Example sentences of "[verb] about language " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | They can think about language , uncover its systematicity , think and talk metalinguistically . |
| 2 | And then they can think about language and how people use language . |
| 3 | WHAT SHOULD TEACHERS KNOW ABOUT LANGUAGE ? |
| 4 | starting from statements about what it is important for children to know about language : e.g. its uses in literature , language variation , bilingualism , language change , ambiguities and problems in communication , the writing system , etc. ; |
| 5 | In the process , they must be able to demonstrate precisely what teachers need to know about language and why they need to know it . |
| 6 | What does the practising teacher of , say , science or history need to know about language , in order to bring about improvements in the classroom and cope with problems that arise there ? |
| 7 | Incoming BASW chairperson Graham Thompson mused about language , confessing he had replaced his own references to ‘ miners ’ wives ' with ‘ women in mining communities ’ . |
| 8 | it is usually easier to talk about language , than to write about it ; |
| 9 | The report recommends that children should learn to write clearly and accurately in Standard English , and argues that they can be helped in this by learning to use descriptive technical terms to talk about language . |
| 10 | Peter , would you like to talk about language register in tabloids and broadsheets ? |
| 11 | This explicit relating of theory to practice is a feature which is all too often missing in texts written about language teaching . |
| 12 | Comparative study ( of different languages , dialects , styles , etc. ) can make explicit what is usually taken for granted about language . |
| 13 | The significance of the concept of the linguistic variable is that it allows quantitative statements to be made about language use , so that Speaker A might be said to use more or less of a particular variant than speaker B , rather than categorically to use it or not to use it . |
| 14 | 15.30 Teaching about language through speaking and listening , which should start for pupils working towards level 5 , should focus on : |
| 15 | ( ii ) Teaching about language should encourage discussion of vocabulary that is specific to local communities — words for local places , buildings , institutions etc , and local usages such as bairn ( cf child ) , baps ( cf rolls ) , outwith ( cf outside ) ; or to particular age groups , eg frock ( cf dress ) , wireless ( cf radio ) ; or to certain occupations eg the specialist terms and acronyms used by groups such as doctors , lawyers , builders , computer experts and mechanics . |
| 16 | ( ii ) Teaching about language should draw attention to people 's sensitivity to quite small features of pronunciation that differentiate the speech of one area from others ; and to any grammatical differences between the speech of the area and spoken Standard English , eg in verb forms , pronoun use , prepositions . |
| 17 | A distinction is commonly made between teaching language and teaching about language and the belief is expressed that the first has to be done by providing direct experience and avoiding the explicit knowledge promoted by the second . |
| 18 | Teaching about language is then , in broad terms , not a new departure for most English teachers . |
| 19 | Many respondents maintained ( some quite hotly ) that teaching experience and/or qualifications in literature , French , or other degree subjects were adequate for teaching about language . |
| 20 | Most obviously , it shifts the focus from what children know about language and their command of language structure , to how they use language and the extent to which they are able to utilise conventional language forms in order to satisfy interpersonal needs . |
| 21 | This is an important question since ( a ) dictionaries are attempts by people to represent externally what they know about language ; and ( b ) they are an existing source of information that has evolved over hundreds of years . |
| 22 | This is because the spoken language of those who theorise about language has typically been influenced by long and constant immersion in written forms of language . |
| 23 | During term 1 it seeks to establish ground rules for thinking and reading about language . |
| 24 | Incidentally , lest any Scots are looking for replacements for their back row , Ian is as Afrikaans as the ‘ Bok of days gone by who , when asked about language difficulties in France , replied that two expressions were all that was necessary : ‘ Parlez-vous and Kamer toe ’ ( Afrikaans for ‘ to the room ? ’ ) ! |
| 25 | And there is no implication that children start by learning about language forms , and then eventually progress to learning about , say , dialects . |
| 26 | In this questionnaire , ‘ language education ’ refers to learning about language as a social or psychological phenomenon and its structure , not to work on methods of teaching languages . |
| 27 | In fact the critique of reference generalises about language in two ways . |
| 28 | It is obvious that the gender-dichotomising tendency goes deep , and that our languages are implicated in it ( males and females have different given names , different address titles , different pronouns … ) but it is perhaps less obvious that our metalanguages — the systems we use for talking about language , including grammatical categories — are implicated too . |
| 29 | It is one of the arguments of this book that the metalinguistic practice of talking about language is as susceptible to feminist theoretical discussion as any other kind of linguistic practice , and just as important . |
| 30 | I was pleased to note in the conference programme that Lyn Wendon is conducting a workshop , ‘ Talking about Language ’ . |