Relevant bibliographies by topics / Anglistiek

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Anglistiek'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Anglistiek"

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Delanoy, Werner. "Anglistics as a Dialogic Discipline." ELOPE: English Language Overseas Perspectives and Enquiries 3, no. 1-2 (2006): 233–44. http://dx.doi.org/10.4312/elope.3.1-2.233-244.

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In my article; dialogue is suggested as a basic direction for Anglistics. Such a perspective results from a normative notion of dialogue based on a set of particular criteria. In general terms; a case is made for (self)-critical and respectful confrontation with other viewpoints within and beyond Anglistics to further develop existing positions and to create new forms of co-operation. While in the first two sections this concept is introduced and applied to the discipline of Anglistics; the final section is focussed on an area of major conflict in contemporary ELT debates. In fact; a dialogic approach will be suggested for dealing with two opposite tendencies; one aiming for standardization and the other for a humanistic form of education.
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Haas, Renate. "Krise der deutschen Anglistik?" Zeitschrift für Literaturwissenschaft und Linguistik 26, no. 3 (1996): 132–40. http://dx.doi.org/10.1007/bf03396420.

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Keating, Patricia A. "In Memoriam." Journal of the International Phonetic Association 44, no. 3 (2014): 352. http://dx.doi.org/10.1017/s0025100314000346.

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Regent Exeter (9 October 1959 – 26 March 2014), Shropshire, UK (Life member).Prof. D. Dudley Knight (1 July 1939 – 25 June 2013), Professor Emeritus of Drama at the University of California, Irvine; actor and voice/dialect coach who taught the IPA to actors.Prof. Dr. Horst Weinstock (25 June 1931 – 8 May 2013), Institut für Anglistik, Amerikanistik und Romanistik, Aachen University (Life member).
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Greilich, Susanne. "Kulturwissenschaft in den Philologien. Das Beispiel der deutschen Germanistik und Anglistik." SYMPOSIUM CULTURE@KULTUR 1, no. 1 (2019): 23–29. http://dx.doi.org/10.2478/sck-2019-0003.

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AbstractNach langen Jahren der Debatten hat sich die Kulturwissenschaft in den philologischen Fächern in Deutschland etabliert. Sowohl hinsichtlich der programmatischen Auseinandersetzung als auch der wissenschaftlichen Praxis scheint eine Phase der vorläufigen Konsolidierung erreicht, die sich gleichwohl durch eine große Bandbreite im begrifflichen Verständnis und der konkreten Ausgestaltung von Kulturwissenschaft auszeichnet. Der Beitrag zeichnet diese Bandbreite auf der Grundlage von jüngeren Positionsbestimmungen und Einführungsbänden nach. Dabei gilt das Augenmerk den ‚Nachbarphilologien’ der Romanistik, spezifischer: der Germanistik und Anglistik.
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Damps, Ewelina. "Forschungen polnischer Wissenschaftler zum deutschsprachigen Theater in Danzig." Studia Germanica Gedanensia 42 (December 8, 2020): 111–20. http://dx.doi.org/10.26881/sgg.2020.42.11.

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Im Mittelpunkt des vorliegenden Beitrags steht die polnische Forschung zum deutschsprachigen Theater in Danzig. Solche Studien wurden in Danzig sowohl von Polonisten und Theaterwissenschaftlern als auch von Germanisten, Anglisten und Skandinavisten durchgeführt. Der Artikel hat zum Ziel, den Forschungsstand und die Forschungsperspektiven aufzuzeigen.
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Blömeke, Sigrid. "Neue Medien in der Lehrerausbildung. Zu angemessenen (und unangemessenen) Zielen und Inhalten des Lehramtsstudiums." Einzelbeiträge 2003 2003, Occasional Papers (2003): 1–29. http://dx.doi.org/10.21240/mpaed/00/2003.01.11.x.

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In vier Schritten wird dem Verhältnis von Lehrerausbildung und neuen Medien nachgegangen. Zunächst werden grundsätzliche medienpädagogische Aufgaben der Lehrerausbildung herausgearbeitet, bevor das Ausbildungsprofil ihrer ersten und zweiten Phase in den Blick genommen wird. Ausgangspunkt der Theoriebildung sind professions- und institutionentheoretische Ansätze, die auf die neuen Medien bezogen werden; Konkretisierungen erfolgen an Beispielen aus der Germanistik, der Anglistik, der Geschichte und der Mathematik. Anschliessend wird der Erwerb medienpädagogischer Kompetenz durch zukünftige Lehrerinnen und Lehrer von dem Erwerb basaler Medienkompetenz als eines Elements von Allgemeinbildung abgegrenzt. Zum Schluss werden Konsequenzen für die strukturelle Gestaltung der Lehrerausbildung gezogen.
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Kavalir, Monika. "Učinki transferja pri absolutni in relativni rabi pridevnikov med slovenskimi študenti angleščine." Journal for Foreign Languages 8, no. 1 (2016): 75–98. http://dx.doi.org/10.4312/vestnik.8.75-98.

