標題: Titlebook: English Language Teaching Today; Linking Theory and P Willy A. Renandya,Handoyo Puji Widodo Book 2016 Springer International Publishing Swi [打印本頁] 作者: 教條 時間: 2025-3-21 17:25
書目名稱English Language Teaching Today影響因子(影響力)
書目名稱English Language Teaching Today影響因子(影響力)學(xué)科排名
書目名稱English Language Teaching Today網(wǎng)絡(luò)公開度
書目名稱English Language Teaching Today網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱English Language Teaching Today被引頻次
書目名稱English Language Teaching Today被引頻次學(xué)科排名
書目名稱English Language Teaching Today年度引用
書目名稱English Language Teaching Today年度引用學(xué)科排名
書目名稱English Language Teaching Today讀者反饋
書目名稱English Language Teaching Today讀者反饋學(xué)科排名
作者: 出汗 時間: 2025-3-21 23:39
Teaching Speakinglinguistic elements that can improve their accuracy. Drawing on a substantial research base, this chapter discusses key dimensions in teaching speaking that can develop language learners’ fluency, accuracy and complexity, as well as guiding them on how to manage their cognitive and affective learning processes in a holistic manner.作者: 大氣層 時間: 2025-3-22 02:37
https://doi.org/10.1007/978-3-319-38834-2Assessments in ELT; Classroom practice English as a foreign language; English as an additional languag作者: Sputum 時間: 2025-3-22 08:32
https://doi.org/10.1007/978-3-319-34000-5n of the book. The chapter first presents key changes that have had a major impact on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research-based principles that could be used as a basis for critically examining our curr作者: Hamper 時間: 2025-3-22 12:41
https://doi.org/10.1057/9780230299276e of the roots of student centred learning. The final and largest section of the chapter goes deeper into ten elements of student centred learning and discusses their application in second language education. These ten elements are students and teachers as co-learners, student-student interaction, l作者: maroon 時間: 2025-3-22 13:47
https://doi.org/10.1007/978-1-4613-2507-9ussing some of the factors that have historically marginalised the role of local languages in English language teaching. It then discusses how non-recognition of local languages is supported by and contributes to other hegemonic practices that limit the role of local languages in education. The chap作者: maroon 時間: 2025-3-22 18:59
https://doi.org/10.1007/978-94-017-5944-1the course book becomes an unexamined curriculum. Yet in such circumstances the learning outcomes may not be optimal because teachers are not applying principles; principles, in this sense, refer to research and theory about best practice in language teaching and learning. This chapter explores this作者: kidney 時間: 2025-3-22 22:24 作者: minimal 時間: 2025-3-23 04:45
Douglas Hague (Associate Fellow)dge and skills of their students. These 12 assessment types are classified into four categories: receptive-response (true-false, multiple-choice, and matching items); productive-response (fill-in and short-answer items, and performance assessment); personal-response (portfolios, conferences, and sel作者: Interlocking 時間: 2025-3-23 08:50
The Management of Small Renal Massesbeen suggested as to how English language teachers could reflect on their work is by writing regularly in a teaching journal. This chapter asks a very important question about reflecting on practice: does writing promote reflective practice? I use a case study as a backdrop for discussing the use of作者: 地殼 時間: 2025-3-23 12:54
The Management of Voice Disordersnefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroo作者: 起波瀾 時間: 2025-3-23 15:12 作者: EVEN 時間: 2025-3-23 19:50 作者: 取回 時間: 2025-3-23 23:27
https://doi.org/10.1007/978-1-349-05186-1linguistic elements that can improve their accuracy. Drawing on a substantial research base, this chapter discusses key dimensions in teaching speaking that can develop language learners’ fluency, accuracy and complexity, as well as guiding them on how to manage their cognitive and affective learnin作者: 宇宙你 時間: 2025-3-24 05:34 作者: Fermentation 時間: 2025-3-24 07:26
