The Basque Language

006 第一回：調職到國外 文法1：I had better go 文法2：What do you do for a living? 020 第二回：自我介紹 文法1：the last marketing manager had left the company 文法2：As I mentioned in email 033 第三回：內部會議 文法1：How about emphasize the convenience and eco-friendly to the public 文法2：We can also introduce the other products that we produced to them 045 第四回：問路 文法1：It takes about a half-hour 文法2：Thanks to 053 第五回：慶祝生日 文法1：finish eating 文法2：here is a box where I put the number of gifts 065 第六回：確認資訊 文法1：Raw ingredients like meat, poultry, and raw vegetables contain microorganisms 文法2：Whenever the garbage truck comes, we will have people to throw them off 079 第七回：線上會議 文法1：I sent you the agenda before the meeting 文法2：Please send me a copy of design if you are done 091 第八回：計畫第一次出遊 文法1：I did even play in Carnegie Hall 文法2：why do you pick New York?

008-010：第一部分：字母系統概論 (The Latin Soul) 01. 只有 21 個字母：精簡純粹的拉丁之魂（與外來字母的區別）。 011-020：第二部分：五大母音：清晰響亮 (The Five Pure Vowels) 02. 母音 A：羅馬陽光下的燦爛「阿」（垂直張大的飽滿音）。 03. 母音 E：優雅與活力的「埃」（微笑扁平的清脆音）。 04. 母音 I：嘴角拉到極致的尖銳「伊」（絕無模糊的純淨音）。 05. 母音 O：像番茄一樣飽滿的「歐」（圓潤不帶尾音的純母音）。 06. 母音 U：嘟起嘴巴的深邃「嗚」（集中力量的飛吻音）。 021-026：第三部分：C 的變身規則：分水嶺 (The Versatile 'C') 07. 硬音 C (Ka, Ko, Ku)：節奏感十足的爆破（強壯母音的拍打）。 08. 軟音 C (Chi, Che)：像微風般的溫柔「ㄑ」（纖細母音的摩擦）。 09. 如何把軟音變硬？：請出「啞巴保鏢」H（Bruschetta 的精準讀法）。 027-032：第四部分：G 的變身規則：對稱美學 (The Magnetic 'G') 10. 硬音 G (Ga, Go, Gu)：來自喉嚨深處的震動（男高音般的重量感）。 11. 軟音 G (Gi, Ge)：充滿磁性的「吉」與「傑」（如同鋼琴黑白鍵的切換）。 12. 如何把軟音變硬？：同樣加個 H！（Spaghetti 與 Margherita 的美食發音學）。 033-040：第五部分：特殊的子音組合 (Unique Italian Blends) 13. 字母 H：深藏不露的「啞巴字母」（沈默的守門員）。 14. 組合 GN：舌尖上的溫柔鼻音「尼」（濕潤且具黏性的共鳴）。 15. 組合 GL：外國人最難跨越的「濕潤利」（舌邊音的終極挑戰）。 16. 組合 SC：會變臉的「噓」與「斯克」（隨鄰居變色的變色龍）。 041-044：第六部分：其他重要子音 (The Engine & The Spark) 17. 字母 R：義大利語的引擎「大舌音」（顫動靈魂的彈舌技巧）。 18. 字母 Z：充滿能量的火花「茨」與「滋」（爆破感十足的節奏音）。 045-047：第七部分：義大利語的靈魂 (The Soul of Rhythm) 19. 雙子音一定要停頓：聽懂與被聽懂的關鍵（Pal

006 第一回：學會英文道路標誌用語 文法1：One....The other.... 文法2：not either...or... = neither... nor... 017 第二回：學會用英文檢查車子的狀況 文法1：未來進行式 will be + V-ing 文法2：Let’s get going. 我們出發吧! 027 第三回：實用開車英文用語 文法1：the 比較級..., the 比較級... 愈...愈... 文法2：each 每一 038 第四回：交通注意事項 文法1：比較級 farther 和 further 的差別 文法2：or 作為對等連接詞的用法 049 第五回：手排車跟自排車的不同 文法1：be applicable to = be applied to 適用於、可被應用於 文法2：Although / Though S. + V., S. + V. 雖然 059 第六回：上高速公路 文法1：suppose 假定、推測、猜測 文法2：aka = also known as 又叫做、也稱為、亦作 068 第七回：加油站英文用語 文法1：I’m on E / running on empty 文法2：汽油和加油的不同說法 07 第八回：不同種類的車輛 文法1：一般問句換成間接問句的方法 文法2：whereas 而、然而

006 第一回：找尋適合且實用的筆電！ 文法1：several+複數名詞 文法2：will be+ Ving 未來進行式 015 第二回：搶救及時壞掉的平板！ 文法1：While 表同時 (當) 文法2：In the meantime 表 (同時) 023 第三回：免稅商店買香水! 文法1：look for 尋找 文法2：would+原型動詞 031 第四回：智慧手錶怎麼挑 文法1：be interested in 感興趣於某事情 文法2：For example 表舉例 040 第五回：試穿鞋子很重要 文法1：Would you? 文法2：Try ... on 049 第六回：為心愛的人買項鍊 文法1：a variety of 文法2：be into 喜歡= have a soft spot for sth. 057 第七回：冰箱品牌比一比 文法1：In terms of=就..而言: 「about」通常用來說明關於什麼樣的主題 文法2：On the other hand 066 第八回：超級紀念品 文法1：Way+形容詞 文法2：Spend 用法

