- Page 1 and 2: DEPARTMENT OF BRITISH AND AMERICAN
- Page 3 and 4: Contents Mária Huttová: Dedicatio
- Page 5: Jela Kehoe: Identity of the English
- Page 8 and 9: It is with great pleasure that we p
- Page 10 and 11: Novel from the Point of View of its
- Page 12 and 13: Aside from afterwords, mention shou
- Page 14 and 15: degrees and titles to graduates, po
- Page 16 and 17: Bibliography of Professor PhDr. Joz
- Page 18 and 19: River (part 1)‖ (pp. 111-121), Ve
- Page 20 and 21: IV. AFTERWORDS AND VARIOUS CRITICAL
- Page 22 and 23: 46. FITZGERALD, Penelope: U starej
- Page 26 and 27: The Transnational American Identity
- Page 28 and 29: at Columbia University who were to
- Page 30 and 31: ideals and illusions about the worl
- Page 32 and 33: up smoking in the supernatural dark
- Page 34 and 35: Bibliography poet to find a grasp o
- Page 36 and 37: elements of ―vulgar‖ (spoken, c
- Page 38 and 39: A break with the existing comic tra
- Page 40 and 41: lack of education of the fictitious
- Page 42 and 43: scholars have had difficulties tryi
- Page 44 and 45: the culmination of the movement of
- Page 46 and 47: At present, dialect, together with
- Page 48 and 49: perceived to be more socially or ge
- Page 50 and 51: practitioners have achieved some co
- Page 52 and 53: [D]espite occasional successes, at
- Page 54 and 55: attractive to international audienc
- Page 56 and 57: Narrating the Intercultural Face of
- Page 58 and 59: the act also had spiritual importan
- Page 60 and 61: 2.2 Textual Precedents of the Speec
- Page 62 and 63: 2.3 Building Bridges, Closing Gaps
- Page 64 and 65: WHITE, Leanne (2007). The Bicentena
- Page 66 and 67: (1) One is the formation of the ver
- Page 68 and 69: spite of leading to some misinterpr
- Page 70 and 71: ecognize the meaning and then the w
- Page 72 and 73: Cross-Pollination vs Lexical Blendi
- Page 74 and 75:
more genera, and, according to the
- Page 76 and 77:
allowing for a number of linguistic
- Page 78 and 79:
some 3500 years ago; however, some
- Page 80 and 81:
Conclusion Our research indicates t
- Page 82 and 83:
Weapons of Ms Destruction: The Subv
- Page 84 and 85:
weapons of catastrophic destruction
- Page 86 and 87:
the brief text Drag us into this wa
- Page 88 and 89:
media, but its fashionability has w
- Page 90 and 91:
destruction‘ in the media by 2005
- Page 92 and 93:
Bibliography BLOMMAERT, Jan (2005).
- Page 94 and 95:
How to Render “Directives” in I
- Page 96 and 97:
usiness letters do not draw the add
- Page 98 and 99:
The illocutionary force of indirect
- Page 100 and 101:
sa na priame i nepriame vyjadrenia
- Page 102 and 103:
is semantically embedded in the pre
- Page 104 and 105:
3. Alternative Names of the Past Pe
- Page 106 and 107:
non-perfect (referring to before-pa
- Page 108 and 109:
V odbornej literatúre sa s formou
- Page 110 and 111:
study of folklore is sometimes call
- Page 112 and 113:
mythology, online source). Mythical
- Page 114 and 115:
The geographical principle prevails
- Page 116 and 117:
eason Figure 1. Frame of healing ac
- Page 118 and 119:
metal, one of the first records of
- Page 120 and 121:
According to the structure of the t
- Page 122 and 123:
We can see that notwithstanding the
- Page 124 and 125:
Magic things (singing and dancing w
- Page 126 and 127:
Луганського націон
- Page 128 and 129:
opacity of first names today, it is
- Page 130 and 131:
Apart from the capital letters, the
- Page 132 and 133:
ackformation, when a boy wanted to
- Page 134 and 135:
‗Annnchesenamon‘ (PL), ‗kirke
- Page 136 and 137:
Interpersonal and Crosscultural Com
- Page 138 and 139:
perceive their action as threatenin
- Page 140 and 141:
operation of the mind which is the
- Page 142 and 143:
The Romany language in its varietie
- Page 144 and 145:
c) Speak up, please. d) I‘m sorry
- Page 146 and 147:
Bibliography ADLER, Ronald, and Geo
- Page 148 and 149:
Tales from India: Aravind Adiga in
- Page 150 and 151:
is the division into the India of D
- Page 152 and 153:
demonstrate that these labels and t
- Page 154 and 155:
caste girls into their households?
