Grammatical Points Research Articles

Experiential Learning and its Application in College English Intensive Reading Teaching

The teaching of College English intensive reading faces many thorny issues, among which the interest of student is a big one: some articles in the textbook are not that relevant to students' lives and contain grammatical points that students consider boring, therefore they do not have a strong interest. It becomes a big issue how to raise the interest of college students and enhance teaching efficiency. This article applies experiential learning theory and explains how to raise students' self-awareness accordingly, with a case study of Unit 5 Unfreezing Frozen in iEnglish book 1.

Grammar Podcast for ESL College Students in Distance Learning

Podcasts are audio files that are automatically delivered to the student’s computer, smart phone, iPad or MP3/MP4 player. They can be automatically updated. Students typically subscribe to podcasts using "podcatcher" software such as iTunes. The present study proposes a model for integrating grammar podcasts in teaching English grammar to EFL/ESL college students. It gives examples of English grammar podcasts that can be integrated in in-class grammar instruction. It shows how grammar podcasts can be downloaded and used and some of the grammatical structures and topics are covered by those podcasts. Grammar podcasts contain 2-5-minute-long audio explanations of a particular grammatical point or structure. They include a lesson script, exercises, quizzes with an answer key, and/or an English grammar help where answers are given to students’ questions about problematic grammatical points. Students can download podcasts, print the script, do the exercises and score their answers themselves. Elementary, intermediate, and advanced level grammar podcasts can be downloaded depending on the students’ needs and proficiency level. Unlike face-to-face classroom lectures, students can listen to grammar podcasts anywhere, anytime and as many times as they need. Classroom discussions on a grammar podcast can be performed in pairs, small groups or even whole class. End-of-semester grammar tests can be given to find out improvements in the students’ grammatical knowledge/achievement as a result of integrating grammar podcasts in EFL grammar courses. Recommendations for the effective use of grammar podcasts are given.

“WHAT ARE THE GRAMMATICAL POINTS STUDENTS NEED TO DEVELOP?”: NEED ANALYSIS OF ENGLISH-MAJORED UNIVERSITY STUDENTS

The importance of grammar in L2 learners’ development of language skills has anchored for the necessity of teaching grammar to learners of English. However, it is observed that there has been insufficient formal data relevant to the needs of L2 learners for learning grammar, particularly in the context of Vietnam. These two mentioned reasons motivate this current study into the needs of students at a university in Vietnam for learning English grammar with a hope to help teachers and curriculum designers make more informed decisions on their teaching methods and the content of the grammar course, respectively. In the study, students had difficulties with certain English grammatical points such as Linking words and phrases, Tenses to describe events in the past, Articles, determiners and pronouns. Students also expected their grammar lessons to be more interactive with writing and speaking practice included, while formal explanations of grammatical structures be maintained.

Instructors’ perceptions and use of first language in EFL classes in Afghanistan

The study examined instructors’ arguments for and against the use of L1 in EFL classes. It explored the frequency use and functions of L1. It also investigated the impact of the participants’ gender, education level and years of teaching experience on their responses. A survey questionnaire and classroom observations were used to collect data from 189 and 5 EFL instructors, respectively. Descriptive and inferential statistics were used to analyze the data. The results showed that EFL instructors had mixed perceptions about L1 use in EFL classes. They believed that L1 had both facilitative roles (e.g. helping students build up their lexicon) and negative consequences (e.g., interfering in students’ learning). Furthermore, the instructors utilized L1 for various language, classroom management and social purposes to varying extent. L1 was more frequently used to explain difficult grammatical points, new vocabulary and difficult concepts. Instructors favored and used L1 more frequently in low-level classes than higher levels. The study also revealed that there were statistically significant differences between participants’ responses by their gender, education and years of teaching experience. The study recommends EFL instructors to revisit their use of L1 in EFL classes and use it judiciously and systematically to optimize students’ English learning and prevent negative consequences of the overuse of L1 (e.g., learners’ dependence on L1).