010-011：第一部分：法語字母概論 (Introduction to French Alphabet) 01. 26 個字母：同樣的形體，不同的靈魂 012-026：第二部分：母音系統：口腔張力與形狀 (The Vowel System) 02. 基礎母音 A, I, O：拒絕滑動的純淨感 03. 最難的單母音 U：法語發音的「成人禮」 04. 另一個 U：OU 組合的深邃 05. 變化多端的 E (原形)：深藏不露的「中央元音」 06. 閉口音 É (Accent Aigu)：充滿朝氣的尖銳之音 07. 開口音 È 與 Ê：大開大闔的寬廣感 08. 字母 Y (I Grec)：來自希臘的「雙面間諜」 027-036：第三部分：法語的靈魂——鼻母音 (The Nasal Vowels) 09. AN / EN：昂——深沉的共鳴箱 10. ON：翁——圓唇的甕中迴響 11. IN / AIN / EIN：安——優雅的扁唇陷阱 12. UN：安——逐漸消失的微小差異 037-046：第四部分：特殊的子音規則 (Special Consonant Rules) 13. H 的沈默：最安靜的戰場 14. R 的喉音 (小舌音)：法語的標誌性聲音 15. C 與 G 的軟硬規則：隨鄰而變的變色龍 16. J 的發音：絕對的優雅共振 17. Q 的好朋友：永不分離的組合 047-052：第五部分：組合字母與特殊發音 (Compound Letters) 18. CH (Sh)：溫柔的噓聲 19. GN (Nie)：舌尖上的優雅跳躍 20. OI (Wah)：令人驚喜的「哇」音 053-058：第六部分：黃金拼讀規則 (The Golden Rules of Reading) 21. 字尾子音不發音：CaReFuL 規則 22. 連音 (Liaison)：流動的音樂 23. 縮寫 (Elision)：避免母音打架

006 第一回：水管壞了怎麼辦 文法1：電話用語的開頭 文法2：have + n. + p.p. 被動用法 016 第二回：車子維修英文大解析 文法1：副詞: Otherwise 否則、不然 文法2：vice versa 反之亦然 027 第三回：金融英語一次聽的懂 文法1：would like to + 原型動詞 = want to + 原型動詞 = feel like + 動名詞 文法2：According to 根據 (某人、研究、報導) 038 第四回：馬桶壞了怎麼辦 文法1：keep one’s fingers crossed / cross one’s fingers 食指和中指交叉祈求好運 文法2：疑問詞(what / why / how / where / when) + on earth 到底、究竟 049 第五回：暖氣壞掉怎麼辦 文法1：break down = not work = be out of use = be broken 文法2：whether... or... & whether... or not 文法 063 第六回：電燈壞了怎麼辦 文法1：turn on / turn off 打開/關閉電器 文法2：Silly me! 我真傻呀! 074 第七回：輕鬆用英文租屋 文法1：on one’s own 自己 = by oneself 文法2：假設語氣 088 第八回：輕鬆逛國外購物網站 文法1：one, ones, the one, the ones 文法2：percent off 打折

008-011：第一部分：泰語文字系統概論 (Introduction to Thai Script) 01. 像「毛毛蟲」的文字：解密元音附標文字 (Abugida) 的奧祕。 02. 沒有空格的恐懼：視覺斷字與鎖鏈式書寫的破解之道。 012-017：第二部分：子音的三大階級 (The Consonant Class System) 03. 中輔音 (Middle Class)：發音規則的「資優生」（9 個基礎字母）。 04. 高輔音 (High Class)：天生自帶上揚音的「歌唱家」（11 個送氣音）。 05. 低輔音 (Low Class)：人數最多的「平民階級」（24 個變色龍字母）。 018-027：第三部分：母音的 72 變 (The Multi-Dimensional Vowels) 06. 寫在「後面」的母音：長短音的節奏實驗（aa 與 a 的對決） 07. 寫在「上面」的母音：子音頭頂的小雨傘（i 與 ii 的視覺引導）。 08. 寫在「下面」的母音：深藏不露的足下功力（u 與 uu 的下沉音）。 09. 寫在「前面」的母音：視覺與聽覺的時間差（e 與 ae 的前鋒角色）。 10. 包圍結構的母音：給子音一個溫暖的擁抱（組合式母音 ao）。 028-037：第四部分：靈魂所在——五個聲調 (The Five Musical Tones) 11. 第一聲：中平調 (Mid Tone)：聲音的水平基準線。 12. 第二聲：低平調 (Low Tone)：穩重的大提琴深音。 13. 第三聲：下聲 (Falling Tone)：戲劇性的高低轉折。 14. 第四聲：高音 (High Tone)：輕盈的尖叫與能量感。 15. 第五聲：上聲 (Rising Tone)：好奇且溫柔的「眨眼睛」音。 038-043：第五部分：難點突破與特殊發音 (Challenges & Special Sounds) 16. R 與 L 的區別：彈舌音的正式感與日常的懶音文化。 17. Ng (ง) 放在字首：挑戰肌肉慣性（華人學習者的魔王關卡）。 18. 尾音的變化 (Final Consonants)：隱藏的閉塞術（K, P, T 的截斷藝術）。 044-054：第六部分：書寫、拼讀與社交 (Rules & Social Politeness) 19. 隱形母音 (

