標(biāo)題: Titlebook: Boys and Foreign Language Learning; Real Boys Don‘t Do L Jo Carr,Anne Pauwels Book 2006 Palgrave Macmillan, a division of Macmillan Publish [打印本頁] 作者: 雜技演員 時間: 2025-3-21 18:38
書目名稱Boys and Foreign Language Learning影響因子(影響力)
書目名稱Boys and Foreign Language Learning影響因子(影響力)學(xué)科排名
書目名稱Boys and Foreign Language Learning網(wǎng)絡(luò)公開度
書目名稱Boys and Foreign Language Learning網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Boys and Foreign Language Learning被引頻次
書目名稱Boys and Foreign Language Learning被引頻次學(xué)科排名
書目名稱Boys and Foreign Language Learning年度引用
書目名稱Boys and Foreign Language Learning年度引用學(xué)科排名
書目名稱Boys and Foreign Language Learning讀者反饋
書目名稱Boys and Foreign Language Learning讀者反饋學(xué)科排名
作者: coagulation 時間: 2025-3-21 21:36
Lyapunov Exponents and Regularityvious chapter indicate the trend common to the Anglophone countries we examined: post-compulsory language study is a fragile enterprise and one which is significantly skewed in gender terms. This is the shape of foreign language programmes. In terms of direction, there is little evidence of increase作者: Intact 時間: 2025-3-22 01:18 作者: 漸變 時間: 2025-3-22 08:21
https://doi.org/10.1007/BFb0086653eir capacity to show psychological depth and sophistication’ (2002:256). Drawing from Hollway and Jefferson (2000), they concluded that ‘perhaps it is simply that most individuals – boys, in our case – have very limited encounters with people who really listen to them in an active, sympathetic and t作者: 諂媚于性 時間: 2025-3-22 12:30
Setting the scene,aning associated with the word .. However, our choice is motivated primarily by convenience: as the terms . and . are well known across the English language world, we use them as umbrella terms for the many terms associated in various communities with the learning of another language.作者: Blood-Clot 時間: 2025-3-22 13:07 作者: 誘使 時間: 2025-3-22 17:36 作者: 母豬 時間: 2025-3-22 22:50 作者: exophthalmos 時間: 2025-3-23 03:20
https://doi.org/10.1007/978-3-319-71261-1ter to hand over to the boys, but the following chapters constitute the core of the book. Clearly it is not a total hand-over. How we organise these commentaries reflects our understandings of how the different dimensions of the account fit together, our reading of our data being informed by the theoretical frame outlined in the previous chapter.作者: Plaque 時間: 2025-3-23 08:18
https://doi.org/10.1007/BFb0086653elational and reciprocal. Theory doesn’t take the lead and practice the advice. As Pennycook suggests, we need to be thinking in terms of ‘praxis’ 2001:172). The issue we’ve been exploring sits inside several interconnected frames; each of which is juggling its own theory–practice dynamic; each of which calls for explicit attention.作者: ITCH 時間: 2025-3-23 12:09
Boys talking,ter to hand over to the boys, but the following chapters constitute the core of the book. Clearly it is not a total hand-over. How we organise these commentaries reflects our understandings of how the different dimensions of the account fit together, our reading of our data being informed by the theoretical frame outlined in the previous chapter.作者: indenture 時間: 2025-3-23 16:36
Changing thinking, transforming action,elational and reciprocal. Theory doesn’t take the lead and practice the advice. As Pennycook suggests, we need to be thinking in terms of ‘praxis’ 2001:172). The issue we’ve been exploring sits inside several interconnected frames; each of which is juggling its own theory–practice dynamic; each of which calls for explicit attention.作者: arabesque 時間: 2025-3-23 20:13
Preservation of Lyapunov Exponentse or uninteresting places to be. Although this has not always been the case, this gendered shape of foreign language programmes has long since settled into the status of ‘how things are’; there is nothing new about the situation, which is only occasionally commented on. What is new, however, is the context within which it now sits.作者: Obligatory 時間: 2025-3-23 22:21
Introduction,e or uninteresting places to be. Although this has not always been the case, this gendered shape of foreign language programmes has long since settled into the status of ‘how things are’; there is nothing new about the situation, which is only occasionally commented on. What is new, however, is the context within which it now sits.作者: Climate 時間: 2025-3-24 04:54