Literary monuments in the Mamluk period and the manuscript "Irshadul-muluk uas-salatin" (13-15th centuries)

Annotation. This article is dealt with the researching level of monuments written in the Mamluk-Kipchak language and some problems arisen when studying medieval manuscripts are discussed in it. Examples of scientific classification of written monuments in the Kipchak language are presented and grouped by their contents. There is also some detailed information about the language of literary works that appeared in the Turkic-Kipchak language during the Mamluks’ reign. A comprehensive analysis of the Mamluks’ literary monuments and the manuscript "Irshadul-muluk uas-salatin" was made. On the basis of our ancestors' heritage revival with a thousand-year history, forgotten in the conditions of modern globalization, there is a need for modern domestic science to rethink the past history of our people by finding, bringing and studying medieval manuscripts comprehensively on History, culture and beliefs. Mamluk-Kipchak manuscripts of the 13th-15th centuries, especially in the literary sphere, takes a special position among the written monuments common to all Turkic-speaking peoples. These monuments, written in the Mamluk-Kipchak language, are not a valuable source only for the Egyptian society, but also for studying history, culture, language, beliefs and religious beliefs of the Turkic peoples in general. Most studies on Mamluk-Kipchak inscriptions provide general information about manuscripts based on copies or translations of manuscripts published in Turkey and Europe rather than original manuscripts. There are such issues as changes in the original text, incorrect reading of some Kipchak words, discrepancy between meanings and transcriptions, incomplete information about the time, place and author in these studies and the majority of the monuments are studied only from structural and grammatical points of view. Therefore, there is a growing need for the collection of original monuments of the Mamluk-Kipchak language and their comprehensive study within the framework of a new scientific paradigm.
 The article was carried out with the grant financial support of the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan within the framework of the research project NoAP09058201 "Theolinguistic space in the monument "Irshadul-muluk uas-salatin" (14 century)"

An Account of EFL Learners’ Grammatical Knowledge and Motivation toward Learning in an Online Instructional Environment

The current research was an attempt to compare the impacts of online English language learning and face-to-face English language learning on Iranian EFL learners’ grammatical knowledge and their learning motivation. To this end, the Oxford Quick Placement Test (OQPT) was given to 81 Iranian EFL students, and 50 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups; one experimental group (EG) ( n = 25 ) and one control group (CG) ( n = 25 ). After that, both groups were pretested by a grammar test and a motivation questionnaire. After pretesting, the participants of the EG received the treatment through online instruction. On the other hand, the participants of the CG were taught the grammatical points through a face-to-face instruction. At the end of the treatment, both groups took the posttest of grammar and motivation. The EG outperformed the CG on both the grammar and motivation posttests, according to the findings of paired and independent samples t -tests. Implementing online instruction assisted Iranian EFL learners to enhance their grammatical knowledge and increase their learning motivation. The implications of this research can encourage teachers to use online learning methods in their classes.

Digital Technology in English Education: Linguistic Gain and Pain Points

Digital technology has recently become increasingly essential in all aspects of life, including education. The outbreak of COVID-19, which has now been declared a pandemic, has intensified and amplified the use of digital technology. However, the impacts of digital technology integrated learning have not yet been thoroughly investigated. The objectives of this study are twofold: to assess the impacts of incorporating digital technology into English education with regard to Thai university students’ linguistic gain and to identify pain points in online learning. Initially, a pretest was developed and administered to first year university students majoring in humanities. Subsequently, the participants were exposed to ten sets of strategically selected grammatical online lessons representing ten grammatical points for 19 days, during which time they were free to explore and exploit the lessons. Then, toward the end of the exposure, a parallel posttest was administered, followed by a post online lesson exposure questionnaire and a semi-structured interview with randomly selected students. The data analysis revealed that, while the participants' linguistic abilities improved significantly, they appeared to have poor learning management. Therefore, although digital technology is valuable and beneficial, some learners need to be scaffolded before embarking on the digital technology integrated English education journey.

실제적인 자료를 활용한 영어교육: 영화 밀리언 달러 베이비를 중심으로

The purpose of this study was to provide EFL teachers with a method to teach English using a movie. For the purpose, a movie titled Million Dollar Baby was analyzed by extracting some educational elements from the movie. For the most part, the movie is composed of daily life English and it involves a number of useful idiomatic expressions as well as rich cultural information. Above all, the movie is based on a touching story that depicts the value of one’s dream and family love. A total of twelve scenes were selected and analyzed from the perspective of grammar, expressions, pronunciation, and culture. Out of the twelfth scenes, the analysis on the third scene was presented as a sample. Through the analysis, some grammatical points and some idiomatic expressions that deserve to be attended to were presented. It also offered some phonological phenomenon and some cultural aspects. It is hoped that EFL teachers could apply the analysis to their own classroom setting with examples that this study offers. Based on the results, several implications are discussed.