008-010：【第一章】基本問候 (Basic Greetings) 聲音魔法：從 Hello 到 Good Day，建立第一印象的黃金三秒。 011-013：【第二章】自我介紹 (Self-Introduction) 標籤之外：如何在 30 秒內介紹你的來歷、故事與自豪。 014-016：【第三章】表達感謝與道歉 (Gratitude & Apology) 禮儀邊界：英國人的 Sorry 與美國人的 No Problem 背後的文化差異。 017-019：【第四章】在咖啡廳 (At the Cafe) 第三空間：客製化你的咖啡需求，並享受那份悠閒的氣氛。 020-022：【第五章】在餐廳點餐 (Ordering Food) 味蕾溝通：從看懂菜單到處理餐點錯誤的優雅談判術。 023-026：【第六章】購物詢問價格 (Shopping) 價值交換：如何詢問規格、議價並在購物中展現品味。 027-029【第七章】詢問位置與交通 (Directions & Transport) 城市導航：不再迷失在車站與街道間，精準描述你的目的地。 030-032：【第八章】數字與時間 (Time & Numbers) 節奏大師：掌握英語數字的發音規律，不再錯過任何一班火車或約會。 033-035：【第九章】詢問意願與邀約 (Invitations) 友誼之門：如何優雅地發出邀請，並在被婉拒時大方給予台階。 036-038：【第十章】表達喜歡與愛好 (Likes & Hobbies) 靈魂共鳴：分享你的電影、運動與熱情，找到跨文化的共同語言。 039-041：【第十一章】在便利商店 (At the Convenience Store) 高效對答：快速生活節奏下的簡短英語，應對結帳時的所有小問題。 042-044：【第十二章】關於天氣 (Weather) 開場之王：用天氣作為 Small Talk 的最佳切入點，打破初見面的尷尬。 045-047：【第十三章】在藥局或醫院 (Health & Hospital) 關鍵時刻：精準描述生理症狀，並讀懂藥劑師的貼心叮嚀。 048-050：【第十四章】請求幫助 (Asking for Help) 勇氣練習：當你迷失或遭遇困難，如何用得體的英語獲得支援。 051-053：【第十五章】撥打電話 (On the Phone)

006 第一回：搶走某人的風頭、 竊取某人的創意 文法1：happened once 文法2：To do or say something that someone else was planning to do or say 015 第二回：結婚用語 文法1：which is known as 'Handfasting' 文法2：either...or... 023 第三回：敲詐 文法1：unless certain demands are met 文法2：Those forcing the tribute would 031 第四回：華麗而無用之物、 累贅之物 文法1：could vs should vs would 用法 039 第五回：改天吧! 文法1：has/have been Vpp 現在完成被動式 文法2：so as to / so as not to 047 第六回：說漏嘴、洩漏秘密 文法1：upon 文法2：instead, instead of 055 第七回：直接進入正題吧！ 文法1：is said to 文法2：while 063 第八回：硬著頭皮、咬緊牙關 文法1：such 用法 文法2：either...or...

006 第一回：時間管理四象限法則 文法1：Prevent 預防 vs. Avoid 避免 文法2：have / put sth. on one’s plate 020 第二回：五個改變生活的習慣 文法1：I’m all for it. 文法2：better 四個詞性 034 第三回：晨間作息 文法1：depend on / be dependent on 文法2：pretty 當副詞使用時的文法 046 第四回：蔬食飲食 文法1：倒裝句 文法2：附加問句 060 第五回：日常肌膚保養 文法1：Since 文法2：Here is / Here are 倒裝句 074 第六回：習慣的力量 文法1：Once 用法 文法2：have got to=have to=got to=gotta/have gotta 必須、需要 088 第七回：瑜伽與人生 文法1：The reason why S1 + V1 is/was that S2 + V2... 文法2：S. + make + O. + adj. 102 第八回：陽性能量與陰性能量 文法1：help 文法 文法2：out of nowhere 出乎意料、突然 (強調不知何處)

006 第一回：不可不知的美國超級市場！ 文法1：be known as 文法2：had+pp 過去完成式 015 第二回：尋找冷凍食品！ 文法1：Maybe 文法2：As well as 024 第三回：尋找適合自己的牛奶 文法1：Both A and B 文法2：any 033 第四回：一窺不同牛肉的說法 文法1：come in 文法2：Here it is ph. 042 第五回：尋找自己想吃的麵包 文法1：be located 位於 文法2：be made with 050 第六回：不同風味的嘴饞零食 文法1：In the mood for= to feel like doing or having something有意（做／要…) 文法2：What about~?可用來徵求意見，打聽細節 058 第七回：選擇適合自己的飲品 文法1：Enjoy表享受後面會加Ving 文法2：a few表稍微、不多的 (正面)後面加可數名詞 066 第八回：選擇適合自己親友的進口招 待食品 文法1：Prepare 文法2：Include