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Prispevek analizira učinke transferja med slovenščino in angleščino na področju malo raziskanih absolutnih in relativnih rab pridevnikov. Teoretična osnova, ki loči podsistema standarda (notranji, zunanji) in stopnje (osnovna, srednja, visoka), je nadgrajena s praktičnim preizkusom, v kolikšni meri slovenski študenti anglistike, katerih znanje je na ravni C1 in C2, na tem področju (neustrezno) prenašajo jezikovne strategije iz enega jezika v drugega. Rezultati kažejo, da študenti, vključeni v preizkus, ob prevajanju iz slovenščine v angleščino v veliki večini ohranjajo absolutne primernike, čeprav so ti v angleščini veliko redkejši. Po drugi strani tudi ob prevajanju v materni jezik znaten del študentov ohranja absolutne presežnike, ki so produktivna strategija v angleščini, v slovenščini pa se pojavljajo le redko.
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Kavalir, Monika. "Raba eno in dvojezičnih slovarjev med študenti anglistike." Journal for Foreign Languages 2, no. 1-2 (2010): 83–91. http://dx.doi.org/10.4312/vestnik.2.83-91.

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Raziskava na vzorcu 32 študentov prvega letnika anglistike na Univerzi v Ljubljani v študijskem letu 2009/2010 je pokazala, da študenti uporabljajo vrsto različnih slovarjev, med katerimi je nekoliko več angleškoangleških kot dvojezičnih. Med navedenimi dvoje zičnimi slovarji ni nekaterih najnovejših in najobsežnejših slovarjev za slovenščino, med najpogosteje uporabljanimi slovarji pa se pojavljajo dvojezični slovarji majhnega formata. Študenti že pretežno posegajo po elektronskih in spletnih virih, medtem ko so tiskani manj zastopani, ta trend pa se bo predvidoma še okrepil zaradi novih dvojezičnih spletnih slovarjev. Ugotovitve pomenijo opozorilo učiteljem vseh sektorjev, od osnovne šole prek srednje šole do univerze, saj se kaže potreba po dopolnilnem usposabljanju za rabo dvojezičnih slovarjev, preusmerjanje od tiskanih k elektronskim in spletnim virom pa bo pred vidoma pomenilo tudi spremembo načina dela pri pouku angleščine na vseh stopnjah.
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Reiss, H. "Book Review: Anglistik und Amerikanistik im 'Dritten Reich'." German History 23, no. 1 (2005): 129–31. http://dx.doi.org/10.1177/026635540502300119.

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Avramenko, О. "INTERACTION OF DISCIPLINES OF LINGUISTIC AND LITERARY CYCLES IN THE SYSTEM CULTURAL EDUCATION OF ENGLISH STUDENTS." Educational Dimension 14 (May 26, 2022): 138–45. http://dx.doi.org/10.31812/educdim.5688.

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The article dwells upon the problem of teaching Anglistics as a set o f subjects interconnected and interdependent. A plan for studying this set o f subjects at the English Language Departments of Universities is made for the whole 5-year period of studies; it takes into account possible variants of interdisciplinary ties and connections. Primary attention is paid to English-language literature as a source of variegated means of improving students' skills of philological analysis as well as a device for studying English and American mentality.
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Dissertations / Theses on the topic "Anglistiek"

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Friebel, Helke, Julia Pfeifer, and Dietmar Böhnke. "Schottische Visionen: Anglistik-Studenten erkunden regionale Identitäten." Universität Leipzig, 2008. https://ul.qucosa.de/id/qucosa%3A21358.

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Morgenstern, Ulf. "Anglistik an der Universität Leipzig das Englische Seminar in Kaiserreich, Weimarer Republik und Drittem Reich 1891 - 1945." Leipzig Evang. Verl.-Anst, 2004. http://deposit.ddb.de/cgi-bin/dokserv?id=2763592&prov=M&dok_var=1&dok_ext=htm.

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Hausmann, Frank-Rutger. "Die deutschsprachige Anglistik und Romanistik im „Dritten Reich'." Universität Leipzig, 2001. https://ul.qucosa.de/id/qucosa%3A33457.

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Höhne, Roland. "Der Kasseler Diplomstudiengang Anglistik/Romanistik: Konzeption und Perspektiven." Universität Leipzig, 2002. https://ul.qucosa.de/id/qucosa%3A33546.

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Tristram, Hildegard L. C. "Diglossia in Anglo-Saxon England, or what was spoken Old English like?" Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2006/697/.