How to improve English articles writing style: Twenty highly-applicable grammatical points

Introduction: Today, English and its use as an international language is agreed upon by all, and a wealth of scientific articles written every day in the whole world is in English. The purpose of this study is to project some commonly used grammatical points that native speakers of Persian, unfortunately, do not follow or do not have adequate knowledge to use when writing in English, but this style of writing in the scientific articles by authors whose mother tongue is English is quite obvious. Methods: In a retrospective study, the author has tried, by drawing on three decades of experience in editing English articles, to provide intriguing points needed to improve the quality of the English articles couched by researchers and authors through exemplification. Results: A review of English articles written by those whose mother tongue is English or Persian shows a noticeable difference, both structurally and lexically, between the two writing styles. Conclusion: Heading off this major problem requires holding numerous meetings and workshops on how to write English articles for Persian speakers to familiarize them with style and features of metadiscourse in research articles jenre.

A Study for the Pedagogical Grammar of Modern Chinese Adverbs ‘hai’ and Its Teaching Design: Focused on Korean Chinese Learners

The adverb ‘hai’ in Modern Chinese language is a polysemous word which has a high frequency of use. However, due to its numerous dictionary entries and complicated usage, there is no consensus currently reached on the teaching and researching of ‘hai’ in teaching Chinese as a foreign language. From the perspective of grammar teaching in second language teaching, this paper, centered on Korean Chinese learners, tries to analyze the difficulty level of the different dictionary entries of ‘hai’ based on the hypotheses of comparative analysis and the principle of difficulty analysis, and finally reaches conclusion on the design of the internal hierarchy in grammar teaching of ‘hai’.<BR> The second chapter of this paper first reviews the previous studies, and then gives a detailed description of the grammatical points of the Chinese adverb ‘hai’ from the two aspects of function and structure. The third chapter adopts the theory of comparative analysis to analyze the grammatical points of ‘hai’and its corresponding Korean grammar. The fourth chapter , based on the principle of difficulty evaluation, evaluates the difficulty of hai

TRANSLATION OF ENGLISH-INDONESIAN NOUN PHRASES: IDENTIFICATION OF LOSS, ADDITION AND SKEWING

This study focuses on the analysis of how information may be lost, added, and skewed in the English-Indonesian translation of noun phrases in the novel The Valley of Fear. This study utilized descriptive qualitative method through note-taking technique. Nida’s principles of translation were applied to investigate how these three principles occur. The results showed that loss, addition, and skewing were found with several classifications, namely (1) omission of adjectives and indefinite quantifiers as well as different grammatical points of view for loss of information, (2) different linguistic and cultural aspects for addition of information, and (3) deviation of meaning and the choice of closest natural equivalence for skewing of information. Of the 507 cases found, addition of information occurs on the highest percentage, i.e. 54,81% (278 data), loss of information takes 41,42% (210 data) and skewing of information takes the lowest percentage, i.e. 3,74% (19 data). These findings indicate that actually loss, addition and skewing take place in translation of noun phases from English into Indonesian for the sake of finding naturalness without neglecting the accuracy of transferring meaning.

Online and Offline Mixed Intelligent Teaching Assistant Mode of English Based on Mobile Information System

In order to actively explore the English teaching methods in the “Internet+” era, by exploring the teaching effects of online and offline mixed teaching English courses, it is found that the online and offline mixed teaching methods are very popular among students. Autonomous learning can enable students to acquire knowledge with greater flexibility and efficiency and make teacher guidance more targeted and interactive in offline classrooms, thereby improving teaching effects. In the new era, the rapid development and progress of Internet technology, information technology, and multimedia provide a good opportunity for China to continue to promote the reform of education and teaching. This article aims to study the online and offline mixed intelligent teaching assistant mode of English based on the mobile information system, expounds the overall design strategy of the online and offline mixed teaching mode, and proposes to strengthen the online and offline English mixed intelligent teaching assistant mode. And this article proposes an English hybrid intelligent teaching assistant model based on mobile information system development, which integrates massive English teaching resources. According to each student’s learning progress, tailor-made online learning courses and materials, combined with offline auxiliary teaching, achieve double education guarantee. The experimental results in this article show that if 30 people in the exam refer to the results, the teacher wants to analyze the results of these 10 questions. Please enter these 10 questions and corresponding rules of the user interface into the database, and use the system for reasoning and analysis, and the knowledge points involved in selecting 10 questions on the test paper are divided into 9 different grammatical points. When the entire class has conquered them and they are all deterministic answers, the weighted value is the current lowest value, which is 0. This shows that the system is very convenient.

