標(biāo)題: Titlebook: Learner Autonomy Across Cultures; Language Education P David Palfreyman,Richard C. Smith (Lecturer in ELT Book 2003 Palgrave Macmillan, a d [打印本頁(yè)] 作者: 威風(fēng) 時(shí)間: 2025-3-21 18:16
書目名稱Learner Autonomy Across Cultures影響因子(影響力)
書目名稱Learner Autonomy Across Cultures影響因子(影響力)學(xué)科排名
書目名稱Learner Autonomy Across Cultures網(wǎng)絡(luò)公開(kāi)度
書目名稱Learner Autonomy Across Cultures網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Learner Autonomy Across Cultures被引頻次
書目名稱Learner Autonomy Across Cultures被引頻次學(xué)科排名
書目名稱Learner Autonomy Across Cultures年度引用
書目名稱Learner Autonomy Across Cultures年度引用學(xué)科排名
書目名稱Learner Autonomy Across Cultures讀者反饋
書目名稱Learner Autonomy Across Cultures讀者反饋學(xué)科排名
作者: Hla461 時(shí)間: 2025-3-21 22:31 作者: SOBER 時(shí)間: 2025-3-22 02:45
Changes in Chinese Students’ Learner Strategy Use after Arrival in the UK: a Qualitative Inquiryst, Chinese students tended to enjoy a good reputation for their diligence and academic achievement (Cortazzi and Jin, 1996; Watkins and Biggs, 1996). But with the increase in numbers of Chinese studying abroad, the difficulties they face in their adaptation to a new academic environment appear to b作者: deriver 時(shí)間: 2025-3-22 04:46
Learner Autonomy as Agency in Sociocultural Settingsith innate, specifiable characteristics, independently of the social, historical, cultural and political-economic situations in which they live. From this perspective, these ‘a(chǎn)utonomous’ learners have variable motivations, learning styles, cognitive traits, strategies and personality orientations th作者: enlist 時(shí)間: 2025-3-22 08:47 作者: LAVA 時(shí)間: 2025-3-22 15:05 作者: 有毒 時(shí)間: 2025-3-22 18:01 作者: synovitis 時(shí)間: 2025-3-22 23:20 作者: drusen 時(shí)間: 2025-3-23 05:13 作者: 善變 時(shí)間: 2025-3-23 08:17 作者: 軟弱 時(shí)間: 2025-3-23 11:39 作者: 樂(lè)意 時(shí)間: 2025-3-23 15:21
Learning Cultures and Counselling: Teacher/Learner Interaction within a Self-Directed Schemeir language learning and help them find the most effective and efficient way of [learning] in a variety of learning environments” (Mozzon-McPherson, n.d.). With the emergence of self-directed learning schemes and the current emphasis on learner-centred pedagogies, classroom teachers as well as those作者: collagenase 時(shí)間: 2025-3-23 22:02 作者: 衰弱的心 時(shí)間: 2025-3-24 01:02 作者: Decline 時(shí)間: 2025-3-24 04:28
Postscript: Implications for Language Educationnfluential concept in language education in a variety of contexts in recent years, and ‘culture’ has often been mentioned as a significant variable in connection with its appropriateness and/or practicality.” In order to encourage a move beyond the national/ethnic stereotyping of learners which has 作者: 使腐爛 時(shí)間: 2025-3-24 10:36 作者: Cholecystokinin 時(shí)間: 2025-3-24 12:37
David Palfreymanish society in India became the pre-servation of ‘social distance’ between that society and the indigenous populations it ruled over. It was this social distance which came to be seen as essential to the maintenance of power and authority.. The vast of structurese scholarship on English colonial lit作者: NOT 時(shí)間: 2025-3-24 16:06 作者: Morphine 時(shí)間: 2025-3-24 22:48 作者: Buttress 時(shí)間: 2025-3-25 00:30
Xuesong Gaoish society in India became the pre-servation of ‘social distance’ between that society and the indigenous populations it ruled over. It was this social distance which came to be seen as essential to the maintenance of power and authority.. The vast of structurese scholarship on English colonial lit作者: 憤世嫉俗者 時(shí)間: 2025-3-25 04:43 作者: Eclampsia 時(shí)間: 2025-3-25 08:29
ish society in India became the pre-servation of ‘social distance’ between that society and the indigenous populations it ruled over. It was this social distance which came to be seen as essential to the maintenance of power and authority.. The vast of structurese scholarship on English colonial lit作者: linear 時(shí)間: 2025-3-25 13:55
Rebecca L. Oxford lives.Considers how the future has been conceptualised in s.This book presents the findings of a recent interview-based study of how 28 young adults living in Melbourne, Australia viewed and related to both the personal and societal future. In so doing it addresses issues such as how individuals im作者: ACME 時(shí)間: 2025-3-25 17:48 作者: 要塞 時(shí)間: 2025-3-25 23:46 作者: 不來(lái) 時(shí)間: 2025-3-26 02:31 作者: adipose-tissue 時(shí)間: 2025-3-26 05:44
Richard C. Smithess, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teache作者: Dislocation 時(shí)間: 2025-3-26 09:06