008-010：第一部分：印尼語的絕對優勢 (Indonesian Advantage) 01. 26 個字母，所見即所得：打破語言恐懼症，認識印尼語最「老實」的拼讀規律。 011-020：第二部分：五大母音 (The Five Basic Vowels) 02. 母音 A：像陽光一樣燦爛的「阿」（垂直開闊的關鍵）。 03. 母音 I：嘴角拉開的優雅「伊」（水平延伸的笑意）。 04. 母音 U：嘟起嘴巴的溫柔「嗚」（飽滿圓潤的吹氣音）。 05. 母音 E 的雙重人格：印尼語唯一的變色龍（弱音 ㄜ vs. 強音 ㄝ）。 06. 母音 O：飽滿深沉的「歐」（純淨不滑動的圓唇音）。 021-026：第三部分：雙母音 (Diphthongs) 07. 雙母音 AI：從燦爛到纖細的優雅滑行（「愛」的延伸）。 08. 雙母音 AU：從開闊到圓潤的溫柔收尾（「奧」的滑行）。 09. 雙母音 OI：稀客到訪的神祕之音（Boy 的尾音感嘆）。 027-034：第四部分：容易搞混的子音：關鍵區 (Critical Consonants) 10. 子音 C：絕對不是 K，它是溫柔的「ㄐ」（避開學習第一大陷阱）。 11. 子音 G：堅定不移的硬漢「葛」（拒絕變色的硬音）。 12. 子音 J：帶有磁性的彈跳「吉」（濁音與震動的魔力）。 13. 子音 Y：串聯聲音的親切「耶」（讓語調柔和的小橋）。 035-044：第五部分：特殊的子音組合 (Digraphs) 14. 組合 NG：深沉的鼻腔共鳴音（字首鼻音的挑戰）。 15. 組合 NGG：鼻音與爆破的二重奏（鼻音與 G 的層次感）。 16. 組合 NY：舌尖與上顎的溫柔接觸（帶有黏著感的優雅音）。 17. 組合 KH：喉嚨深處的沙啞聲（源自阿拉伯語的神祕音）。 18. 組合 SY：優雅的安靜聲（比 S 更深邃的「許」）。 045-050：第六部分：尾音的藝術 (The Art of Endings) 19. 字尾的 K：突然中斷的閉氣藝術（入聲的節奏感）。 20. 字尾的 H：輕如蟬翼的嘆息（不可忽略的微弱吐氣）。 21. 捲舌音 R：印尼語的動力引擎（彈舌音的訓練與技巧）。 051-053：第七部分：語調與重音 (Rhythm & Intonation) 22. 重音規則：感受南洋的律動（倒數第二音節的規律）。

006-021：第一階段：句子的骨架（名詞與代名詞） 01. a / an / the：數量與指定的標籤 —（冠詞） 02. Singular & Plural：數量的執著 —（單數與複數） 03. Subject & Object Pronouns：誰是主角？誰是配角？ —（主格與受格） 04. Possessive：宣示主權的藝術 —（所有格） 022-031：第二階段：動詞的靈魂（be 動詞與助動詞） 05. Verb to Be：存在與狀態的基石 —（am / is / are） 06. Do / Does：動詞的隨身保鏢 —（助動詞：疑問與否定） 07. There is / There are：這裡那裡「有」什麼？ —（存在句） 032-043：第三階段：時態（時間的魔法） 08. Present Simple：恆久不變的日常 —（現在簡單式） 09. Present Continuous：當下的流動 —（現在進行式） 10. Past Simple：已經關上的歷史書 —（過去簡單式） 11. Future Simple：明天的藍圖 —（未來式：Will 與 Going to） 044-055：第四階段：細節修飾（介系詞與情態） 12. Adjectives：名詞的化妝師 —（形容詞位置） 13. Prepositions of Time/Place：定位時間與空間 —（In / On / At） 14. Modal Verbs：語氣的溫度計 —（Can / Should / Must） 15. WH- Questions：搜集資訊的偵探工具 —（疑問詞）

009-014：第一部分：韓文的基礎概念 (The Foundations) 01 | 韓文的起源：世宗大王與《訓民正音》 02 | 韓字的構成邏輯：像堆積木 03 | 母音的設計哲學：天、地、人 015-024：第二部分：基本母音 (Basic Vowels) 04 | 垂直母音：ㅏ (a) 與 ㅓ (eo) 05 | 水平母音：ㅗ (o) 與 ㅜ (u) 06 | 中性母音：ㅡ (eu) 與 ㅣ (i) 07 | 加一筆多個 Y：ㅑ, ㅕ, ㅛ, ㅠ 08 | 複合母音：ㅐ (ae) 與 ㅔ (e) 025-035：第三部分：子音系統 (Consonant System) 09 | 基本子音 1：ㄱ, ㄴ, ㄷ, ㄹ 10 | 基本子音 2：ㅁ, ㅂ, ㅅ, ㅇ, ㅈ 11 | 激音（送氣音）：ㅋ, ㅌ, ㅍ, ㅊ 12 | 硬音（雙子音）：ㄲ, ㄸ, ㅃ, ㅆ, ㅉ 13 | 子音的三段變化比較 036-042：第四部分：收尾音 (Batchim) 14 | 什麼是收尾音（Batchim）？ 15 | 收尾音的「7 種聲音」法則 16 | 收尾音範例練習：책, 밥, 옷 043-050：第五部分：關鍵發音規則 (Sound Change Rules) 17 | 連音規則 (Liaison) 18 | 鼻音化 (Nasalization) 19 | 硬音化規則 (Tensification) 20 | 氣音化 (Aspiration) 051-054：第六部分：總結與實戰 (Conclusion & Practice) 21 | 綜合拼字練習：拆解「한글」 22 | 初學者必背的招呼語