Preservation of Lyapunov Exponentsby girls and staffed predominantly by women: boys for the most part disappear. Foreign language classrooms, it would seem, are considered inappropriate or uninteresting places to be. Although this has not always been the case, this gendered shape of foreign language programmes has long since settled作者: 縮減了 時間: 2025-3-24 09:01
Cocycles and Lyapunov Exponentsomenclature used to describe this . is multifarious, reflecting different attitudes towards such languages as well as the differing status of such languages in a country or community. Examples of naming include ., ., ., ., ., ., .. The term . is probably the most widespread, although it is certainly作者: 未完成 時間: 2025-3-24 12:53
Lyapunov Exponents and Regularityin question. As we have noted, these figures mask every-day classroom realities, reflecting macro-trends but failing to differentiate clearly between compulsory and post-compulsory figures or between male and female student numbers. They point none the less towards a clear ‘gendering’ of languages e作者: 來這真柔軟 時間: 2025-3-24 17:51 作者: 發(fā)電機 時間: 2025-3-24 22:37
Statistics of reflected pulses,hese boys. These commentaries clearly come from different perspectives to those of the boys themselves, reflecting different investments and understandings, speaking through different discourses; but they have many points of connection with what the boys had to say. They were collected from various 作者: 言外之意 時間: 2025-3-25 02:20 作者: LAY 時間: 2025-3-25 05:23 作者: ECG769 時間: 2025-3-25 07:46
http://image.papertrans.cn/b/image/190102.jpg作者: Pcos971 時間: 2025-3-25 13:43 作者: groggy 時間: 2025-3-25 16:48
https://doi.org/10.1007/BFb0076829Given the insistence in both boys’ and teachers’ commentaries on binary accounts of gender – in school, in the language classroom and in broader social contexts – it seemed important to collect comments from the other side of the divide, to talk to girls working alongside boys in language classrooms.作者: 上釉彩 時間: 2025-3-25 22:47 作者: FLAIL 時間: 2025-3-26 02:53
Girls talking about boys,Given the insistence in both boys’ and teachers’ commentaries on binary accounts of gender – in school, in the language classroom and in broader social contexts – it seemed important to collect comments from the other side of the divide, to talk to girls working alongside boys in language classrooms.作者: ATOPY 時間: 2025-3-26 07:42 作者: 排出 時間: 2025-3-26 09:50 作者: rods366 時間: 2025-3-26 15:56
https://doi.org/10.1057/9780230501652English; gender; Language Learning; learning作者: audiologist 時間: 2025-3-26 19:28
978-0-230-58005-3Palgrave Macmillan, a division of Macmillan Publishers Limited 2006作者: concentrate 時間: 2025-3-27 00:45 作者: 入會 時間: 2025-3-27 03:22 作者: Pepsin 時間: 2025-3-27 06:25 作者: 惡名聲 時間: 2025-3-27 10:00
Boys talking,y as well as the enduring characteristics of what is a weak and difficult relationship, providing a theoretical frame to assist in thinking about the next part of the book. We now take a different tack, and listen to boys themselves: talking about their experience of learning languages, about langua作者: 法律 時間: 2025-3-27 15:50 作者: 因無茶而冷淡 時間: 2025-3-27 21:31
Reading between the lines,who, it turns out, have a lot to say about boys. Our focus on the boys–languages relationship made us wonder whether what we were identifying as a problem would impact on the nature of the data we would collect. As the previous chapters have shown, however, boys proved to be rich informants, willing作者: Evolve 時間: 2025-3-28 01:33
Changing thinking, transforming action,rethinking as well as different ways of ‘doing’. As we have argued, both theoretically and through the evidence of our research data, the relationship is a complex one, which lends itself to neither failsafe prescriptions, state of the art solutions nor best-practice guidelines. Things aren’t that e作者: 帳單 時間: 2025-3-28 04:17
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9樓作者: 拋射物 時間: 2025-3-28 12:02
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9樓作者: moratorium 時間: 2025-3-29 00:10
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10樓作者: 吹牛者 時間: 2025-3-29 08:28
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