標(biāo)題: Titlebook: Literature and Language Learning in the EFL Classroom; Masayuki Teranishi,Yoshifumi Saito,Katie Wales Book 2015 The Editor(s) 2015 communi [打印本頁(yè)] 作者: MASS 時(shí)間: 2025-3-21 19:56
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作者: 自傳 時(shí)間: 2025-3-21 21:51
n Jungen im Vergleich zu M?dchen im Hinblick auf ihre Bildungs- und Zukunftschancen benachteiligt sind. Die Debatten über die Benachteiligung von Jungen münden in der Regel in Problem-Diagnosen, die jenen der Ratgeberliteratur mit Titel wie ‘Arme Jungs: Was Eltern, die S?hne haben, wissen sollten’ (作者: MILK 時(shí)間: 2025-3-22 02:16
Takayuki Nishiharan Jungen im Vergleich zu M?dchen im Hinblick auf ihre Bildungs- und Zukunftschancen benachteiligt sind. Die Debatten über die Benachteiligung von Jungen münden in der Regel in Problem-Diagnosen, die jenen der Ratgeberliteratur mit Titel wie ‘Arme Jungs: Was Eltern, die S?hne haben, wissen sollten’ (作者: 領(lǐng)導(dǎo)權(quán) 時(shí)間: 2025-3-22 05:45 作者: Duodenitis 時(shí)間: 2025-3-22 09:04
Tomohide Ishihara,Akira Onoters auch anl?sslich der Geburt des Kindes in der Zeit der Funktion des Mannes als Premierminister weiter auf Bewusstseinbildung. Ihre Appelle an den Mann auch in der ?ffentlichkeit, das Vatersein ernst zu nehmen, sind ja bekannt. In der Meldung in ?Die Zeit“wird in der Folge auf die Aktion der dama作者: freight 時(shí)間: 2025-3-22 16:43 作者: chlorosis 時(shí)間: 2025-3-22 19:24
Masayuki Teranishialls sei hier auch betont, dass es nicht darum geht, die ermutigenden — wenn auch statistisch eher bescheidenen — Gegentendenzen von ‘neuen V?tern’ und all jene V?ter, die immer schon famili?r bemüht waren, zu diskreditieren. Dennoch ist die ‘Vaterferne’ in ihren verschiedensten Auspr?gungen heute e作者: 榮幸 時(shí)間: 2025-3-22 22:03
Kyoko Kuze. Es scheint daher notwendig, polarisierte Perspektiven zugunsten einer Chancengleichheit zu hinterfragen und problembesetzte Wirkmechanismen auf der individuellen, unterrichtlichen, schulkulturellen und strukturellen Ebene zu ergründen, um so intervenierend Unterstützung bei der Ausbildung von Chan作者: entail 時(shí)間: 2025-3-23 05:01 作者: Cultivate 時(shí)間: 2025-3-23 09:15 作者: Expostulate 時(shí)間: 2025-3-23 13:46 作者: 表否定 時(shí)間: 2025-3-23 16:26
Hiroko Sugimuraichkeit ist die Freundinnen- bzw. Freundesgruppe. Diese spezifische Organisationsform jugendlicher Gemeinschaft ist jedoch nicht nur einseitig eine dem sozialen Zwang unterworfene sozialisatorische Instanz, sondern ihrerseits Konstruktionsort und — mittel von Geschlecht und Jugendlichkeit. In diesem作者: 使?jié)M足 時(shí)間: 2025-3-23 18:59
From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary are therefore well attuned to the ideas of British pedagogical stylistics, which have played a central role in bringing literature (back) into the language classroom. This also explains why they have explored the potential of literature as an educational resource largely along the lines suggested by作者: NOCT 時(shí)間: 2025-3-24 00:32
Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as ariments have concentrated on increasing a learner’s vocabulary and enhancing his/her language acquisition. The conceptual metaphorical stylistic analysis set out in this chapter, however, seeks not only to do this, but also to stimulate a deeper level of thinking and comprehension in L2 learners.作者: AGGER 時(shí)間: 2025-3-24 03:28 作者: Influx 時(shí)間: 2025-3-24 09:10 作者: 厭倦嗎你 時(shí)間: 2025-3-24 13:40
Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness through Reading Austingful: this approach helps students of literature to develop sensitivity to the way in which fictional characterization is generated and controlled, and it helps those training to be teachers to appreciate the extent to which language system contribute to the production of literature. Language and 作者: chalice 時(shí)間: 2025-3-24 17:38
Literary Reading Circles and Short Essay Activities for English Learning among Medical Studentssents the pedagogical implications of the findings. English as a second language (ESL) and EFL practitioners considering ways to incorporate literature into their language education practice may refer to this study as an example.作者: 干旱 時(shí)間: 2025-3-24 20:47 作者: fulcrum 時(shí)間: 2025-3-25 02:21 作者: indoctrinate 時(shí)間: 2025-3-25 06:11
Literature and Language Learning in the EFL Classroom978-1-137-44366-3作者: FLAX 時(shí)間: 2025-3-25 08:32 作者: 駁船 時(shí)間: 2025-3-25 12:46
Recent Developments in Uses of Literature in Language Teachingr poorly formulated sentences and sections, but also, more positively, to review activity in an undoubtedly very active field over the last ten years, 2004–2014. My survey in this chapter is necessarily selective and partial, but attempts to identify, with salient examples, some major ongoing develo作者: 現(xiàn)代 時(shí)間: 2025-3-25 19:25
Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japansch and Kramsch, 2000; Maley, 1990; Schultz, 2002; Simpson, 1997). Maley (1990: 3), for example, says that ‘[during] the period of structural dominance, literature found itself side-lined’ and that ‘[for] a time the new functional-notional communicative movement also ignored literature’. He goes on 作者: 正常 時(shí)間: 2025-3-25 20:40
Bridging the Gap between L1 Education and L2 Educationsharing the common ground of language education, teachers of L1 and L2 in Japan spend little time studying each other’s fields either during or after their training periods. Furthermore, they belong to different professional and academic groups, and rarely have opportunities for learning from each o作者: figurine 時(shí)間: 2025-3-26 01:32
From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary long time, that ELT in Japan had languished because of its excessive emphasis on rote-learning-based grammatical understanding, reading comprehension, translation and, above all, literary appreciation. This assumption has been challenged and partially invalidated by some of the latest studies by Jap作者: noxious 時(shí)間: 2025-3-26 06:07
Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as and conceptual metaphor (see, for example, Boers, 2000; Chen and Lai, 2011; Deignan et al., 1997; Gao and Meng, 2010; Hall, 2012; Lazar, 1996; Littlemore, 2004; Littlemore and Low, 2006). The same might be said of stylistics, as it too is a fruitful area for L2 and EFL research (see, for example, Bur作者: 壁畫 時(shí)間: 2025-3-26 09:39
Playing with Words and Pictures: Using Post-modernist Picture Books as a Resource with Teenage and Ample, Carter and McRae, 1996; Duff and Maley, 1990; Hall, 2005; Paran, 2006; Parkinson and Reid Thomas, 2000). While much of the academic literature and many classroom materials have generally conceived of literary texts as poems, short stories, novels and plays, Paran (2006) argues that many classr作者: coagulate 時(shí)間: 2025-3-26 12:51
Achievement Tests for Literary Reading in General EFL Reading Courses Japanese university, where learners at different English proficiency levels are enrolled. Although the use of literary texts for foreign language teaching has been examined in various contexts, most investigations reported in the literature have been done from a teaching perspective, presenting tea作者: paradigm 時(shí)間: 2025-3-26 18:19 作者: 四牛在彎曲 時(shí)間: 2025-3-26 21:42
The Effects of Literary Texts on Students’ Sentence Recognition: Translation Tasks and Comprehensionhis volume), the effectiveness of using literary materials in second or foreign language teaching has now been reevaluating (see Hall, 2005, for a summary of the arguments on the use of literary materials in foreign classrooms and a foundation for further discussion). In the Japanese context, Kosako作者: Invertebrate 時(shí)間: 2025-3-27 03:42
Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness through Reading Aust as part of secondary school English teacher-training programmes. These courses are designed to expose students to a variety of literary texts and approaches, improve their linguistic and literary understanding, and instil knowledge of literary history and writers and their works. I taught one such 作者: HAUNT 時(shí)間: 2025-3-27 09:10 作者: 半導(dǎo)體 時(shí)間: 2025-3-27 13:29
Using Short Stories in University Composition Classroomsck into language teaching in the United Kingdom and the United States in the 1980s, it was not sufficiently reconsidered or re-evaluated in Japan. One reason why using literature in EFL classrooms is challenging may be due to the teaching methodology used. In Japan, literature has traditionally been作者: 真實(shí)的你 時(shí)間: 2025-3-27 14:25
Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communic teachers. Japanese learners often show dissatisfaction with the English as a Foreign Language (EFL) instruction they have received, wishing to be better at English communication. Although virtually every Japanese studies English for at least six years before graduating from high school, many colleg作者: Panther 時(shí)間: 2025-3-27 18:08 作者: 暴露他抗議 時(shí)間: 2025-3-27 22:15 作者: 胖人手藝好 時(shí)間: 2025-3-28 05:32
The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literwhat one wants to according to interests, needs, etc. Yet, it has also been regarded as an opportunity to share one text with others; and it works as collaborative reading in the context of the classroom, where students help each other to read and understand a given text in depth. The point here is 作者: Pelago 時(shí)間: 2025-3-28 06:58 作者: Ornament 時(shí)間: 2025-3-28 11:32
hen das siegreiche Geschlecht des 21. Jahrhunderts sind [...], w?hrenddessen M?nner und Jungen zunehmend ins Abseits geraten “ (Rose und Schmauch 2005: 7). Jungen wurden als ‘Leerstelle’ in der Forschung entdeckt, und es zeichnet sich mittlerweile ein Perspektivwechsel ?von der Benachteiligung der M作者: 繁忙 時(shí)間: 2025-3-28 14:51