https://doi.org/10.1007/978-1-4842-0148-0orical overview of various approaches to teaching writing, including the controlled approach, process approach, and genre approach. Essential to implementing these approaches is understanding the recursive nature of the writing process and knowing what constitutes competent writing. Indeed, writing 作者: MELON 時間: 2025-3-24 11:54
https://doi.org/10.1007/978-3-319-56648-1se to L1 and L2 varieties of English. Since the twentieth century, globalization has further enhanced the spread of English, which has led to emerging paradigms, e.g., World Englishes (WE) and English as an International Language (EIL). These paradigms have not only reframed perceptions of what Engl作者: 果仁 時間: 2025-3-24 16:37
https://doi.org/10.1057/9781137313577hicle for teaching grammar. This is because texts provide meaningful and appropriate contexts of authentic language use. To elaborate on the concept of text, the systemic functional grammar tradition is adopted to present a perspective that teaching grammar does not always mean teaching the forms bu作者: 擺動 時間: 2025-3-24 20:30 作者: ACE-inhibitor 時間: 2025-3-24 23:35 作者: AXIOM 時間: 2025-3-25 06:27
978-3-319-81758-3Springer International Publishing Switzerland 2016作者: 領(lǐng)先 時間: 2025-3-25 10:47 作者: Vulvodynia 時間: 2025-3-25 15:36
Willy A. Renandya,Handoyo Puji WidodoGuidance for teacher educators on how to provide students with a deeper understanding of English Language Teaching, with a special focus on the Asian context.Explores language learning as a cognitive 作者: Occupation 時間: 2025-3-25 19:50 作者: 我不怕犧牲 時間: 2025-3-25 22:27 作者: MELD 時間: 2025-3-26 02:53 作者: antipsychotic 時間: 2025-3-26 07:38
https://doi.org/10.1007/978-3-540-77012-1y be taught? How many words do EFL learners need to know? What should a vocabulary-learning programme include? How can vocabulary learning be fostered given limited classroom time? Which activities might be useful in indirect vocabulary learning?作者: Femish 時間: 2025-3-26 10:16 作者: 傲慢物 時間: 2025-3-26 13:44 作者: 初學(xué)者 時間: 2025-3-26 17:23 作者: 誰在削木頭 時間: 2025-3-27 00:12 作者: 痛得哭了 時間: 2025-3-27 02:17 作者: characteristic 時間: 2025-3-27 09:21 作者: Ballad 時間: 2025-3-27 11:54 作者: Throttle 時間: 2025-3-27 14:25
The Management of Voice Disordersapter ends by addressing problems and concerns (e.g., lack of resources, limited curriculum time and lack of support from school administrators) that L2 teachers often raise regarding the implementation ER and EL in schools.作者: Jacket 時間: 2025-3-27 18:00 作者: Acclaim 時間: 2025-3-27 22:03 作者: 業(yè)余愛好者 時間: 2025-3-28 04:50
Does Writing Promote Reflective Practice?e teachers may not like writing a journal as a tool for reflection. Thus, the chapter offers suggestions, and some cautions, for language teachers, especially for non-native speaker ESL/EFL teachers, when using writing as a form of reflective practice.作者: Free-Radical 時間: 2025-3-28 06:47 作者: Kinetic 時間: 2025-3-28 11:03 作者: ACRID 時間: 2025-3-28 18:21
Book 2016 in the world today. The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taug作者: Anonymous 時間: 2025-3-28 19:49
English Language Teaching Today: An Introductionn of the book. The chapter first presents key changes that have had a major impact on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research-based principles that could be used as a basis for critically examining our curr作者: antidepressant 時間: 2025-3-29 00:42
Student-Centred Learning in ELTe of the roots of student centred learning. The final and largest section of the chapter goes deeper into ten elements of student centred learning and discusses their application in second language education. These ten elements are students and teachers as co-learners, student-student interaction, l作者: 叢林 時間: 2025-3-29 03:19 作者: perimenopause 時間: 2025-3-29 10:28 作者: EXUDE 時間: 2025-3-29 11:59
Current Issues in the Development of Materials for Learners of English as an International Language then goes on to suggest ways in which new materials could meet the needs of learners of English who will be communicating more with other non-native speakers than with native speakers of English. It suggests approaches to selecting content, to using texts and to devising tasks, which would differen作者: Ingenuity 時間: 2025-3-29 16:41
