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Redefining Tandem Language and Culture Learning in Higher Education

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Redefining Tandem Language and Culture Learning in Higher Education provides an overview of a specific type of learning, called tandem language and culture learning, which was created and developed in Europe after the Second World War, before reaching other continents. Through focusing on higher edu

cation, the authors demonstrate how, despite institutional constraints, language educators can make better use of this practice in such contexts as internationalisation, physical and virtual mobility, lifelong learning and intercultural education.This book comprises 16 chapters which examine how tan

dem language and culture learning is currently being institutionalised in higher education thus showing how the founding principles of the tandem approach have been revisited, which learning outcomes (intercultural, linguistic, professional) tandem learning may bring about, and which key issues must

be addressed (assessment, counselling, resources) when setting up tandem programmes. The various contributions present up-to-date tandem studies from both European and non-European perspectives. Highlighting tandem learning's potential to promote multilingual and multicultural learning on a global

scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics. Claire Tardieu is Professor of SLL at the Department of English at Sorbonne Nouvelle University. She is the author of Notions

clés pour la didactique de l’anglais (2014). As a collaborator of the French Secretary of Education since 2001, she took part in several European Projects supported by the Council of Europe. She participated in writing for the Lingua D project which disseminated the tandem practice in secondary scho

ols. Her latest studies concern teacher-to-student and peer-to-peer assessment. Céline Horgues is a senior lecturer in the English Department, at Sorbonne Nouvelle University, where she mainly teaches English phonetics. With Sylwia Scheuer, she coordinated the collection and analysis of a multimodal

corpus of English-French tandem spoken interactions (the SITAF corpus, 2012-2014), presented in the 2015 article ＂Why some things are better done in tandem?＂. In 2012, she created a tandem course and a free tandem programme for the students of her department.

Collins COBUILD Advanced Learner’s Dictionary: The Source of Authentic English Ninth Edition

為了解決English Corpus free的問題，作者Collins 這樣論述：

　　The 9th edition of the Collins COBUILD Advanced Learner’s Dictionary has been revised and updated to include detailed coverage of today’s English in a clear, attractive format. 　　Ideal for upper intermediate and advanced learners of English, this dictionary covers all the words, phrases and idiom

s that students need to master in order to speak and write effective English. Thousands of updated examples taken from the 4.5- billion word Collins Corpus, show learners how the words are used in authentic contexts. The dictionary offers extensive help with grammar through the inclusion of grammar

patterns at examples, plus a new supplement to help with academic and business grammar. 　　Additional information is provided throughout to help learners improve their knowledge of collocation, etymology and synonymy. Informative and relevant vocabulary panels show how words are used in a range of e

veryday contexts. 　　In addition, this dictionary offers learners guidance on how to communicate effectively in English. The Language in Use supplement provides a wealth of invaluable information on how to write and speak English for different purposes using the appropriate language, style, and tone

. Resources and activities to help learners make the most of the dictionary are available for free online. 　　The Collins COBUILD Advanced Learner’s Dictionary provides invaluable and detailed guidance on the English language, and is the complete reference tool for learners of English.

美國政府對中國威脅的安全化論述比較研究—以歐巴馬和川普政府為例

為了解決English Corpus free的問題，作者莊霈儀 這樣論述：

本研究係以哥本哈根學派的安全化理論來探討美國政府如何形塑中國的威脅，並採歷史研究(Historical method)、語料庫語言學分析(Corpus Linguistics)及論述分析(discourse analysis)等三種研究方法來分析行為主體與結構之間的關連性，藉由文本中的安全表述闡釋威脅認知，另透過「庫博中文獨立語料庫分析工具」結合論述分析之方式，以電腦輔助量化統計揭露語言使用的實際及表徵狀況，再對比文本中語言使用的深層意義及脈絡進行論述分析。針對歐巴馬政府至川普政府執政期間的《總統國情咨文(State of the Union address)》、《美國國家安全戰略報告(Na

tional Security Strategy)》及《國防戰略報告(National Defense Strategy)》等17份具代表美國政府官方立場之文本作為分析基礎，試圖探究美國政府對中政策轉變之各種可能催化因素；而在研究貢獻上，本研究期能藉由兼顧歷時性與共時性的資料選取範圍，期能再現美中互動過程中威脅建構的各種關鍵要件，以掌握特定政治菁英如何透過威脅言論的建構，指導民眾如何看待、評價他們自己的國家以及外在的敵人。研究發現，美國政府對於中國威脅的安全化論述是具有脈絡性、不間斷的，安全化操作並非是一個線性發展的過程，尤其安全化論述透過論述者、行為者與脈絡之間動態的關係顯示出來，除了美國政

府的安全化論述外，其中習近平上臺以來所展現的強勢作為，中國政府的「戰狼外交」，亦間接促成與強化了美國政府對中國威脅的安全化進程。研究發現，美國政府對於中國威脅的安全化論述是具有脈絡性、不間斷的，安全化操作並非是一個線性發展的過程，尤其安全化論述透過論述者、行為者與脈絡之間動態的關係顯示出來，除了美國政府的安全化論述外，其中習近平上臺以來所展現的強勢作為，中國政府的「戰狼外交」，亦間接促成與強化了美國政府對中國威脅的安全化進程。