Language Difficulties Faced by Saudi Diploma Students at King Abdulaziz University: A Case Study

This study aimed to explore the language difficulties faced by English diploma students and provide solutions to overcome them. The data collected in the form of a questionnaire administered to 39 female students were compared in percentages for closed – ended questions and thematically for open-ended ones. Results showed that diploma students struggled with listening, speaking and reading’s higher cognitive skills such as guessing the meaning from context and reading between the lines. In addition, tenses, question formations, and reported speech were the most difficult grammatical points for them. These challenges were attributed to the institutional, dispositional, situational, academic, and pedagogical barriers faced by students as adult learners resulting mainly from the students’ study gaps and their lack of contact with the English language. Solutions included the use of more varied activities and up -to -date interesting reading passages, more practice of listening and speaking inside and outside classrooms, and having a placement test before joining the diploma program.

The Implementation of Cooperative Script Learning Model to Increase Students' Intensive Speaking Skill

Intensive speaking is drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of a series of imperative sentences, where learners are going over to practice some phonological or grammatical aspect of language. Cooperative script learning model is a learning where students work in pairs and take turns verbally summarizing the parts of the material being studied.The purpose of this research was to know the difference students’ intensive speaking skill before and after using cooperative script learning model atSMK DDI Parepare.The samples of this research were 23 students from XI TKJ (Teknik Komputer dan Jaringan) class and XI PMR (Bisnis Daring danPemasaran) class. The researcher used cluster sampling technique to decide the sample.The researcher used pre-experimental design in one group was given pre-test, treatment and post-test design.To collect the data, the researcher used tests that are pre-test and post-test. The researcher also gave observation.The result in this research was indicated that there was the improvement of the students’ intensive speaking skill. It was indicated by the students’ mean score of post-test (7) was greater than pre-test (5.5). Even, for the level significant (p) 5 % and df = 21, and the value of table is 1.721, while the value of t-test is 12.5. It means that the t-test value is greater than t-table (12.5 1.721). Thus, it can be concluded that the students’ intensive speaking skill is significant better after getting the treatment. So, the null hypothesis (H0) is rejected.

Washback effects of multiple-choice, cloze and metalinguistic tests on EFL students writing

The washback effects of different test formats on the writing performance of students have always been of great importance. However, this area of research has not fully touched upon by researchers of second language testing. Despite the importance of the issue, there is a dearth of empirical studies to unravel the effects of different types of tests on learning. To shed some light on the current issue, the present study intends to look into the washback effects of tests on students who are learning and using some special grammatical points in writing tasks. In order to fulfil this project, we made a set question in three formats of cloze, multiple-choice and metalinguistic on a grammatical form(i.e. present perfect and present perfect continuous)to use after each session of teaching (2 sessions of training) as an activity. The researchers devised and validated three tests on the target form; each test contained 20 questions and was in different formats of cloze, multiple-choice or metalinguistic. At the end of this two-session trainings, two focused writing tasks were implemented. The results indicated that supporting teaching grammatical points with metalinguistic tests yields the highest positive washback on students writing. Finally, some practical implications were suggested.