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This paper argues that the texts surviving from the Old English period do not reflect the spoken language of the bulk of the population under Anglo-Saxon elite domination. While the Old English written documents suggest that the language was kept remarkably unchanged, i.e. was strongly monitored during the long OE period (some 500 years!), the spoken and "real Old English" is likely to have been very different and much more of the type of Middle English than the written texts. "Real Old Engish", i.e. of course only appeared in writing after the Norman Conquest. Middle English is therefore claimed to have begun with the 'late British' speaking shifters to Old English. The shift patterns must have differed in the various part of the island of Britain, as the shifters became exposed to further language contact with the Old Norse adstrate in the Danelaw areas and the Norman superstrate particularly in the South East, the South West having been least exposed to language contact after the original shift from 'Late British' to Old English. This explains why the North was historically the most innovative zone. This also explains the conservatism of the present day dialects in the South West. It is high time that historical linguists acknowledge the arcane character of the Old English written texts.
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Aleksandar, Kavgić. "Interaktivna nastava korpusne lingvistike na diplomskim akademskim studijama anglistike: teorijski, metodološki i praktični aspekti." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=91544&source=NDLTD&language=en.

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Ova disretacija bavi se korpusnomIZ lingvistikom, ali iz perspektive teorijskihmetodolo&scaron;kih i praktičnih aspekatakoncipiranja kursa korpusne lingvistike kojije utemeljen na principima interaktivnenastave. Glavni cilj ovog istraživanja jesteda se u njemu formuli&scaron;u principiprojektovanja interaktivnih kurseve koji suusklađeni sa sadržajima studijskih programai sadržaja ostalih kurseva, ali i koji supedago&scaron;ki efikasni i orijentisani na studenta.Drugi cilj istraživanje jeste da se u skladusa ovim principima koncipira kurs korpusnelingvistike koji je optimalno prilagođenuvođenju korpusne lingvistike i interaktivnenatave na diplomske akademske studijeanglistike u Srbiji. Treći cilj istraživanja jeda proveri inicijalnu hipotezu da će kurskorpusne lingvistike projektovan u skladu saprincipima koncipiranja interaktivne natave isproveden u hibridnom okruženju bitisuperioran u odnosi na kurs istih sadržaja alisproveden isključivo primenomtradicionalnih metoda nastave.<br>This thesis deals with corpus linguistics, butAB from the point of view of theoretical,methodological and practical aspects ofdesigning a course in corpus lingusiticswhich is based on the principles ofinteractive teaching and learning. The mainaim of the research is to formulate principlesof designing interactive courses which arealligned with curricula and syllaby, butwhich are also pegogically efficient andstudent-friendly. The secondary aim is todesign a course in accordance with theseprinciples which is optimally suitable forintroducing corpus linguistic and interactiveteaching methods to MA studies of Englishlanguage and linguistics in Serbia. The thirdaim of the research is to test the initialhypothesis that a course designed in accordance with interactive principles of course design and realized as a hybrid course will be superior to the same course based entirely on traditional teaching methods.
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Morgenstern, Ulf. "Anglistik an der Universität Leipzig : das Englische Seminar in Kaiserreich, Weimarer Republik und Drittem Reich 1891 - 1945 /." Leipzig : Evang. Verl.-Anst, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2763592&prov=M&dok_var=1&dok_ext=htm.

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Univ., Magisterarbeit u.d.T.: Morgenstern, Ulf: Das Fach Anglistik an der Universität Leipzig in der Weimarer Republik und im Dritten Reich--Leipzig, 2004.<br>Nebent.: Das Fach Anglistik an der Universität Leipzig in der Weimarer Republik und im Dritten Reich.
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Richter, Evelyn. "Student Slang at IIT Madras: a Linguistic Field Study." Master's thesis, Universitätsbibliothek Chemnitz, 2006. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200600201.

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Students at a certain university often develop their own in-group language which only insiders will understand. This phenomenon is very distinctive in IIT Madras. My MA thesis tries to describe and classify the student slang spoken at IIT Madras. This classification is done according to etymological origin and applied word formation patterns on the one hand and according to context in which the terms are used on the other. The results are based on three questionnaires conducted at IIT Madras and via email correspondence.
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Lange, Claudia, and Tanja Rütten. "Non-Canonical Grammar!?" De Gruyter, 2017. https://tud.qucosa.de/id/qucosa%3A71297.

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The papers collected in this special issue originated from a workshop held at the Annual Meeting of German University Teachers of English (Anglistentag) in Hamburg in September 2016. Contributors and participants at the workshop were invited to probe into the usefulness – and the limitations – of the notion noncanonical grammar for their respective fields of interest, and the present volume is a lively testimony to an engaging discussion.
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Šteflová, Hanna. "Výuka budoucích časů u vysokoškolských studentů oboru anglistika." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-352949.

