Download New Headway Intermediate Student's Book (New Edition) by Liz and John Soars, Amanda Maris PDF

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By Liz and John Soars, Amanda Maris

Книга New Headway Intermediate Student's booklet (New version) New Headway Intermediate Student's booklet (New variation) Книги Иностранные языки Автор: Liz and John Soars, Amanda Maris Год издания: 2004 Формат: pdf Издат.:Oxford college Press Страниц: 159 Размер: 32.9 Язык: Английский 17 (голосов: 1) Оценка:'New Headway Intermediate Student's booklet' (New Edition). Мне кажется, все уже давно знакомы с этой серией от Oxford college Press. Новое издание: обновленные тексты и задания, обновленный дизайн для максимального удобства восприятия материала. 14 уроков. 90-100 часов аудиторных занятий. Словарный запас 1650 слов и устойчивых выражений. Общий словарный запас по окончании уровня около 4600 слов.

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Extra info for New Headway Intermediate Student's Book (New Edition)

Example text

M whether [German] snail there [German] is [German] ‘I am looking/ want to see whether [the/a] snail is there’ The chosen language of the utterance is Hebrew, in compliance with the setting, and the selection of the lexical items that are the principal carriers of the proposition follows this choice. But the clause-combining strategy expressing indirect condition or ‘option’ is German (ob ‘whether’). The child has recently acquired this particular conjunction in German, along with its semantics and distribution rules.

The result is an ad hoc extension of the Hebrew structure. The construction used by the child in segment (c) does not exist in native adult Hebrew. So far, we have seen how pattern replication is motivated by the need to employ a newly acquired semantic-pragmatic construction irrespective of interaction setting, adapting it to the relevant context through pivot-matching and the use of context-appropriate linguistic word-forms. The fact that the child is able to engage in such complex, creative procedures is a sign of growing linguistic maturity as well as of a strict awareness of the setting-bound constraints on the selection of overt linguistic matter.

This ‘bear-with-me-effect’, which the speaker is trying to impress upon the hearer, is evidently a source of tension in the speaker’s mental planning of the utterance. It is likely that this tension is a contributing factor in disturbing the speaker’s ability to control the selection mechanism and discriminate among the repertoire components that are socially acceptable in the current speech setting. The behaviour of contrast is similar to, but more extreme, than that of the other connectivity markers.

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