008-011：第一部分：越南語文字系統概論 (Writing System Overview) 01 | 國語字 (Quốc ngữ) 的起源與演變 02 | 29 個字母的組成與結構分析 012-023：第二部分：靈魂所在——六個聲調 (The Six Tones) 03 | 第一聲：平聲 (Thanh Ngang) —— 純淨的共鳴與基準線 04 | 第二聲：玄聲 (Thanh Huyền) —— 低沉如嘆息的下降調 05 | 第三聲：銳聲 (Thanh Sắc) —— 激昂且短促的攀升音 06 | 第四聲：問聲 (Thanh Hỏi) —— 婉轉懷疑的先降後升 07 | 第五聲：跌聲 (Thanh Ngã) —— 充滿張力的斷裂藝術 (喉塞音) 08 | 第六聲：重聲 (Thanh Nặng) —— 瞬間墜地的極短重音 024-033：第三部分：母音系統——帶帽子的遊戲 (Vowel System) 09 | A 系列：a, ă, â —— 寬度、長度與開口度的平衡 10 | E 系列：e, ê —— 決定笑容深度的嘴型控制 11 | O 系列：o, ô, ơ —— 圓唇與不圓唇的精確藝術 12 | U 系列：u, ư —— 內斂嘟唇與外放假笑的對比 13 | I 與 Y 的區別 —— 歷史留下的雙胞胎與拼寫規範 034-049：第四部分：特殊的子音規則 (Special Consonants) 14 | D 與 Đ 的戰爭 —— 決定命運的「橫槓」力量 15 | Ph 子音 —— 消失的 F 與優雅的唇齒摩擦 16 | Th 子音 —— 挑戰肺活量的強力送氣爆破 17 | Kh 子音 —— 喉嚨深處的靈魂摩擦音 18 | G 和 Gh —— 濁音共鳴與 i, e, ê 的特殊拼寫規則 19 | Ng 和 Ngh —— 讓外國人崩潰的字首鼻音巔峰 20 | Nh 子音 —— 舌尖上的柔和硬腭音 21 | Tr 與 Ch 的區別 —— 捲舌與平舌的辨聽與發音 050-052：第五部分：總結與實戰練習 (Summary & Practice) 22 | 拼音練習與實戰心法

008-010：第一部分：英語發音的殘酷現實 (Introduction) 01. 26 個字母 vs. 44 種聲音：打破「字音合一」的迷思，認識音素的力量。 011-021：第二部分：基礎短母音 (Short Vowels) 02. 短母音 A /æ/：那朵燦爛的梅花音（大笑與下巴位）。 03. 短母音 E /ɛ/：放鬆的微啟音（中文「耶」的去尾音）。 04. 短母音 I /ɪ/：那個被誤解的「一」（放鬆與模糊的藝術）。 05. 短母音 O /ɑ/：向醫生張大嘴巴（深沉的喉嚨啊）。 06. 短母音 U /ʌ/：肚子被輕輕揍了一拳（驚訝且彈性的短音）。 022-029：第三部分：長母音與 Magic E (Long Vowels) 07. A_E /eɪ/：字母本名的自信回歸（優雅滑向「ㄟ」）。 08. I_E /aɪ/：大方地喊出「愛」（長音的自信 vs. 短音的懶惰）。 09. O_E /oʊ/：讓聲音圓潤地滑動（從大圓到小圓的雙母音）。 10. U_E /ju/：那聲優雅的「優」（起跳與滑行的組合）。 030-032：第四部分：最重要的母音 (The King of English) 11. 什麼是 Schwa /ə/？：英語世界的「懶惰國王」（節奏感的靈魂）。 033-043：第五部分：特殊的子音組合 (Digraphs) 12. TH 的兩種發音：別怕，請伸出你的舌頭！（無聲吹氣 vs. 有聲震動）。 13. SH vs. CH：噓聲與爆破的對決（流動感 vs. 彈跳感）。 14. PH = F：隱形的 F 變裝秀（牙齒咬嘴唇的摩擦）。 15. WH (H 不發音)：那聲純淨的「嗚」（與例外 Who 的切換）。 16. NG (鼻音)：別讓 G 掉下來（深沉的鼻腔共鳴）。 044-047：第六部分：R 與 L 的魔鬼細節 (Liquid Sounds) 17. R 的捲舌：英語的靈魂震動（絕對不接觸口腔的祕訣）。 18. Dark L (字尾的 L)：那個消失的「歐」（喉嚨深處的秤砣音）。 048-053：第七部分：容易混淆的規則 (Tricky Rules) 19. 硬 C 與 軟 C：看清你的鄰居是誰（爆破 K vs. 滑順 S）。 20. 硬 G 與 軟 G：規則中的小叛逆（鼓聲 G vs. 磁性 J）。 21. 沉默的字母 (Sile

Dr. Tzu Yu Allison Lin achieved her PhD with her study of Virginia Woolf and London narratives at Goldsmiths, University of London. Her research interests are visual and verbal representations, literary criticism and language teaching. She has articles and books published in English, including the most recent, Art and Narrative (2019). She is teaching at Gaziantep University, Turkey.

