the UK have been widely investigated in previous research, an under-explored area is learners’ feelings about being highly able in these subjects. The present study explored this issue, among 78 learners (aged 12-13) from two schools in England, a Specialist Language College, and a Specialist Sports College. Learners completed a questionnaire exploring their feelings about the prospect of being identified as gifted/talented in these subjects, and their perceptions of the characteristics of highly able learners in MFL and PE. Questionnaires were chosen as the data collection method to encourage more open responses from these young learners than might have been elicited in an interview. While learners were enthusiastic about the idea of being highly able in both subjects, this enthusiasm was more muted for MFL. School specialism was related to learners’ enthusiasm only in the Sports College. Learners expressed fairly stereotypical views of the characteristics of the highly able in MFL and PE. The relevance of these findings for motivation and curriculum design within both subjects is discussed.