標(biāo)題: Titlebook: Contemporary Issuesin Foreign Language Education; Festschrift in Honou Ma?gorzata Baran-?ucarz,Anna Czura,Agata S?owik-Kr Book 2023 The Edi [打印本頁] 作者: 與生 時間: 2025-3-21 16:45
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作者: 熱心 時間: 2025-3-21 23:12
https://doi.org/10.1007/978-981-32-9378-6ping necessary skills and knowledge as a professional, but most importantly, it may redefine attitudes and beliefs that teachers hold about the nature of teaching and learning, thus changing their identity. The major source of identity tensions that such teachers experience is connected with their language proficiency.作者: Dedication 時間: 2025-3-22 04:27
Reflexivity-Becoming: Lessons from Reflective Tasksy-becoming, of the study participants – language learners’ and teacher-researchers’. The article hopes to encourage other language educators to incorporate reflective tasks into their language education programmes.作者: 令人苦惱 時間: 2025-3-22 04:37
Teacher Identity (Re)construction in the Process of EFL Teacher Educationping necessary skills and knowledge as a professional, but most importantly, it may redefine attitudes and beliefs that teachers hold about the nature of teaching and learning, thus changing their identity. The major source of identity tensions that such teachers experience is connected with their language proficiency.作者: 新義 時間: 2025-3-22 11:30
Book 2023-internal and learner-external factors that affect the effectiveness of the language learning process. ..The exploration of key contemporary ?topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, ?teachers, and language education policy makers..作者: REIGN 時間: 2025-3-22 15:14
2213-6967 education.Offers a valuable and thought-provoking resource .This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology作者: REIGN 時間: 2025-3-22 20:04
Muhammad Summair Raza,Usman Qamarteachers, students, parents, members of the staff and school administration. Ways of avoiding misunderstandings and types of behaviour leading to the reduction of tensions will also be discussed. Implications will be sought for pre- and in-service language teacher education.作者: Asseverate 時間: 2025-3-22 23:29
Book 2023ng on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational con作者: 搖曳 時間: 2025-3-23 02:08 作者: Trochlea 時間: 2025-3-23 07:07 作者: 聯(lián)想 時間: 2025-3-23 12:21 作者: Barrister 時間: 2025-3-23 17:51 作者: 是他笨 時間: 2025-3-23 19:11
Exploring Teacher Engagement on the Example of Polish FL Teachersservice teachers. The investigation will probe the perception of engagement of the respondents in four dimensions of engagement: cognitive, emotional, social with students and social with colleagues at work. The results will inform teacher training programmes on how to prepare trainees so that they 作者: hypertension 時間: 2025-3-23 22:34 作者: 討人喜歡 時間: 2025-3-24 03:32 作者: gain631 時間: 2025-3-24 08:35 作者: capsaicin 時間: 2025-3-24 12:27 作者: Apraxia 時間: 2025-3-24 15:15 作者: 不能根除 時間: 2025-3-24 21:19 作者: refraction 時間: 2025-3-25 02:06
Language Anxiety of Older Adults in an Online and In-class EFL Course: Results of a Pilot Studyn the in-class and online modes, exploring its causes, and identifying the most anxiety-provoking skills. Data were?collected among six OAs via a questionnaire, draw-a-picture technique, and semi-structured interviews. The results indicate that there is a complex interrelated network of external and作者: Obstreperous 時間: 2025-3-25 04:13 作者: BYRE 時間: 2025-3-25 09:55 作者: 不整齊 時間: 2025-3-25 12:58
https://doi.org/10.1007/978-981-32-9378-6(EFL) and their perception of how they actually express affectivity in teacher talk on the level of verbosity (their choice of language) as well as their nonverbal behaviour. Preliminary observations signal that this group of pre-service teachers still involved in their professional training is larg作者: Extort 時間: 2025-3-25 15:52 作者: 惡心 時間: 2025-3-26 00:02
https://doi.org/10.1007/978-981-32-9378-6service teachers. The investigation will probe the perception of engagement of the respondents in four dimensions of engagement: cognitive, emotional, social with students and social with colleagues at work. The results will inform teacher training programmes on how to prepare trainees so that they 作者: Ledger 時間: 2025-3-26 02:13
https://doi.org/10.1007/978-981-32-9378-6elements of CLIL. The former part of the research was conducted in the first three grades of Polish primary schools (6/7–10-years-old learners) by observing and surveying the mode (integrated in the mainstream or subject-oriented) and techniques used to integrate the content within foreign language 作者: 牛的細(xì)微差別 時間: 2025-3-26 07:29 作者: 土產(chǎn) 時間: 2025-3-26 08:31 作者: Inferior 時間: 2025-3-26 12:50
Akshay Dhumal,Kiran Bendale,Pradip Chaudhariloyed to establish WtC antecedents in the context of learning English as a foreign language involving 262 secondary school students. The results show that ., ., and . significantly predict classroom WtC. It appears that allowing learners to have their voice in matters related to the process of learn作者: 招人嫉妒 時間: 2025-3-26 20:23
https://doi.org/10.1007/978-981-32-9848-4antly relied on the use of words from the first frequency level to the disadvantage of words from higher frequency levels. The relationships between the frequency levels revealed some competition between the first and higher frequency levels and some pre-conditioning between the second and third fre作者: DEFT 時間: 2025-3-27 00:06 作者: 埋葬 時間: 2025-3-27 01:43
Sachin Kumar Sahu,Vivek Agnihotrin the in-class and online modes, exploring its causes, and identifying the most anxiety-provoking skills. Data were?collected among six OAs via a questionnaire, draw-a-picture technique, and semi-structured interviews. The results indicate that there is a complex interrelated network of external and作者: Fsh238 時間: 2025-3-27 08:58