A number of research groups around the world have begun to study how the brain acquires and processes language, but we still know comparatively little about it. Many such groups work on very specific, often narrow, problems. This approach is certainly necessary, but a broad perspective can be helpful, if not essential, too. This volume consists of an important collection of papers presented at the Seminar on Language, Evolution, and the Brain (SLEB), hosted by the International Institute for Advanced Studies in Kyoto, Japan, bringing together distinguished researchers with background in cognitive science, anthropology, linguistics, robotics, physics, etc. Major topics discussed here include: Creoles and pidgins, and their implications regarding language evolution. Quantitative analysis and modeling of various aspects of language evolution, including the evolution of lexical items and color terms, the emergence of linguistics categories, and the dynamics of language competition. The ev

Self-Access Language Learning (SALL) has played a prominent part in language education in universities. Its role is to foster autonomous learning among students. With the wide-spread implementation of SALL and its increasing impacts on students, it is important to understand how SALL is managed in order to meet the learning needs of the users in the most resource-effective way. This book provides readers with an understanding of SALL management by setting the discussion against a wider backdrop and also examining details of current good practice. The authors examine issues of leadership and management in education before turning to look at the roles of a SALL manager, and suggest how these roles are changing and what the future may hold for managing SALL. Case studies are used to illustrate how SALL is managed in different universities as a way of contextualising the issues discussed in the book. The book is of relevance to institutional and departmental managers, classroom-based lan

- Is translation the best method to solve the problems created by a differences in languages ? There are two answers to this question: 1. In an ancient society- YES 2. In a modern society – NO Why are there two answers and what makes the difference ? .......

Evolution of language has evolved at multiple levels—from changes in the cognitive processes by which language is acquired in the individual, to language change by diffusion of acquired linguistic features across populations of individuals, to the emergence of linguistic features over phylogenetic time scales. Evolution of language at each of these levels interacts with that at each other level. This volume is a collection of essays by noted researchers from diverse fields that deals with a broad spectrum of issues in the study of language evolution. The principle topics addressed here include: the genetic and cognitive bases for the phylogenetic emergence of language; several distinct accounts of the underlying cognitive processes by which children learn to acquire language; a critique of the methods employed by historical linguists in the last century; the modeling of language evolution using mathematical and computational techniques; discussions on the complexity of language.

本書集結六篇論文（第一、三、四、六篇德文，第二篇西班牙文，第五篇義大利文），本書為因應時代變遷下的教育環境及學生職涯挑戰，在教學方法上所提出新的論述及建構。 This book contains essays by various teachers from different universities and departments with the aim of presenting modern teaching methods for the changed learning and study conditions on the basis of theoretical preliminary considerations. Language teachers at Taiwanese universities often encounter similar difficulties in designing lessons: students’ increasing frustration and lack of motivation. Many students experience a high level of frustration and demotivation; they cannot find future prospects in language studies. Confronted with reality of time-consuming internships, part-time jobs and life, many students become painfully aware that a linguistic degree won’t prepare them for later work or provides career opportunities. In addition, they realize their low language skills and life experiences. Aware of that problem, the language departments have to find new teaching methods and create curricula which

This reader is designed for an intermediate-level Chinese course in which students not only develop proficiency in the Chinese language but also gain some knowledge of Chinese culture. It consists of twenty-two lessons, which are arranged according to their level of difficulty. Each lesson contains a core text and a reading text. The contents of the texts cover a wide variety of topics, including Chinese language structures and characters, Chinese customs, proverbs, holidays, social phenomena, religions, poetry and geography, as well as Chinese folklore. A list of questions for group discussion follows the text in each chapter to help students further explore issues related to Chinese culture and to their own lives. Grammar notes and exercises for relevant grammatical points are introduced after each core text to enhance students’ skills of reading, comprehension and writing. The grammar notes are all explained in English and illustrated through sample sentences in Chinese with Engli

Learning Chinese Language and Culture is an intermediate level textbook, which was intended to be used throughout the entire school year and designed mainly for students who have completed introductory courses of Chinese as a foreign language. This book illustrates Chinese language knowledge and introduces Chinese culture in twenty-two lessons, covering a variety of cultural content, including customs and manners, holidays and festivals, poems and idioms, calligraphy and couplets, myths and legends, feng shui and superstitions, and historical relics and sceneries and many others. In every lesson, the authors have strived to maintain a clear topic and a coherent structure. They have also endeavored to keep the contents lively and achieve a fluent writing style while closely controlling the structure and grammar of every lesson.