A Baptism of Judgment in the Fire of the Holy Spirit: John's Eschatological Proclamation in Matthew 3 by Daniel Wayne Mcmanigal

Reviewed by: A Baptism of Judgment in the Fire of the Holy Spirit: John's Eschatological Proclamation in Matthew 3 by Daniel Wayne Mcmanigal Charles Nathan Ridlehoover daniel wayne mcmanigal, A Baptism of Judgment in the Fire of the Holy Spirit: John's Eschatological Proclamation in Matthew 3 (LNTS 595; London: T&T Clark, 2019). Pp. xv + 208. $102.60. Daniel W. McManigal is senior pastor at Hope Presbyterian Church in Bellevue, Washington. The book is a thorough examination of Matt 3:11, ἐν πνεύματι ἁγίῳ καὶ πυρί, in its Matthean form. As M. states, "This study will argue that the baptism of the Holy Spirit and fire is the eschatological judgment that will come upon the unrepentant nation in Jesus's generation, upon Jesus himself as he hangs upon the cross for the sins of his people, and upon the wicked on the last day, when the judge returns in glory" (pp. 2-3). To accomplish this task, M. arranges his argument into thirteen chapters. In chap. 1, M. establishes the issues, defines the terms, justifies the study, and gives the plan of the volume. In chap. 2, he deals with the grammatical points in Matt 3:11, arguing that the phrasing refers to one baptism as opposed to two separate baptisms and that this baptism refers to a future event. This issue is important for his conclusion. From this point forward, M. begins to work from the broadest angles of inquiry toward an understanding of his specific test case. Chapter 3 details the various interpretive options for Matt 3:11; this chapter functions as a survey of the relevant scholarship. Chapters 4 through 6 closely examine Isaiah 11, Malachi 3–4, and Daniel 7, respectively. These texts are chosen because [End Page 715] of their close ties with the message of John and the life of Jesus as well as sharing the theme of future judgment. In chap. 7, M. examines the use of OT quotations in Matthew's opening chapters (1–3), providing in this overview the background of John's proclamation. In chap. 8, M. discusses the time, location, and identity of John the Baptist, arguing that Matthew's presentation of John and his role as prophet emphasize the significance of Jesus as the future king and fulfillment of the Abrahamic and Davidic promises. In chap. 9, M. turns to the preaching of John against the backdrop of the OT prophets. This comparison is helpful for emphasizing the shared judgment motifs. Chapter 10 works inwardly from John's preaching in general to the specific emphasis on baptism. Like chap. 2, this chapter begins with a brief survey of the interpretive options. M. opts for a hybrid of the options to emphasize the harmonization of John's preaching of future-oriented judgment with a baptism that also concerns future-oriented judgment. In chap. 11, M. examines the baptism of Jesus in light of his earlier conclusions concerning John's baptism of spirit and fire. He contends that this baptism was an acting-out of the "royal son's messianic mission as the faithful embodiment of Israel" (p. 141). The baptism's main point was conceivably a messianic judgment which makes way for a new and repentant Israel to secure their promised new exodus. Chapter 12 gives an overview of the judgment motifs that follow Matthew 3 to show the consistency of Matthew's message. Chapter 13 concludes the volume with a review of the argument. McManigal's study is a fascinating analysis of the historical John and his message. Although the information on John is limited in the Gospel accounts, M. is able to provide a thorough analysis of John's preaching and baptism. Taking cues from N. T. Wright and others, M. finds an extensive new exodus motif underlying Matt 3:11. His conclusions seem reasonable given the extensive backgrounding and exploration of Matthew's typological recasting of Jesus and John. Yet, one often wonders how much of these readings are Matthew's intentions versus the reader's interpretation. M. footnotes a conclusion from John Nolland that seems appropriate for these occasions: when analyzing Jesus's baptism, the various options are typically "little more than projections from understandings of the historical...

Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition

An approach to English for Specific Purposes (ESP) teaching and learning, Content Language Integrated Learning (CLIL) has been subjects for studies. The approach has worked well and has brought the learners forward from the previous stage. The language learning outcomes in CLIL are usually made contextual, functional and communicative. In this study, the students regarded CLIL as relevant and to deliver the English language teaching in the context of their field. On the other hand, the General Language has provided support up to the extent of explaining the language grammatical points (using the terms such as complex, compound, subject, predicate, objects). Then, authentic learning materials are regarded as being relevant to their interest and the subject matter. The CLIL approach are recommended to be applied under constant observation and evaluation since the ESP world is various and multi-context. This approach is supposed to be adjusted with the local environment, students’ interest, according to the standard ESP need analysis to arrange the lesson plan. Further research on how CLIL is able to influence the students’ language mastery in a specific field is subject to be systematically conducted.