https://doi.org/10.1007/978-981-33-4308-5were only added to let the respondents indicate the change in their use of digital strategies during the pandemic. The results show that the strategies remained the same as before the pandemic. Thus, the intensive use of digital tools may not have a substantial impact on students’ learning habits.作者: 不持續(xù)就爆 時間: 2025-3-27 12:57 作者: albuminuria 時間: 2025-3-27 14:30 作者: 哪有黃油 時間: 2025-3-27 19:51
Reflexivity-Becoming: Lessons from Reflective Tasksher education instructor and preservice language teacher educator. To my mind, reflection (and ‘reflexivity’ as its derivative) is fundamental to a person’s becoming. In this paper, my five thematically similar reflection-based studies which employed examples of different reflection-generating tools作者: corn732 時間: 2025-3-28 00:37
Verbal and Nonverbal Teacher Affectivity in an EFL Classroom: A Pre-service Teachers’ Perspectivective dimension of a FL teacher’s discourse and has a significant impact on effective interaction, group dynamics and, as a result, student language achievement and well-being. This article focuses on the specificity of foreign language (FL) teacher talk (TT) as an expression of his/her emotionality作者: 鉤針織物 時間: 2025-3-28 04:57 作者: PALMY 時間: 2025-3-28 08:25
Teacher Feedback to Writing of Secondary School Learners of English in the Polish Classroom Contextfully incorporated into pedagogy due to its repeatedly proven effectiveness. One of the procedures associated with this methodology is the provision of teacher feedback that goes beyond the form and grammatical aspects of written work. Nevertheless, while several decades of research conducted on wri作者: muscle-fibers 時間: 2025-3-28 14:24
Exploring Teacher Engagement on the Example of Polish FL Teachersich entails active participation and involvement. It integrates affective, cognitive and behavioural components. Teachers and learners, in order to get engaged in the learning-teaching process, need to be emotionally involved, they ought to activate thinking processes, as well as they should take ac作者: fetter 時間: 2025-3-28 16:29
The Challenges of Implementing CLIL in the Polish EFL Educational Context the collocation has appeared in the corpus of English language over 1,000,000 times. Not only did it start the discussion over the four main elements of the concept: content, cognition, communication and culture, but it also offered refreshing classroom solutions. The chapter presents the developme作者: 乞丐 時間: 2025-3-28 20:24 作者: prick-test 時間: 2025-3-29 02:54
Fostering Learner Autonomy and Intercultural Learning Through Face-to-Face Mobility and Virtual Exch suggests that international experiences do not always yield positive results. Therefore, to turn a mobility programme into a learning opportunity, it is necessary to provide student sojourners with guidance at different stages of the experience. PluriMobil teaching resources, developed with support作者: vascular 時間: 2025-3-29 03:33
Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Cont what enhances learner engagement (LE) in the learning process constitutes an important goal that could translate into learning outcomes. Both constructs, WtC and LE, appear mutually related, but the nature of their connections is not fully understood. Informed by the literature review and own resea作者: 古文字學(xué) 時間: 2025-3-29 07:57
Dynamic Relationships Between Lexical Frequency Levels in L2?English Writing at Secondary School: A e, and pre-conditional relationships. One such language subsystem is lexis whose development is typically investigated in terms of lexical density, sophistication, and variation. The present paper focuses on the development of lexis in terms of lexical sophistication operationalized as four basic fr作者: Chemotherapy 時間: 2025-3-29 12:26
Empirical Verification of the Relationship Between Personality Traits and EFL Attainmentsnimously acknowledged. The overall scarcity and obscurity of research outcomes can be attributed to methodological problems and lack of firm grounding in the vast field of personality theories. Moreover, it appears that personality may not exact an easily observable, direct effect on L2 behaviours a作者: 擔(dān)心 時間: 2025-3-29 17:42 作者: lymphoma 時間: 2025-3-29 19:59 作者: CBC471 時間: 2025-3-30 01:11
Lights and Shadows of Studying Online: University Students’ Perspectiveline mode. Practically overnight the teaching and learning activities shifted from the physical to virtual spaces, which brought about both positive and negative opinions about this form of education. The chapter discusses advantages and disadvantages of distance teaching from the university student作者: 沉著 時間: 2025-3-30 06:15 作者: 高度 時間: 2025-3-30 09:35 作者: 蘑菇 時間: 2025-3-30 12:55
https://doi.org/10.1007/978-981-32-9378-6ctive dimension of a FL teacher’s discourse and has a significant impact on effective interaction, group dynamics and, as a result, student language achievement and well-being. This article focuses on the specificity of foreign language (FL) teacher talk (TT) as an expression of his/her emotionality作者: FEMUR 時間: 2025-3-30 20:19 作者: 違反 時間: 2025-3-30 21:17
https://doi.org/10.1007/978-981-32-9378-6fully incorporated into pedagogy due to its repeatedly proven effectiveness. One of the procedures associated with this methodology is the provision of teacher feedback that goes beyond the form and grammatical aspects of written work. Nevertheless, while several decades of research conducted on wri作者: 中子 時間: 2025-3-31 04:52
https://doi.org/10.1007/978-981-32-9378-6ich entails active participation and involvement. It integrates affective, cognitive and behavioural components. Teachers and learners, in order to get engaged in the learning-teaching process, need to be emotionally involved, they ought to activate thinking processes, as well as they should take ac作者: MUMP 時間: 2025-3-31 08:28
https://doi.org/10.1007/978-981-32-9378-6 the collocation has appeared in the corpus of English language over 1,000,000 times. Not only did it start the discussion over the four main elements of the concept: content, cognition, communication and culture, but it also offered refreshing classroom solutions. The chapter presents the developme作者: 發(fā)炎 時間: 2025-3-31 13:07