Learning Chinese Language and Culture is an intermediate level textbook, which was intended to be used throughout the entire school year and designed mainly for students who have completed introductory courses of Chinese as a foreign language. This book illustrates Chinese language knowledge and introduces Chinese culture in twenty-two lessons, covering a variety of cultural content, including customs and manners, holidays and festivals, poems and idioms, calligraphy and couplets, myths and legends, feng shui and superstitions, and historical relics and sceneries and many others. In every lesson, the authors have strived to maintain a clear topic and a coherent structure. They have also endeavored to keep the contents lively and achieve a fluent writing style while closely controlling the structure and grammar of every lesson.

In this ground-breaking, posthumous study, the late Lo Jung-pang discusses the geographic, political, and commercial factors that led to the emergence of seapower and a navy under the Ming. While Zheng He and his seven expeditions have received some scholarly attention, few understand the long history of maritime engagement which provided the nautical and technical background for these voyages. The evolution of this maritime engagement and its extension into the Indian Ocean is the focus of Lo’s still-timely and highly significant work. In addition to detailing the rise of the Ming navy and its extraordinary accomplishments, Lo also examines some of the factors that led to the end of China’s first great maritime era: Why did China suddenly seem to turn away from the seas? Were the military defeats in Annam and on the northern borders significant in this? Or were financial pressures key? Empire in the Western Ocean represents the most comprehensive and insightful English-language trea

Selected as One of the Sixty-five Masterpieces for the UNESCO Collection of Representative Works The fu, or rhyme-prose, is a major poetic form in Chinese literature, most popular between the 2nd century b.c. and 6th century a.d. Unlike what is usually considered Chinese poetry, it is a hybrid of prose and rhymed verse, more expansive than the condensed lyrics, verging on what might be called Whitmanesque. The thirteen long poems included here are descriptions of and meditations on such subjects as mountains and abandoned cities, the sea and the wind, owls and goddesses, partings and the idle life. Burton Watson is universally considered the foremost English-language translator of classical Chinese and Japanese literature for the past five decades. Gary Snyder calls him a "great and graceful scholar," and Robert Aitken has written that "Burton Watson is a superb translator because he knows what literature is." Here his seemingly effortless translations are accompanied by a comprehens

Li He is the bad-boy poet of the late Tang Dynasty. A Song dynasty critic once described Li He’s poetry as written in the “language of a demonic immortal” and filled with hallucinatory evocations of goddesses, beautiful courtesans, Buddhist visions, drunken nights, and corruption. As the scholar Anne M. Birrell, writes, “Of all the Tang poets, even of all Chinese poets, he best speaks for our disconcerting times.” Modern critics have compared him to Rimbaud, Baudelaire, and Keats. In the crystalline translations by the noted scholar J. D. Frodsham, the 1983 edition of this book has been out of print for decades.

This work is written by Prof. C. T. Hsia, a renowned scholar of Chinese literature, on six major novels ranging from the Romance of the Three Kingdoms to the Dream of the Red Chamber, each a landmark in the development of Chinese vernacular literature over a five-hundred-year period. This erudite and thought-provoking study has proved the best and most comprehensive guide to the research in this particular branch of Chinese literature. Although written nearly fifty years ago, it reads as freshly today as it did then. It is still by far the single best introduction to the subject in the English—or indeed in any language. This remains the one book to place in the hands of any curious reader wanting to know what the masterpieces of classic Chinese fiction are like, what they are about, and why they are so special. ------------------------------------------------------------------------- Prior to the publication of this work, criticism on classic Chinese fictions had hardly begun its

This is a novel, not a text book, although the reader may like to use some of the content of this book for German language teaching or learning. This is a novel that is intended to serve a dual purpose: For reading pleasure and for picking up and/or boosting one’s existing knowledge of German. The book should be read chapter by chapter, starting from Part I all the way to the end of Part II, as the story and the progression of the language instruction and discussion follow a linear thread. As far as the story goes, the reader will find the two main characters, William and Becky from Hong Kong, both college students who have just completed their first year of a degree programme and are now on exchange to University of Freiburg in Germany for a semester – August to December, which eventually turns out to be a bit longer, extending to end of February. This is part of an internationalization programme that they are going through and capitalizing on. On arrival in Germany their first stop

In this handy book, Icy Lee and Paul Sze openly share their stories as nonnative English speaking educators in TESOL (Teaching English to Speakers of Other Languages). This collection of teachers’ stories provides a source of inspiration for both native and nonnative speaking professionals in the field, encouraging them to re-examine key issues in the profession and to reflect on their own practice critically. "Voices from the Frontline: Narratives of Nonnative English Speaking Teachers is a must-read for anyone in TESOL as it brings power through stories to inspire teachers, native or nonnative alike, to reflect, recharge and re-imagine what they do by confronting challenges with problem solving tactics, and devoting themselves to the profession with enthusiasm and passion." —Jun Liu, Georgia State University " 'Nativeness' is no magic bullet for effective and successful language teaching. Icy Lee and Paul Sze's exhilarating accounts of their learning trajectories and teaching exper

More than any other treasure, Shijing 詩經 contains the historical roots of China, from which much of modern culture grew. From a lovelorn young man to an aging woman spurned by her wedded husband, from an elder statesman admonishing a young sovereign, to foot-soldiers facing the unspeakable fate of sacrificial burial, the love and war in Shijing serves as a key to unlock the cultural roots of Ancient China. The book presents the reader with a fascinating glimpse of the peoples of Ancient China by analyzing many poems in Shijing and discussing aspects of culture and events reflected in the poems from a wide range of disciplines, including archeology, ethnography, history and linguistics. Reading this book will enhance the general reader’s knowledge of Chinese culture as well as familiarity with the language as a “bare-bone”. Minimalist English translation is used which enables readers to get closer to and gain a better sense and flavor of the original text.

