標(biāo)題: Titlebook: Literature in Language Education; Geoff Hall Book 2015Latest edition The Editor(s) (if applicable) and The Author(s) 2015 discourse.Englis [打印本頁(yè)] 作者: Precise 時(shí)間: 2025-3-21 18:51
書目名稱Literature in Language Education影響因子(影響力)
書目名稱Literature in Language Education影響因子(影響力)學(xué)科排名
書目名稱Literature in Language Education網(wǎng)絡(luò)公開(kāi)度
書目名稱Literature in Language Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Literature in Language Education被引頻次
書目名稱Literature in Language Education被引頻次學(xué)科排名
書目名稱Literature in Language Education年度引用
書目名稱Literature in Language Education年度引用學(xué)科排名
書目名稱Literature in Language Education讀者反饋
書目名稱Literature in Language Education讀者反饋學(xué)科排名
作者: 水汽 時(shí)間: 2025-3-21 21:28
978-1-137-33183-0The Editor(s) (if applicable) and The Author(s) 2015作者: 淘氣 時(shí)間: 2025-3-22 03:48
Literature in Language Education978-1-137-33184-7Series ISSN 2946-2258 Series E-ISSN 2946-2266 作者: 同義聯(lián)想法 時(shí)間: 2025-3-22 06:07 作者: 一夫一妻制 時(shí)間: 2025-3-22 11:03 作者: 蘑菇 時(shí)間: 2025-3-22 16:29 作者: nocturia 時(shí)間: 2025-3-22 19:10 作者: Ballad 時(shí)間: 2025-3-22 23:37 作者: 有惡意 時(shí)間: 2025-3-23 01:33 作者: Mitigate 時(shí)間: 2025-3-23 08:50 作者: 前面 時(shí)間: 2025-3-23 12:21
Literature in Educationo everyday creativity and language use. Students could in principle learn much about the target language through the variety present in the range of texts known as ‘literary’. Nevertheless, no distinct single linguistic identity can be pinned down. The possible linguistic advantage of literary texts作者: COKE 時(shí)間: 2025-3-23 17:03 作者: Tractable 時(shí)間: 2025-3-23 21:55
Educational Perspectives literature in education might be. This has tended to be a particularly acute problem for the second language classroom, where the desire to provide motivating material for an individual lesson (the ‘springboard’ cliché) often seems to override longer term curricular views, one text following anothe作者: Sleep-Paralysis 時(shí)間: 2025-3-23 23:11
Carrying Out Your Own Research Project in Literature in Language Educationumed is that of Action Research (AR), as outlined at the beginning of Part 3. A teacher-researcher, in the AR perspective, wishes to understand better in order to transform an existing less than satisfactory situation, in collaboration with other participants, and will then reflect on the effects of作者: Amylase 時(shí)間: 2025-3-24 03:00
Guide to Resources for Research in LLE and is assumed in much of what follows. Your institution or employer should help you with any fees or charges. At the same time, a remarkable amount of useful information is now available to even unaffiliated internet users, and so, again, use of a computer with internet access is increasingly nece作者: 冷峻 時(shí)間: 2025-3-24 06:47
ce can inhibit the imposition of treatment techniques and children tend to have few legal rights in courts with a welfare orientation. Indeed, in the logic of welfare protectionism legal rights are unnecessary. The question frequently raised is ‘What does the child need to be protected from?’ More r作者: bypass 時(shí)間: 2025-3-24 11:59 作者: CHAR 時(shí)間: 2025-3-24 15:42 作者: 俗艷 時(shí)間: 2025-3-24 20:14
Geoff Hallce can inhibit the imposition of treatment techniques and children tend to have few legal rights in courts with a welfare orientation. Indeed, in the logic of welfare protectionism legal rights are unnecessary. The question frequently raised is ‘What does the child need to be protected from?’ More r作者: 萬(wàn)神殿 時(shí)間: 2025-3-25 00:55
to experience the negative consequences of climate change, particularly of the increase in frequency and intensity of urban flooding. The Kresge Foundation created the Climate Resilient and Equitable Water Systems Initiative (CREWS Initiative) to address the structural and institutional racism that 作者: parsimony 時(shí)間: 2025-3-25 04:26
Geoff Hallsimultaneously address both carbon emission reductions and social justice. Analyses of the shift to climate urbanism have predominantly focused on large cities. Here, I draw on participatory action research and specifically my experience with participating in writing the Climate Action and Adaptatio作者: 怒目而視 時(shí)間: 2025-3-25 09:40
Geoff Hallevel.Examines how definitions of justice are incorporated (o.This edited volume?examines how climate action plans engage justice at the scale of the city. Recent events in the United States make the context particularly ripe for a discussion of justice in urban climate politics. On the one hand, the作者: 憤怒歷史 時(shí)間: 2025-3-25 15:04 作者: 逗它小傻瓜 時(shí)間: 2025-3-25 18:07 作者: exhibit 時(shí)間: 2025-3-25 23:06