Assessment in ELT: Theoretical Options and Sound Pedagogical Choicesdge and skills of their students. These 12 assessment types are classified into four categories: receptive-response (true-false, multiple-choice, and matching items); productive-response (fill-in and short-answer items, and performance assessment); personal-response (portfolios, conferences, and sel作者: 俗艷 時間: 2025-3-29 22:59
Does Writing Promote Reflective Practice?been suggested as to how English language teachers could reflect on their work is by writing regularly in a teaching journal. This chapter asks a very important question about reflecting on practice: does writing promote reflective practice? I use a case study as a backdrop for discussing the use of作者: 朦朧 時間: 2025-3-30 01:14
Extensive Reading and Listening in the L2 Classroomnefits of the two approaches to language learning. It then discusses ways of implementing the two together in input-poor L2 contexts where the quantity and quality of the target language input tends to be rather limited. In these L2 learning contexts, the main source of input comes from the classroo作者: 潰爛 時間: 2025-3-30 06:09
Teaching L2 Listening: In and Outside the Classroomevidence. Firstly some spoken language features are introduced followed by an examination of the previous research on second language listening difficulties. Based on the research findings, a listening lesson designed in a three-phase teaching format is presented, namely pre-listening, while-listeni作者: 吵鬧 時間: 2025-3-30 10:33
Teaching Reading and Viewing to L2 Learnersstudents. Given the centrality of reading and viewing in real life and their importance in the curriculum for assisting the development of other language skills in students (e.g., speaking, listening, vocabulary, and writing), teachers’ instruction is crucial to student success. More importantly, in作者: sebaceous-gland 時間: 2025-3-30 12:31 作者: alliance 時間: 2025-3-30 20:13 作者: 甜瓜 時間: 2025-3-30 20:47 作者: 向宇宙 時間: 2025-3-31 04:44
Teaching Academic Writing in Contextse to L1 and L2 varieties of English. Since the twentieth century, globalization has further enhanced the spread of English, which has led to emerging paradigms, e.g., World Englishes (WE) and English as an International Language (EIL). These paradigms have not only reframed perceptions of what Engl作者: temperate 時間: 2025-3-31 07:04
Teaching English Grammar in Asian Contextshicle for teaching grammar. This is because texts provide meaningful and appropriate contexts of authentic language use. To elaborate on the concept of text, the systemic functional grammar tradition is adopted to present a perspective that teaching grammar does not always mean teaching the forms bu作者: 無政府主義者 時間: 2025-3-31 12:48
Teaching Vocabulary in the EFL Contextnd language (L2) input, and most words are learned through classroom instruction. Overall, research has shown marginal L2 vocabulary growth in many EFL situations. Such research indicates a need for a more effective and efficient approach to teaching vocabulary in the EFL context. This chapter discu作者: 網(wǎng)絡(luò)添麻煩 時間: 2025-3-31 14:16
Teaching Pronunciation to Learners of English as a Lingua Francae need for English to function as a lingua franca is ever increasing. Thus, the goals of teaching English pronunciation have become manifold. The traditional aim of acquiring one “standard” pronunciation will not suffice. Learners nowadays have to learn to communicate with English speakers from diff作者: 演繹 時間: 2025-3-31 18:20 作者: phlegm 時間: 2025-4-1 00:35 作者: rectum 時間: 2025-4-1 03:22
Assessment in ELT: Theoretical Options and Sound Pedagogical Choiceseciding which assessment type best matches the materials and activities they are using in their classrooms and thereby maximize the positive washback effects of their assessment on their students’ classroom learning.作者: intertwine 時間: 2025-4-1 07:03
Teaching Reading and Viewing to L2 Learnersheoretical perspectives on such instruction as well as practical strategies for teaching reading and viewing. Strategies such as activating schemata, previewing, predicting, skimming, scanning, reading and linking, viewing (e.g., viewing digital materials on the computer screen), and connecting, usi作者: 戲服 時間: 2025-4-1 11:07