Internet Use in EFL Writing Classes

Aim. The present study seeks to investigate the effect of internet use on writing abilities of English as a Foreign Language (EFL) students studying in an Iranian university. The students of the study have been advised to use the Internet while searching for collocations and new words. They were also told to use grammar checkers while writing essays in English. After a two months’ period, their writing papers had been corrected by two raters. Compared to scores they obtained before the class equipped with new technologies, the students obtained higher scores, showing that the Internet can be used in language learning especially in writing classes where students have difficulties in using native-like words and structures. Methods. The participant of the present study were 28 Iranian university students studying ELT in an Iranian University in the capital Tehran. The students were divided into two classes consisting of 12 students in the experimental group and 16 students in the control group. The mean age of the students taking part in the study was 20. Additionally, according to a TOEFL iBT the level of the English proficiency of the students was 75. To put it other way, utilizing the test, the students were homogenized by the researchers of the study.&#x0D; Results. The results of the study showed that the use of the Internet in EFL classes can boost the writing abilities of EFL learners. In other words, the writing of the students will be improved in case the check different collocations and grammatical points in the Internet. Moreover, the use of grammar checker soft wares which can be found on the net can pave the way for EFL students to be better writers of English. Conclusions. To conclude, this study suggests that the use of the Internet can be beneficial to EFL learners while improving their writing abilities which can be seen by many scholars studying different skills as important.

Devotions on the Greek New Testament: 52 Reflections to Inspire and Instruct ed. by Paul N. Jackson

Reviewed by: Devotions on the Greek New Testament: 52 Reflections to Inspire and Instruct ed. by Paul N. Jackson Thomas Esposito paul n. jackson (ed.), Devotions on the Greek New Testament: 52 Reflections to Inspire and Instruct, vol. 2 (Grand Rapids: Zondervan, 2017). Pp. 189. Paper $18.99. Following the first Devotions on the Greek New Testament (2012) and Devotions on the Hebrew Bible (2015), this volume provides fresh meditations on individual words, verses, and passages from the Greek text of the NT. The editor, Paul N. Jackson, notes in the introduction that this second volume features "more international and female scholars" (p. 12). The authors, primarily professors at Protestant seminaries and congregations from diverse denominations, begin their meditations with technical considerations of verb tense, syntax, and other grammatical points and move from those technical principles to theological and pastoral considerations. Each book of the NT is the subject of at least one devotion. Though the styles and approaches vary, there is a pleasant and eclectic blend of scholar-speak and evangelical exhortation woven throughout these reflections. The best advertisement for this book is a sampling of representative and insightful devotions. Holly Beers reflects on the present-tense verbs didōmi and apodidōmi used by Zacchaeus in Luke 19:8. While most English translations render the verbs in the future tense, Zacchaeus could simply be expressing his customary and current pattern of giving to the poor. Beers suggests that the present-tense verbs, coupled with the lack of any call to [End Page 361] Zacchaeus on the part of Jesus to repent, imply that Jesus is vindicating Zacchaeus's actions rather than accepting his future pledges (pp. 44-46). Ray Van Neste offers a detailed word study of deilia, affirming that it should be translated in 2 Tim 1:7 as "cowardice" and not "fear" or "timidity" (pp. 119-20). Todd Still notes the complicated history of the doxology in Rom 16:25-27, which he describes as "floating" and "dislocated" given its various placements and omissions in the manuscript tradition of Romans (p. 66). From this text-critical difficulty, Still draws an eloquent spiritual conclusion: "What is true of Romans in particular is no less true of the Christian life in general—during hard times, a doxology can sometimes seem out of place. … Whatever comes our way, may we never be found wanting for an appropriate doxology" (p. 67). Two intriguing reflections base themselves on changes made in the newest critical edition of the Greek NT, the 28th edition of Nestle-Aland. Peter H. Davids highlights how the editors of NA28 introduce an ouk into 2 Pet 3:10, thus radically changing the sense of how "the earth and everything will [or will not!] be found out" on the day of the Lord (pp. 140-42). Christopher A. Beetham emphasizes the editorial switch from Kyrios to Iēsous in Jude 5 regarding the one who "saved a people from the land of Egypt." He then comments on the typological parallel in 1 Cor 10:1-4 concerning the preexistent Christ and his role in the exodus. While most text-critical decisions are not terribly weighty in their theological import, Beetham stresses that "in this case the implications are staggering, contentious, and exciting" (p. 154). Given its emphasis on the practical and evangelical applications of nitty-gritty grammatical details, the book is an ideal supplement for an introductory or intermediate Greek course. Beginning students languishing in the dark wood of Greek verb forms and syntax will (one hopes!) find encouragement in realizing that apparently tedious concepts can demonstrate a theological point when properly understood and applied. Veteran teachers of Greek and preachers of the gospel will also benefit from these meditations, since plenty of neat insights are available on specific words, syntax, and translation issues that one might never have pondered before. Thomas Esposito O. Cist., University of Dallas, Irving, TX 75039 Copyright © 2019 The Catholic Biblical Association of America