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1 Abstract This thesis deals with teaching the following seven future forms: the Future Simple, Be going to, the Present Simple and the Present Continuous with a future reference, the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous to students of English Philology. The deductive and inductive approaches to teaching grammar were employed to teach these future forms. The quantitative part of the study had two main objectives. The first objective was to revise and improve the students' knowledge of the seven future forms taught by the study. The results revealed that out of all the seven future forms, the students' knowledge of the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous was the least satisfactory, and these tenses required further explanation and practice. The participants' knowledge of the rules of use for all seven future forms was rather low in general and required significant improvement. The second objective was to investigate which approach to teaching grammar, the deductive or inductive approach, was more effective for teaching future tenses. The deductive approach proved to be more effective for teaching all seven future forms. The difference between the results of the pre-test and the post-test for the Future Continuous, the Future...
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Books on the topic "Anglistiek"

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. Einführung in die Anglistik. J.B. Metzler, 1997. http://dx.doi.org/10.1007/978-3-476-03998-9.

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Kitao, Kenji. Internet resources: ELT, linguistics, and communication. Eichosha, 1998.

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Kranz, Dieter. Arbeitsmittel der Anglistik: Ein Studienbuch. E. Schmidt, 1994.

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Pope, Rob. The English studies book. Routledge, 1998.

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The English studies book. 2nd ed. Routledge, 2002.

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Anglistik und Amerikanistik im "Dritten Reich". Klostermann, 2003.

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Plette, Walther. Quantitative Wissenschaftsindikatoren in der deutschen Anglistik: Ein Leistungsvergleich der Anglistik-Institute in Lehre und Forschung. K.H. Bock, 1993.

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De Zordo, Ornella, ed. Saggi di anglistica e americanistica. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-022-2.

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Saggi brings together the results of the research activity carried out in 2008 on the PhD course in English and American Studies (Department of Modern Philology, University of Florence). The seven contributions relate to the theatre, narrative, poetry, autobiographical writing and correspondence, and range from the Renaissance up to the present day, offering critical perspectives that go from the analysis of the postmodern identity to the phenomenon of rewriting, from reception theories to comparative studies, and from literary topography to computational linguistics. The heterogeneity of the material illustrates the free choice of the young academics who, in the climate of collaboration that was established, decided to address the technical and editorial aspects of the book as a team in the open access editorial workshop of the Department.
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De Zordo, Ornella, and Fiorenzo Fantaccini, eds. Saggi di anglistica e americanistica. Firenze University Press, 2013. http://dx.doi.org/10.36253/978-88-6655-317-5.

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The third volume of Saggi di anglistica e americanistica is the last in the series published under the aegis of the University of Florence PhD course in English and American Studies which, after 25 years, will terminate its activities in 2013. This last collection once again attests to the worth of the PhD's educational programme and aims: it brings together the essays produced by ten young scholars over the last three years of research, in view of preparing their PhD dissertations. They are essays that range from literary phenomena and their historic, linguistic and socio-cultural contexts, to problems posed by texts from Anglo-American to South African, Australian and Caribbean cultures, confirming the variety of the Florence PhD students' research interests and approaches. Saggi di anglistica e americanistica. Percorsi di ricerca by Fiorenzo Fantaccini, Ornella De Zordo is licensed under a Creative Commons Attribuzione-Non commerciale-Non opere derivate 2.5 Italia License.Based on a work at www.fupress.com.
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Book chapters on the topic "Anglistiek"

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Reckwitz, Erhard. "Anglistik." In Handbuch Postkolonialismus und Literatur. J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-05386-2_7.

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Pankratz, Anette. "Anglistik." In Handbuch Popkultur. J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-05601-6_62.

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Pfeiffer, Κ. Ludwig. "Anglistik." In Die Rolle der Geisteswissenschaften im Dritten Reich 1933-1945, edited by Frank-Rutger Hausmann. DE GRUYTER, 2002. http://dx.doi.org/10.1524/9783486594492-005.

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Wallmannsberger, Josef. "Anglistik." In Lexikon der Geisteswissenschaften. Böhlau Verlag, 2011. http://dx.doi.org/10.7767/boehlau.9783205790099.889.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Einleitung: Das Netzwerk der englischsprachigen Kulturen und der Anglistik." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_1.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Sprachwissenschaft." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_2.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Literaturwissenschaft." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_3.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Kulturwissenschaft." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_4.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Fachdidaktik." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_5.

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Korte, Barbara, Klaus Peter Müller, and Josef Schmied. "Sprachpraxis." In Einführung in die Anglistik. J.B. Metzler, 2004. http://dx.doi.org/10.1007/978-3-476-05036-6_6.

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