Takayuki Nishiharahen das siegreiche Geschlecht des 21. Jahrhunderts sind [...], w?hrenddessen M?nner und Jungen zunehmend ins Abseits geraten “ (Rose und Schmauch 2005: 7). Jungen wurden als ‘Leerstelle’ in der Forschung entdeckt, und es zeichnet sich mittlerweile ein Perspektivwechsel ?von der Benachteiligung der M作者: Antarctic 時(shí)間: 2025-3-28 21:46 作者: 狗舍 時(shí)間: 2025-3-28 22:54
Tomohide Ishihara,Akira Onoiel Schaden an: ‘M?nner widmen sich ganz ihrem Beruf, ihre Familienpflichten vers?umen sie. Wir Frauen dagegen sind entschlossen, die richtige Balance zu halten/ Ms Booth ist übrigens mit Tony Blair, dem Labour-Führer, verheiratet; sie haben drei Kinder. Die Engl?nderin setzt auf Bewusstseins?nderun作者: Callus 時(shí)間: 2025-3-29 06:45
Tetsuko Nakamurachmarkt — einen gewissen Boom zu erleben. Nun ist diese Thematik keineswegs neu und besch?ftigt P?dagogik und Psychologie eigentlich — angefangen mit A. Mitscherlich’s Monumentalwerk“ Auf dem Weg zur vaterlosen Gesellschaft” — schon seit mehreren Jahrzehnten! Deshalb müssen wir uns fragen, welche ge作者: CRUE 時(shí)間: 2025-3-29 08:25 作者: Fallibility 時(shí)間: 2025-3-29 14:30 作者: Communal 時(shí)間: 2025-3-29 17:23 作者: 地名詞典 時(shí)間: 2025-3-29 23:23
Yuka Kusanaginachteiligte Geschlecht, so scheinen jetzt Jungen Opfer einer Bildungsbenachteiligung zu sein. Dabei wird etwa der hohe Anteil an Schülern in Hauptschulen oder ihr geringerer Prozentsatz an den Gymnasien argumentativ angeführt und parallel der h?here Anteil der M?dchen an Gymnasien und ihre besseren作者: 配偶 時(shí)間: 2025-3-30 03:16
Masako Nasunachteiligte Geschlecht, so scheinen jetzt Jungen Opfer einer Bildungsbenachteiligung zu sein. Dabei wird etwa der hohe Anteil an Schülern in Hauptschulen oder ihr geringerer Prozentsatz an den Gymnasien argumentativ angeführt und parallel der h?here Anteil der M?dchen an Gymnasien und ihre besseren作者: 蹣跚 時(shí)間: 2025-3-30 04:26
Hiroko Sugimurane herausragende Rolle. Jugendliche müssen sich nicht nur als Jugendliche entwerfen, dementsprechend handeln und es schaffen, auch von anderen als Jugendliche wahr und ernst genommen zu werden, sondern sie müssen sich hierbei als m?nnliche und weibliche Jugendliche unterscheiden. ?Doing gender“ und 作者: Flagging 時(shí)間: 2025-3-30 12:03
Recent Developments in Uses of Literature in Language Teaching 2004–2014. My survey in this chapter is necessarily selective and partial, but attempts to identify, with salient examples, some major ongoing developments, with references for readers to follow up for themselves.作者: 膝蓋 時(shí)間: 2025-3-30 15:37
Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japane, literature found itself side-lined’ and that ‘[for] a time the new functional-notional communicative movement also ignored literature’. He goes on to explain that ‘in the last ten years or so there has been a remarkable revival of interest in literature as one of the resources available for language learning’.作者: cuticle 時(shí)間: 2025-3-30 16:54 作者: Accomplish 時(shí)間: 2025-3-30 21:19
Introductione combined into a single subject. Literature plays a central or significant role in literary, cultural and sociological studies as well, and this book will be of interest to and will benefit researchers and students in these related areas.作者: NUDGE 時(shí)間: 2025-3-31 02:35
Teaching English Novels in the EFL Classroomshow an analysis of student data; furthermore, the pedagogical implications of English language and English literature education working in concert, both in classrooms in Japan and around the world, will be considered.作者: 面包屑 時(shí)間: 2025-3-31 08:28
Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communichat the motivation of EFL learners in Japan is attracting attention (for example, Apple et al., 2013; Irie, 2003). Why can’t they, or won’t they, try to communicate in English more? What could help Japanese EFL learners to take a crucial step from ‘wish’ to ‘will’ (MacIntyre, 2007) in communicating in English?作者: Irritate 時(shí)間: 2025-3-31 10:43 作者: deceive 時(shí)間: 2025-3-31 16:29
The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literstudent-centred learning, which is a significant factor in motivating students. Unlike traditional teacher-directed instruction, discussion facilitated by the students themselves can help them to develop their own ideas without any intervention by a pedagogical authority.作者: 跳動(dòng) 時(shí)間: 2025-3-31 21:12 作者: 值得尊敬 時(shí)間: 2025-4-1 00:05
Using Short Stories in University Composition Classroomsconception has led many people to link literature with this particular method, and thus to consider the use of literature to be out-of-date and inefficient for fostering the development of communication competence (Kuze, 2012).