- Page 156 and 157:
1. Introduction (Re)Creating Ethnic
- Page 158 and 159:
invisible, inaudible and almost unn
- Page 160 and 161:
am Hispanic, it denies me my whole
- Page 162 and 163:
The novel has undoubtedly a lot to
- Page 164 and 165:
analytically, scrutinizing the ways
- Page 166 and 167:
Good Prayers set in the US - have n
- Page 168 and 169:
and it is a big surprise for him wh
- Page 170 and 171:
more, he still has not stopped tell
- Page 172 and 173:
HEVEŃIOVÁ, S. (2006). Voices of I
- Page 174 and 175:
Twice-told Tales. There he defines
- Page 176 and 177:
and truthful mirror of society and
- Page 178 and 179:
there were only the magic touch to
- Page 180 and 181:
In this passage, Hester Prynne unde
- Page 182 and 183:
Naming and Identity in Lawrence Hil
- Page 184 and 185:
him and telling him ―it was a goo
- Page 186 and 187:
self‖ (Rigney 1991: 50). The name
- Page 188 and 189:
with myself. I had now written my n
- Page 190 and 191:
The Waste Land: A Field of Fragment
- Page 192 and 193:
to both the past, future, and the p
- Page 194 and 195:
articulated and sustained virtually
- Page 196 and 197:
At the same time, of course, this i
- Page 198 and 199:
also as a meaningful assembly of di
- Page 200 and 201:
As a result, Eliot blurs the noetic
- Page 202 and 203:
Enhancing Intercultural Awareness o
- Page 204 and 205:
3. The Course of Cultural Studies f
- Page 206 and 207:
explanations provided for the right
- Page 208 and 209:
Geronimo, Crazy Horse, and Tonto, a
- Page 210 and 211:
The last topic of the course is dev
- Page 212 and 213:
multikulturním a globálním svět
- Page 214 and 215:
cultural memory and cultural herita
- Page 216 and 217:
Social anthropologist Kate Fox, Co-
- Page 218 and 219:
3.3.2 Eeyorishness A characteristic
- Page 220 and 221:
3.5. The Causes of English Dis-ease
- Page 222 and 223:
Resumé Úspeńná interkultúrna k
- Page 224 and 225:
Another way of creating a thrill in
- Page 226 and 227:
Anouk - I Spy Stan Ridgway - Spy Wo
- Page 228 and 229:
Resumé Artykuł jest próbą przed
- Page 230 and 231:
forms of language and expression in
- Page 232 and 233:
Outcome Emphasis Examples Culture-s
- Page 234 and 235:
ackgrounds. Depending on the focus
- Page 236 and 237:
training colleges and English depar
- Page 238 and 239:
. providing cultural information c.
- Page 240 and 241:
certain historical periods or figur
- Page 242 and 243:
least numerable group built up of t
- Page 244 and 245:
� Some culture teachers tend to e
- Page 246 and 247:
Can Authentic Text on Internet Help
- Page 248 and 249:
information provided; scientific ac
- Page 250 and 251:
� The information structure in le
- Page 252 and 253:
Reading I Moon Earth Uranus Saturn
- Page 254 and 255:
Alfred Weneger Alfred Wegener, the
- Page 256 and 257:
odborného textu z hľadiska jazyko
- Page 258 and 259:
(1994) uses the analogy of hemisphe
- Page 260 and 261:
In the 1990s, Gideon Toury introduc
- Page 262 and 263:
een perceived as an open culture, a
- Page 264 and 265:
Resumé Príspevok sa zaoberá prob
- Page 266 and 267:
particular interest. The target lan
- Page 268 and 269:
2.4 Culturally-Marked Elements As a
- Page 270 and 271:
spacial approach to reality, on the
- Page 272 and 273:
In a more general way, the tactics
- Page 274 and 275:
In the given example, the translati