Geoff Hallent, interpretation of what “vulnerability” really means for them, and considerations of equity aspects in planning adaptation targets. Even less information is available on how considerations of equity are linked to planning approaches and guidelines in different countries and how adaptation planni作者: hemophilia 時(shí)間: 2025-3-26 03:16
Geoff Halloriginal vision: continuous support for climate policy is more likely to emerge when citizens find that the distribution of the bill for climate costs is fair. But what is a fair distribution of climate costs? This is an important question because financial costs of mitigation (reducing greenhouse g作者: 消毒 時(shí)間: 2025-3-26 08:08
Geoff Halloriginal vision: continuous support for climate policy is more likely to emerge when citizens find that the distribution of the bill for climate costs is fair. But what is a fair distribution of climate costs? This is an important question because financial costs of mitigation (reducing greenhouse g作者: 小木槌 時(shí)間: 2025-3-26 08:30 作者: 持續(xù) 時(shí)間: 2025-3-26 16:42
Geoff Hallvocate for the child or as an officer of the court? These are difficult questions in themselves, but they beg a more important question. What do we want to achieve? Should we protect the child’s legal rights or try to promote his welfare? Should the lawyer try to get the child off or get appropriate作者: GRE 時(shí)間: 2025-3-26 17:01 作者: 平躺 時(shí)間: 2025-3-26 22:15
Geoff Hallvocate for the child or as an officer of the court? These are difficult questions in themselves, but they beg a more important question. What do we want to achieve? Should we protect the child’s legal rights or try to promote his welfare? Should the lawyer try to get the child off or get appropriate作者: 芭蕾舞女演員 時(shí)間: 2025-3-27 03:04 作者: 變白 時(shí)間: 2025-3-27 06:52
Geoff Hallntion to social justice from those who are purportedly concerned about it. This work places emphasis on an understudied area (small cities), broadens research into different urban contexts, and illustrates how economic aims overshadow and marginalize other priorities as cities embark on new ways to 作者: kindred 時(shí)間: 2025-3-27 11:39 作者: 易于交談 時(shí)間: 2025-3-27 17:29 作者: Bumble 時(shí)間: 2025-3-27 21:12 作者: SOW 時(shí)間: 2025-3-28 01:13
Geoff Hallr example, political preferences and the policy issue at hand. Empirical research on designing climate policies, however, shows that distributive principles are not part of the political, policy, and public discussions. The authors therefore argue that explicit attention to principles of just distri作者: Fibrinogen 時(shí)間: 2025-3-28 04:51
Geoff Hallsame time result in marginalizing certain populations through various processes, from mismatched solutions to outright exclusion and climate gentrification. By identifying how certain populations are included i978-3-030-73941-6978-3-030-73939-3Series ISSN 2212-5450 Series E-ISSN 2452-1582 作者: 一夫一妻制 時(shí)間: 2025-3-28 07:34 作者: 北極人 時(shí)間: 2025-3-28 12:07
Literature in Educationy valued and supposedly engaging texts Indeed for many readers literature is first or most extensively a schooled experience. The enthusiastic readers of literature in later life reported in Long (2003) or Hartley (2001) are mostly university graduates, though reading is widely advocated and practis作者: 紳士 時(shí)間: 2025-3-28 17:57 作者: hereditary 時(shí)間: 2025-3-28 20:43 作者: Tractable 時(shí)間: 2025-3-29 01:25
Literary Language and Ordinary Languageanguage of a text is only one element in successful or productive reading. Discussion of this issue in this chapter will lead us back to the ‘discourse’ of literature in both the sense that literary text comes to mean in an environment of other texts, and in the sense that any literary text has a reader, and contexts or reading.作者: 光明正大 時(shí)間: 2025-3-29 03:43
Educational Perspectivesotivating material for an individual lesson (the ‘springboard’ cliché) often seems to override longer term curricular views, one text following another with possibly thematic coherence, but little obvious or thought-through justification in terms of developing more widely conceived language proficiency and/or literary competence.作者: 混合,攙雜 時(shí)間: 2025-3-29 09:17
