Startseite Linguistik & Semiotik Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake!
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Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake!

Acquiring lexis in R. John Andree’s (1725) A vocabulary, in six languages
  • Giovanni Iamartino und Lucia Berti
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Innovation in Language Learning and Teaching
Ein Kapitel aus dem Buch Innovation in Language Learning and Teaching

Abstract

This chapter investigates R. John Andree’s A vocabulary, in six languages (London, 1725). This work was not conceived solely as a reference tool but with a pedagogical purpose as well; it was based on a comparative method to ease English native speakers’ acquisition of vocabulary in four living Romance languages (Italian, French, Spanish and Portuguese) by showing their etymological similarity to their Latin ancestor – the fifth language in the Vocabulary – and between them, with English as the language of the entry words. Indeed, by viewing and memorizing Latin and Romance words together, the learner was expected to acquire them more easily. This chapter focuses on the dictionary, its method and the author’s language learning ideas and concludes with considerations relating to its contribution to innovation in language learning and teaching.

Abstract

This chapter investigates R. John Andree’s A vocabulary, in six languages (London, 1725). This work was not conceived solely as a reference tool but with a pedagogical purpose as well; it was based on a comparative method to ease English native speakers’ acquisition of vocabulary in four living Romance languages (Italian, French, Spanish and Portuguese) by showing their etymological similarity to their Latin ancestor – the fifth language in the Vocabulary – and between them, with English as the language of the entry words. Indeed, by viewing and memorizing Latin and Romance words together, the learner was expected to acquire them more easily. This chapter focuses on the dictionary, its method and the author’s language learning ideas and concludes with considerations relating to its contribution to innovation in language learning and teaching.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Information about the authors vii
  4. Introduction
  5. Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
  6. Part I. Product innovation
  7. Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
  8. Chapter 3. Teaching phraseology in the 19th century 43
  9. Chapter 4. Innovation in monolingual English learner’s dictionaries 59
  10. Part II. Innovation through scientific discovery
  11. Chapter 5. La linguistique appliquée 82
  12. Chapter 6. Classroom-oriented teacher research in modern languages 104
  13. Part III. Oscillations along a continuum
  14. Chapter 7. Change without innovation? 122
  15. Chapter 8. “Reflection on language” 137
  16. Part IV. Adaptation in specific contexts
  17. Chapter 9. Describing and learning the Chinese languages 164
  18. Chapter 10. Curriculum innovation through concept borrowing 180
  19. Chapter 11. Beyond written texts 199
  20. Index 217
https://doi.org/10.1075/aals.20.02iam

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Information about the authors vii
  4. Introduction
  5. Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
  6. Part I. Product innovation
  7. Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
  8. Chapter 3. Teaching phraseology in the 19th century 43
  9. Chapter 4. Innovation in monolingual English learner’s dictionaries 59
  10. Part II. Innovation through scientific discovery
  11. Chapter 5. La linguistique appliquée 82
  12. Chapter 6. Classroom-oriented teacher research in modern languages 104
  13. Part III. Oscillations along a continuum
  14. Chapter 7. Change without innovation? 122
  15. Chapter 8. “Reflection on language” 137
  16. Part IV. Adaptation in specific contexts
  17. Chapter 9. Describing and learning the Chinese languages 164
  18. Chapter 10. Curriculum innovation through concept borrowing 180
  19. Chapter 11. Beyond written texts 199
  20. Index 217
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Heruntergeladen am 19.12.2025 von https://www.degruyterbrill.com/document/doi/10.1075/aals.20.02iam/html
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