E. A. Gamini Fonsekas are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is t作者: 大吃大喝 時(shí)間: 2025-3-26 13:48
Klaus Schwienhorsts are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is t作者: ineptitude 時(shí)間: 2025-3-26 18:53
s are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is t作者: Gobble 時(shí)間: 2025-3-26 23:52
David Palfreymaness, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teache作者: characteristic 時(shí)間: 2025-3-27 02:26 作者: POLYP 時(shí)間: 2025-3-27 05:23 作者: concubine 時(shí)間: 2025-3-27 11:13
Naoko Aoki,Yukiyo Hamakawaess, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teache作者: 追蹤 時(shí)間: 2025-3-27 14:14
Richard C. Smithitions these stories as part of a growing scholarship about "Stories matter. Stories speak about complex aspects of our lives that intuitively we know are important but for which the language of rational discourse is often inadequate. Stories draw on archetypal structures and evocative language in w作者: TAIN 時(shí)間: 2025-3-27 19:23 作者: 模范 時(shí)間: 2025-3-27 22:02
Changes in Chinese Students’ Learner Strategy Use after Arrival in the UK: a Qualitative Inquirythe UK, investigating changes in their learner strategy use as they cross over from an EFL (English as a foreign language) learning situation to an ESL (English as a second language) context where English is much more widely used in the surrounding environment than in China.作者: 朋黨派系 時(shí)間: 2025-3-28 03:31
Learner Autonomy as Agency in Sociocultural Settingsd their learning (Hall, 1993, 1995; Rampton, 1995; Auerbach, 1997; Pavlenko and Lantolf, 2000; Pennycook, 2001). Another thread in this discussion has related to learners’ agency, their embodied experiences, and their individual histories situated in sociocultural contexts (e.g. Benson, Chik and Lim作者: ROOF 時(shí)間: 2025-3-28 07:25
Toward a More Systematic Model of L2 Learner Autonomynd later (1980) referred to autonomy in regard to the learner’s attitude of responsibility, while he used ‘self-direction’ to refer to the learning situation or mode in which the attitude of autonomy is displayed.作者: Confess 時(shí)間: 2025-3-28 13:18 作者: 可互換 時(shí)間: 2025-3-28 17:26
detailed account of Hume’s conception of objects, we are forced to accommodate new interpretations of, at least, Hume’s notions of belief, personal identity, justification and causality..978-94-007-9835-9978-94-007-2187-6Series ISSN 1879-8578 Series E-ISSN 2352-2585 作者: 有害處 時(shí)間: 2025-3-28 18:52
Richard C. Smithands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it dem978-94-6091-663-2作者: DEMUR 時(shí)間: 2025-3-29 02:32
David Palfreymanands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it dem978-94-6091-663-2作者: grandiose 時(shí)間: 2025-3-29 04:27 作者: 倔強(qiáng)一點(diǎn) 時(shí)間: 2025-3-29 11:08 作者: FAWN 時(shí)間: 2025-3-29 15:05 作者: 紋章 時(shí)間: 2025-3-29 18:10 作者: ferment 時(shí)間: 2025-3-29 23:27 作者: 賞錢 時(shí)間: 2025-3-30 01:24
Xuesong Gaosense of how these literatures interacted with European literatures under the impact of colonial expansion. It is as though studies of Euroean literature in the context of European imperialism erialism deal only with half an archive, and ignore the other half.作者: 個(gè)人長(zhǎng)篇演說(shuō) 時(shí)間: 2025-3-30 04:41 作者: 莊嚴(yán) 時(shí)間: 2025-3-30 12:08
sense of how these literatures interacted with European literatures under the impact of colonial expansion. It is as though studies of Euroean literature in the context of European imperialism erialism deal only with half an archive, and ignore the other half.作者: 使迷惑 時(shí)間: 2025-3-30 14:12
Rebecca L. Oxforded thinking are proposed, and the role that hope can play in this process is addressed. This book will appeal to readers who are interested in the sociology of risk and uncertainty, time, and youth.??.978-3-319-88000-6978-3-319-65325-9Series ISSN 2523-7268 Series E-ISSN 2523-7276 作者: 沒(méi)有希望 時(shí)間: 2025-3-30 19:26
Philip Rileyed thinking are proposed, and the role that hope can play in this process is addressed. This book will appeal to readers who are interested in the sociology of risk and uncertainty, time, and youth.??.978-3-319-88000-6978-3-319-65325-9Series ISSN 2523-7268 Series E-ISSN 2523-7276 作者: 調(diào)色板 時(shí)間: 2025-3-30 23:07 作者: Schlemms-Canal 時(shí)間: 2025-3-31 02:53 作者: Initiative 時(shí)間: 2025-3-31 05:23 作者: legitimate 時(shí)間: 2025-3-31 10:09 作者: Incommensurate 時(shí)間: 2025-3-31 16:02 作者: TERRA 時(shí)間: 2025-3-31 20:15
María Angeles de los Clementeorld, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it dem作者: 環(huán)形 時(shí)間: 2025-3-31 22:03
David Palfreyman,Richard C. Smith (Lecturer in ELT
