作者: Congruous 時(shí)間: 2025-3-21 22:04 作者: 反對(duì) 時(shí)間: 2025-3-22 03:57 作者: ADJ 時(shí)間: 2025-3-22 05:51
https://doi.org/10.1007/978-1-4612-9863-2search questions I intend to answer are as follows: What are the facework patterns and regularities that govern the way writers express solidarity and seek common ground with readers in methodology textbooks in the field of EFL teacher education? Is there a preference towards the use of particular p作者: 杠桿 時(shí)間: 2025-3-22 10:26
G. V. Simsiman,T. C. Daniel,G. Chesterspsycholinguistic experiments can be methodologically integrated into foreign language teaching. By reducing experiments to the core and adapting them to classroom use, students learn new ways of thinking about language. The procedure raises metalinguistic awareness and improves students’ skills thro作者: interpose 時(shí)間: 2025-3-22 16:06
The regulation of pesticides in Mexico,isted, but the results of the posttest showed that at the end of the term the experimental group outperformed the control group as a result of administering DA as the midterm exam. Moreover, considering the lack of normal score distribution, the Freidman test was run to determine which target forms 作者: interpose 時(shí)間: 2025-3-22 18:56 作者: 社團(tuán) 時(shí)間: 2025-3-22 22:26
Stability and Variability in Pre-Service Language Teachers’ Beliefsresenting the subjects’ opinions on three language subsystems (vocabulary, grammar, pronunciation). The study was a longitudinal one lasting almost 3?years, and the data obtained within that time comes from the use of the following qualitative research instruments: the subjects’ narrative accounts, 作者: 擺動(dòng) 時(shí)間: 2025-3-23 02:12 作者: insurrection 時(shí)間: 2025-3-23 09:21
Action Research and Teacher Development: MA Students’ Perspectiveipants were able to list a number of benefits that the experience had for their learners and for themselves as teachers. Although some problems and difficulties connected with the process of conducting research were also voiced, a generally positive picture emerged of AR as a teacher development opt作者: DALLY 時(shí)間: 2025-3-23 09:52
Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textbosearch questions I intend to answer are as follows: What are the facework patterns and regularities that govern the way writers express solidarity and seek common ground with readers in methodology textbooks in the field of EFL teacher education? Is there a preference towards the use of particular p作者: 猜忌 時(shí)間: 2025-3-23 17:22
Getting Closer to Native Speaker Competence: How Psycholinguistic Experiments Can Enrich Language Lepsycholinguistic experiments can be methodologically integrated into foreign language teaching. By reducing experiments to the core and adapting them to classroom use, students learn new ways of thinking about language. The procedure raises metalinguistic awareness and improves students’ skills thro作者: monopoly 時(shí)間: 2025-3-23 18:27 作者: 笨拙的你 時(shí)間: 2025-3-24 02:02
https://doi.org/10.1007/978-1-4613-9377-1nto our schools; (c) the idea that ultimate attainment in the context of the classroom learning of additional languages is so much bound up with the age of those doing the learning that almost no other factors are relevant. With respect to all of the above, alternative research-based propositions are presented and advocated.作者: Maximizer 時(shí)間: 2025-3-24 05:03 作者: 音樂會(huì) 時(shí)間: 2025-3-24 07:47 作者: 紳士 時(shí)間: 2025-3-24 14:11
https://doi.org/10.1007/978-1-4612-5258-0 regards both content and form; a good balance between teacher control and learner autonomy; multi-source supplementation to lecture content; teacher-student and student–student interactivity; and easy access to handouts and revisions.作者: 整頓 時(shí)間: 2025-3-24 16:01 作者: 專橫 時(shí)間: 2025-3-24 22:17 作者: FILTH 時(shí)間: 2025-3-25 02:09 作者: 多嘴多舌 時(shí)間: 2025-3-25 03:53 作者: pulmonary-edema 時(shí)間: 2025-3-25 08:36 作者: 無法解釋 時(shí)間: 2025-3-25 13:20
Teacher Interpersonal Communication Abilities in the Classroom with Regard to Perceived Classroom Jul light on the overall perception of teacher communicative abilities. As a result, the juxtaposition of the administrative teacher evaluation with the one based on the above-mentioned concepts corroborates the principal hypothesis.作者: Perennial長期的 時(shí)間: 2025-3-25 17:53
Micro- and Macro-Perspectives on Students’ Attitudes to Online Classes regards both content and form; a good balance between teacher control and learner autonomy; multi-source supplementation to lecture content; teacher-student and student–student interactivity; and easy access to handouts and revisions.作者: IRK 時(shí)間: 2025-3-25 21:03
The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation: A Qualitativernet resources and the resultant independent work were not only welcomed by the experimental students but also contributed to a change in the way they learned English pronunciation and the development of certain behaviors characteristic of autonomous learning.作者: 衰弱的心 時(shí)間: 2025-3-26 03:45
Intercultural Teaching in the Polish Context paper, the results of a quantitative study aimed at creating a profile of a high school FL learner in Poland and assessing whether and to what extent FL classroom in Poland is conducive to developing learners’ IC competence is reported. The results demonstrate that IC teaching plays a marginal role in the Polish FL classroom.作者: 慢慢流出 時(shí)間: 2025-3-26 06:07