Revista: Conversación sin barreras by José A. Blanco

Reviewed by: Revista: Conversación sin barrerasby José A. Blanco Ada Ortúzar-Young Blanco, José A. Revista: Conversación sin barreras. Instructor's Annotated Edition. 5thEdition. Vista Higher Learning, 2018. Pp. 217. ISBN 978-1-68005-042-4. The new edition of this well-established Advanced Conversation program continues to offer a wealth of materials for both instructors and students. The revised edition has replaced some "cortometrajes" and "lecturas" but the textbook maintains the old format and most of its content. [End Page 292]The "Supersite"—the online resources and course management system—also has been enhanced. As in previous editions, each of the six lessons centers on a topic: "¿Realidad o fantasía?," "Una cuestión de personalidad," "La influencia de los medios," "Las garras del poder," "Misterios del amor," and "Modos de vivir." Overall, they offer thematic variety that appeal to students and is conducive to class discussions on a diversity of opinions. Each lesson can be broadly divided into three categories that lend themselves to different pedagogical approaches. Each contributes in its own way to advance language skills and cultural awareness. One centers on authentic materials: a "cortometraje," various "lecturas," and a "tira cómica." Each of these are units in themselves and the instructor may choose to use all of them, or not, and opt to alter the sequence in which they are presented in the textbook. They are well planned and useful to the instructor and the students. Of particular value is the fact that these authentic materials are selected from many regions in the Hispanic world, bridging Spain and the Americas, in such a way that they provide students with authentic cultural variety and regional nuances of the language throughout the Spanish-speaking world. They also serve to introduce students to the reading of literature and to popular culture, which is provided by the "tiras cómicas" and the films. Each of the authentic materials unit contains introductory exercises that consist of a set of pre-reading and pre-viewing, useful vocabulary for this particular assigment, and brief information on the author. They are followed by the "Análisis," a series of exercises that range from comprehension and interpretation to topics meant to amplify the themes. They end with suggestions to work in pairs or small groups. A second category is devoted to a rapid review of those grammatical points that are most relevant to the materials presented. And lastly, each chapter wraps up with topics for a composition and for a "tertulia," thus giving the student ample opportunities to create both orally and in writing. Harnessing the latest technologies to enhance the teaching and learning experience is an essential component of any teaching program today. Revista's "Supersite" has many useful features for the instructor to manage and customize the course, such as creating quizzes, incorporating outside links and resources, grading tools, giving assignments online, and modifying the content with personalized notes. It also offers a communication center for the instructors to post messages as well as for students to communicate online with the instructor. For the students, the "Supersite" offers seamless integration with the textbook. Icons throughout the textbook point out to the features available online. The cost-conscious students, as well as those who prefer not to carry a hard copy, may purchase the online version of the textbook, which is also iPad friendly in the 5th edition. The "Supersite" brings the textbook to life with sounds and movements. Longer versions of the "cortometrajes" are provided, and students can immerse themselves in the Hispanic culture with sights and the spoken dialogue. Each lesson also includes an audio MP3 file of a reading of one of the "lecturas" with several options for the students depending on their level of comprehension of the spoken language. They may opt to listen to the reading as they follow the written text, or assess their comprehension of the language by just listing to it. Likewise, each word or phrase in the vocabulary section is read out loud which allows student to zero in the pronunciation of vowels and consonants, thus allowing them to refine their pronunciation. The exercises in the textbook also appear...