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Ismail Merathi (1844–1917) was an Indian Urdu poet, schoolteacher, and educationist from the Mughal–British era. His poems for children like Nasihat, Barsaat, Humaari Gaye, Subah Ki Aamad, Sach Kaho, Baarish Ka Pehla Qatra, Pan Chakki, Shafaq, and several others are part of the primary school curriculum in Pakistan. [1]
Practical Chinese Reader was completely revised in 2002 and was re-published as New Practical Chinese Reader. New teaching material and concepts were added, while older words not in common use were removed. The new series consists of six volumes: The first four target beginners, while the last two are geared for intermediate learners.
This category is not for articles about concepts and things but only for articles about the words themselves. Please keep this category purged of everything that is not an article about a word or phrase. See as an example Category:English words.
This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. [17] The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which ...
Suggestopedia, a portmanteau of "suggestion" and "pedagogy" is a teaching method used to learn foreign languages developed by the Bulgarian psychiatrist Georgi Lozanov. [1] [2] [3] It is also known as desuggestopedia. First developed in the 1970s, suggestopedia utilised positive suggestions in teaching language.
(Paper tiger is a literal English translation of the Chinese phrase zhǐ lǎohǔ (Chinese: 紙老虎), meaning something which seems as threatening as a tiger, but is really harmless. The phrase is an ancient one in Chinese, but sources differ as to when it entered the English vocabulary.
Chinese character education is the teaching and learning of Chinese characters. When written Chinese appeared in social communication, Chinese character teaching came into being. From ancient times to the present, the teaching of Chinese characters has always been the focus of Chinese language teaching. [1]
Loanwords have entered written and spoken Chinese from many sources, including ancient peoples whose descendants now speak Chinese. In addition to phonetic differences, varieties of Chinese such as Cantonese and Shanghainese often have distinct words and phrases left from their original languages which they continue to use in daily life and sometimes even in Mandarin.
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