Henry Tattam's A compendious grammar of the Egyptian language as contained PDF

By Henry Tattam

Excerpt from A Compendious Grammar of the Egyptian Language: As inside the Coptic, Sahidic, and Bashmuric Dialects; including Alphabets and Numerals within the Hieroglyphic and Enchorial Characters

In Rawlinson's Herodotus are the next observations. The Egyptian Language may perhaps, from its grammar, seem to declare a Semitic foundation, however it is just not considered one of that family members, just like the Arabic, Hebrew.

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1989: 13). This idea is supported by research and by evidence that ‘even’ elementary learners can handle authentic texts (see research cited in Bacon and Finnemann 1990: 460). The teachability hypothesis also relates to another of the criteria by which formal and informal instruction are compared; grammatical accuracy. The conclusions regarding this criterion appear to be similar to those relating to acquisition rate. Improvements in accuracy in any given structure, depend on whether the learner’s interlanguage is at the appropriate receptive stage when learning the form.

Authenticity of language use’ has, in sum, a rather more satisfactory and universally agreed application than that of what constitutes an authentic text. Authenticity of language use relates to the response of the language user. It is thus a factor of the activity or task the user-learner undertakes, and of his/her perception and conviction of the task. 4 Conclusions: authenticity defined This overview of the past 30 years of debate on authenticity has illustrated the divisive nature of the issue and the inconclusiveness of many of the arguments surrounding it: ‘One point of interest is the degree of contradiction which exists’ (Clarke 1989: 84), ‘even a cursory reading of the relevant literature will bring to light a confused and contradictory picture’ (Taylor 1994: 1).

A particular learning style may result in successful language learning in one situation but not in another. The extrovert learner, for example, whose substantial contribution in a classroom setting can be monitored by a teacher, may be at a disadvantage in the TC where NSs do not correct errors and where his/her loquacity prevents him/her from observing NS use of language. The reticence of the introverted-type learner, on the other hand, may be of concern to the teacher in the classroom situation, but may prove a valuable trait in the target culture where it allows for close scrutiny of the native speaker language and behaviour.

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A compendious grammar of the Egyptian language as contained in the Coptic, Sahidic, and Bashmuric dialects by Henry Tattam


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