How to Teach in CLIL? Some Remarks on CLIL Methodologymenon of CLIL. Additionally, the importance of teaching materials in a CLIL classroom will be discussed. All the data presented is based on CLIL classroom observations in Poland as well as on interviews conducted with CLIL teachers. Finally, problems concerning CLIL methodology are discussed and specific solutions are provided.作者: hegemony 時(shí)間: 2025-3-26 09:21 作者: Vsd168 時(shí)間: 2025-3-26 13:43 作者: Camouflage 時(shí)間: 2025-3-26 19:49 作者: 雪崩 時(shí)間: 2025-3-26 22:27 作者: 羽飾 時(shí)間: 2025-3-27 01:50
The Relationship Between Learning Strategies and Speaking Performancehe end-of-the-year oral examination and its components, namely, grammatical accuracy, vocabulary use, and fluency. The results show that there might indeed be a relationship between some language learning strategies and speaking performance, but there is much individual variation in this respect.作者: 擴(kuò)大 時(shí)間: 2025-3-27 07:48 作者: Phagocytes 時(shí)間: 2025-3-27 09:58 作者: WAG 時(shí)間: 2025-3-27 16:18
Age and the Classroom Learning of Additional Languagesauthors regard as serious misunderstandings. The principal issues focused on are the following: (a) the widespread notion that the younger?=?better tendencies observed among naturalistic acquirers of additional languages can be assumed to operate also in formal instructional settings; (b) the often 作者: Feedback 時(shí)間: 2025-3-27 19:58 作者: 名詞 時(shí)間: 2025-3-28 01:35
Stability and Variability in Pre-Service Language Teachers’ Beliefs researchers’ attention. While focus on teachers’ beliefs has been theorized with regard to their definitions and content, there is a dearth of empirical research on beliefs as to how much changeable or unchangeable they can be. The study to be presented examines stability and variability of two pre作者: 友好關(guān)系 時(shí)間: 2025-3-28 05:51
The Relationship Between Learning Strategies and Speaking Performancells. 80 English Department students (61 female, 19 male; intermediate to advanced level) took part in the study. In order to determine the strategies used by the participants, the . (Oxford 1990) was used. The data concerning language learning strategies were correlated with the overall results of t作者: 有罪 時(shí)間: 2025-3-28 07:25 作者: sebaceous-gland 時(shí)間: 2025-3-28 12:25 作者: CLAMP 時(shí)間: 2025-3-28 15:26 作者: 使乳化 時(shí)間: 2025-3-28 21:11
Action Research and Teacher Development: MA Students’ Perspectiveg practitioner, a learner-centered curriculum, teacher autonomy, and life-long teacher professional education. Utilized by practitioners to identify and solve problems in their own educational settings, it has the potential to improve the processes of learning and teaching, as well as enhance teache作者: innate 時(shí)間: 2025-3-28 23:48
Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textboguage teachers and trainees. The study draws on the framework of linguistic politeness (Brown and Levinson 1987), informed by the metadiscourse framework (Myers 1989, 1992; Hyland 1998, 2000, 2005c, 2009). While written academic discourse has been extensively researched, there seems to be a gap conc作者: 流逝 時(shí)間: 2025-3-29 06:41 作者: insincerity 時(shí)間: 2025-3-29 07:54
The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation: A Qualitativ the issue of the development of autonomy in learning pronunciation by means of Internet resources among Polish senior high school learners. The data were collected by means of learners’ logs, group and individual interviews, observations, evaluation sheets and open-ended questions included in a pro作者: Neonatal 時(shí)間: 2025-3-29 13:19
Intercultural Teaching in the Polish Context, the long established goals of FL teaching must be reconsidered and a more open-ended intercultural (IC), process-oriented approach adopted. Thus, language training, apart from the traditional work on teaching the four skills, should focus on developing learners’ IC competence and raising their awa作者: 階層 時(shí)間: 2025-3-29 15:41
Getting Closer to Native Speaker Competence: How Psycholinguistic Experiments Can Enrich Language Leence mistakes, traditional language teaching strongly focuses on lexical and grammatical phenomena. By contrast, conceptual transfer (Jarvis 1998) has received little attention in foreign language teaching, although experimental research has shown that learners have a strong tendency to transfer the作者: cogitate 時(shí)間: 2025-3-29 23:39 作者: 杠桿 時(shí)間: 2025-3-30 00:15
How to Teach in CLIL? Some Remarks on CLIL Methodology which refers to educational settings where a language other than the learners’ mother tongue is used as the medium of instruction. For many years the methodological aspects of CLIL were neglected. The CLIL classroom looked like a traditional teacher-centred language or content subject classroom but作者: 要素 時(shí)間: 2025-3-30 05:07 作者: sparse 時(shí)間: 2025-3-30 10:42
Miros?aw Pawlak,Jakub Bielak,Anna Mystkowska-WiertThe papers included in the collection represent a variety of theoretical perspectives and research methods.Many of the contributions report the findings of original research which enhance our knowledg作者: blackout 時(shí)間: 2025-3-30 14:55 作者: Malfunction 時(shí)間: 2025-3-30 20:36
https://doi.org/10.1007/978-3-319-00188-3Classroom-oriented Research; Instructed Second Language Acquisition; Research Methodology; Second and F