Professor William S-Y. Wang is among the most influential contemporary linguists. For several decades, he has been leading the development of Chinese Linguistics to a higher level. Professor Wang established the famous theory of lexical diffusion, advocating an evolutionary perspective and interdisciplinary methods for research on language and linguistics. His writings have appeared in handbooks, textbooks, encyclopedias, numerous technical journals, and have been translated into several languages. On the occasion of his 80th birthday, numerous pupils and colleagues of Professor Wang come together for the compilation of the Festschrift to pay tribute to him. The Festschrift has over sixty contributions by scholars from Mainland China, Hong Kong, Taiwan, East Asia, North America and Europe, partitioned in Chinese and English volumes. Authors are active in areas of various linguistic frontiers, investigating language and linguistics from an interdisciplinary perspective. Most of the con

This study investigates the internal structure of noun phrases In Chinese and argues that number, referentiality, and totality/partitivity are all syntactically represented. Viewing number in a new light, it claims that number in a classifier language is syntactically encoded via the use of a $P, i.e., NumP, the head of which is occupied by a classifier/massifier (cf. Boer 2005). Plurality Is realized differently in a #P via the use of numerals, the plural classifier xie, quantifiers, or the reduplication of classifiers/massiflers. The plural marker-men is a derivational suffix marking either collective plurality or semantic plurality, resolving the problem that syntactic plurality may co-occur with semantic plurality when syntactic plurality marks an indeterminate quantity. Unlike the standard head-complement analysis that assumes a DP-NumP-CIP-DP hierarchy, this study argues that a numeral or a quantifier enters into a relation with a classifier/massilier, forming a UP A P (with or w

Prof. William S-Y. Wang, an eminent linguist, has made significant contributions to the field regarding lexical diffusion, experimental phonetic studies, language simulation and modeling, and aging and language. To celebrate his 90th birthday, colleagues and friends worldwide have contributed over 30 articles to a two-volume Festschrift. The English volume includes topics such as Chinese language evolution, the relationship between language and music, and the brain processes involved in language production. This Festschrift is written by and for experienced language researchers and is also suitable for students of Chinese linguistics and those interested in Chinese culture, history, and neurology.

內容簡介 ˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL ˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese ˙Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts ˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese ˙The selecting of keywords/phrases in thetextbooks is greatly in line with vocabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks In recent years, the background of learners has become diversified, and the number of self-study students of elementary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards s

Appropriate for use by students at varying levels of competence, Burmese: A Cultural Approach provides a thorough and systematic introduction to the Burmese writing system in Part One and a series of true-to-life conversations in Part Two. Students with some prior knowledge of the spoken language but little familiarity with the Burmese script can use Part One to solidify their grasp of the Burmese sound system as well as its orthography. Intrepid beginners could also start their study of the language by making use of Part One. Doing so would mean making a slower start at formulating phrases as compared to using a romanization system but learners would gain a firmer foundation for the later—and eventually, faster—development of their speaking and reading skills. The conversations in Part Two are extensively annotated in order to illustrate grammatical patterns, characteristic turns of phrase, and typical habits of social interaction. True to an anthropological approach to language le

ESL/EFL Cases: Contexts for Teacher Professional Discussions is designed to provoke conversations on language teaching from multiple perspectives. The format of the presentation of cases allows the reader to gain insights on teaching from the vantage point of the students’ proficiency, the teacher’s perspective, the writers’ questions and suggested answers and finally the critical commentary. Readers are treated as thinking professionals who are capable of analysing the acts of language teaching through the teaching excerpts and the dynamic lesson transcriptions. The questions and critical commentary encourage deeper and more critical processing rather than a superficial interpretation of the teaching act. The cases, derived from authentic teaching contexts, encourage readers to appreciate the rich tapestry of teaching with all its complexities. Designed to promote professional discussions and deeper reflective and more effective practice, this book is a must for the teacher education

English Explained explores the areas of English grammar that are most affected by misinformation and confusion and supplies the learner with the knowledge to finally grasp the workings of this multifaceted language. The fifty sections of English Explained cover the misunderstood, the misleading, and anything that appears to break the standard grammar ‘rules’ we are all taught. The book has been written, in the first instance, for teachers and prospective teachers (TESOL/TEFL) whose first language is not English. A key aim of the book, then, is assisting both students and teachers on a practical level by equipping them with the knowledge and the awareness to answer any challenging questions a teacher or an enquiring student may pose over the course of an English class. It will also prove invaluable to students of all disciplines who seek a better grasp and understanding of English grammar—essential for achieving competency in both writing and reading.