By Morrison A.
Objective To discover and severely examine enlrepreneurship theories and ideas in the context of the small family members tourism enterprise, and the level to which owner-managers and their firms may be labeled as entrepreneurial.Design/methodology/approach A version lias been constructed and utilized to aid a ''drilling down'' process that strikes from a floor figuring out of entrepreneurship as a technique via to an surroundings, to penetrate the organisational context and consequential entrepreneurial socio-economic outcomes.Findings it's been tested that knowing of the entrepreneurial technique, because it interplays with kinfolk enterprise, is better served through connection with the cultural, environment and organisational context during which marketers are embeddedOriginality/value The tourism lias been intentionally chosen as an illustrative context as a result of low measure of entrepreneurial behaviour that it has typically exhibited. during the program of the version factors are supplied for this, and conclusions are drawn that do classify small relatives tourism companies as a manifestation of entrepreneurship as widely conceived.
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Extra info for A contextualisation of entrepreneurship
ACTFL Proficiency Guidelines 1986) This makes it clear that “guideline” and “assessment” are two different yet closely related concepts. In other words, guidelines are a means for assessment of students’ proficiency level. It should be noted that in reality, proficiency guidelines have been incorporated into teaching and learning a foreign language far beyond what was originally intended. Many language programs and teachers use the proficiency guidelines to guide their curriculum design, instruction preparation, program evaluation, evaluation, and student achievement assessment (Chi 1996, Higgs 1984, Omaggio 1986).
It should be clear that Chapter 1 is an overview of the field of teaching and learning Chinese as FL, Chapters 2 and 3 cover two major content areas affecting all phases of teaching and learning Chinese, and Chapters 4 to 8 concentrate on teaching and learning individual element of the Chinese language. It is my hope that by breaking the approach down into these three layers of discussion and illustration, I can present a clearer picture of the system for teaching and learning Chinese as FL. 1 Pedagogical Grammar of Chinese: Content Introduction It was discussed in Chapter 1 that Chinese grammar differs from pedagogical grammar in that the former focuses on all rules of a language, whereas the latter refers to what and how teachers might teach students of Chinese as a foreign language (FL).
The format of these teaching materials is simple: Chinese texts with notation of Korean pronunciation and translation, but effective for Korean students in learning Chinese. Both textbooks were used for nearly five centuries in Korea. When European missionaries of different religions arrived in China during the sixteenth to nineteenth centuries, there arose an urgent need to learn the language of this unknown land. g. Matteo Ricci 1580, João Rodriguez 1604, Francisco Varo 1703, Joseph de Prémare 1831) that were a reflection of their perception and interpretation of the Chinese language and culture filtered through their linguistic knowledge of Latin (see Breitenbach 2003).