標(biāo)題: Titlebook: Literature in Language Education; Geoff. Hall Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2005 education.Engl [打印本頁(yè)] 作者: 恐怖 時(shí)間: 2025-3-21 19:45
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)公開度
書目名稱Literature in Language Education網(wǎng)絡(luò)公開度學(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
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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: Abduct 時(shí)間: 2025-3-21 20:16
Literary Language and Ordinary Languageer), research to date has told us most about the language of literature. This is a well-researched area, and some issues and conclusions are already relatively well defined, though ongoing research, particularly in corpus linguistics, is also opening up fascinating new dimensions of the topic.作者: 抗原 時(shí)間: 2025-3-22 00:50
Educational Perspectives developing language proficiency and/ or literary competence. Thus Brumfit (1981), in an early but still largely unrealised proposal, argues for a more conscious and principled approach to literature use in language classrooms, with sequencing decisions to be based on considerations such as:作者: 驚惶 時(shí)間: 2025-3-22 08:35
Carrying out Your Own Research Project in LLEent about to study native American society somewhere in California, is supposed to have produced the advice at the head of this chapter! Of course there is no substitute for experience, but this is a reason to begin observing, thinking and writing, not to feel disabled and intimidated.作者: 斜坡 時(shí)間: 2025-3-22 10:56
Research Methods for LLE, with Examplesstudent perspectives on LLE. This chapter therefore proceeds broadly from the more controlled and experimental to more qualitative, ‘naturalistic’ and action research-oriented methods, which are more likely to engage with and be more practical for teachers who have access to relevant situations.作者: insincerity 時(shí)間: 2025-3-22 14:59
Book 2005s. There are prompts and principles for those who wish to improve their own practice or to engage in projects or research in this area. The primary focus is on language of literature, reading of literature, literature as culture, and literature in education.作者: Living-Will 時(shí)間: 2025-3-22 19:30 作者: 雇傭兵 時(shí)間: 2025-3-22 23:27 作者: UTTER 時(shí)間: 2025-3-23 04:47
Geoff. Hallon the topic of justice in social relations. For over 30 hours they presented papers, raised questions about each other‘s work, and in so doing plotted a course for future research and theory building on this topic. The participants were asked to present work that represented their most recent state作者: 移動(dòng) 時(shí)間: 2025-3-23 07:09
Geoff. Hallon the topic of justice in social relations. For over 30 hours they presented papers, raised questions about each other‘s work, and in so doing plotted a course for future research and theory building on this topic. The participants were asked to present work that represented their most recent state作者: hauteur 時(shí)間: 2025-3-23 10:14
Geoff. Hallic of justice in social relations. For over 30 hours they presented papers, raised questions about each other‘s work, and in so doing plotted a course for future research and theory building on this topic. The participants were asked to present work that represented their most recent state-of-the-sc作者: 忍受 時(shí)間: 2025-3-23 14:27
ic of justice in social relations. For over 30 hours they presented papers, raised questions about each other‘s work, and in so doing plotted a course for future research and theory building on this topic. The participants were asked to present work that represented their most recent state-of-the-sc作者: oblique 時(shí)間: 2025-3-23 21:07
Geoff. Hallll anger” (Homans, 1961, p. 75). This proposition of Homans (1961), his related analyses, and Adams’ (1965) seminal work on inequity were the main stimuli for the development of a new area of social psychological inquiry dealing with justice and injustice. Considerable progress has been made in this作者: osculate 時(shí)間: 2025-3-23 22:59 作者: inventory 時(shí)間: 2025-3-24 05:27
Geoff. HallCrisis, and Opposition in Globalizing California, University of California Press, 2007) and are ‘disappeared’ from urban space, they are treated by being geographically relocated to carceral environments (Wacquant in Punishing the Poor: The Neoliberal Government of Social Insecurity, Duke University作者: Congregate 時(shí)間: 2025-3-24 10:35
t care and healthcare mandates in the US vary considerably across jurisdictions. However, widespread, inherent problems such as the COVID-19 pandemic and the opiate crisis have significant long-term impacts on communities with little regard for political or demographic boundaries. These issues, whil作者: 密切關(guān)系 時(shí)間: 2025-3-24 11:47
Geoff. Hallarticipating in the game. As players make their way up the professional ranks, they generally assume a greater risk of serious injury, including the risk of career-ending head trauma. In this article, I explore the ways in which consent is constructed in hockey. I draw on the sociology of consent (W作者: 調(diào)情 時(shí)間: 2025-3-24 15:29
Geoff. Hallaims repeatability and non-arbitrariness as key constructs for social organization. But law’s normative force adheres to language, meaning, and interpretation. Its promise of truth has always been pliable. Now further complicated by techno-solutionist approaches, a technological lens might reveal la作者: 會(huì)議 時(shí)間: 2025-3-24 22:59
he risks posed by environmental crimes to those who stand the greatest chance of being victimized. This chapter shall analyse the specific agnotological mechanisms employed by governing bodies in New Zealand concerning the levels of pollution and the risks posed by a decommissioned legacy landfill i作者: 執(zhí)拗 時(shí)間: 2025-3-25 00:38
Geoff. Hallaims repeatability and non-arbitrariness as key constructs for social organization. But law’s normative force adheres to language, meaning, and interpretation. Its promise of truth has always been pliable. Now further complicated by techno-solutionist approaches, a technological lens might reveal la作者: MILK 時(shí)間: 2025-3-25 04:48 作者: Crater 時(shí)間: 2025-3-25 08:37
Introduction: Literature as Discoursef literature and language teaching, with special but not exclusive reference to foreign language studies. Colin MacCabe’s pronouncement was no doubt somewhat premature, and more specific: I have pruned ‘English’ and ‘in English’ from either end of the quotation. Jacques Derrida deliberately overstat作者: Inculcate 時(shí)間: 2025-3-25 15:12 作者: anarchist 時(shí)間: 2025-3-25 18:58
Reading Literaturend or foreign language readers of literature? What empirical research is necessary? More specifically, How does reading literature differ from other types of reading? What makes a ‘good’ or ‘poor’ reader of literature? And what is known about reading literature in a second language?作者: 過多 時(shí)間: 2025-3-25 22:09
Educational Perspectivesand literature and intercultural education. As we have seen in Part 1, a key question in teaching literature has always been: which texts to study, in which order, and what the rationale for the use of literature in education might be. This has tended to be a particularly acute problem for the secon作者: Conduit 時(shí)間: 2025-3-26 01:17 作者: Glossy 時(shí)間: 2025-3-26 05:29
Carrying out Your Own Research Project in LLEumed 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 o作者: LIKEN 時(shí)間: 2025-3-26 10:49 作者: FEAT 時(shí)間: 2025-3-26 14:40
Reading Literaturend or foreign language readers of literature? What empirical research is necessary? More specifically, How does reading literature differ from other types of reading? What makes a ‘good’ or ‘poor’ reader of literature? And what is known about reading literature in a second language?作者: 勾引 時(shí)間: 2025-3-26 20:03 作者: 從屬 時(shí)間: 2025-3-26 22:55
Book 2005s. There are prompts and principles for those who wish to improve their own practice or to engage in projects or research in this area. The primary focus is on language of literature, reading of literature, literature as culture, and literature in education.作者: Indict 時(shí)間: 2025-3-27 04:28 作者: Evacuate 時(shí)間: 2025-3-27 08:28 作者: penance 時(shí)間: 2025-3-27 13:24 作者: syncope 時(shí)間: 2025-3-27 15:16
Readers Reading LiteratureIn this chapter examples are given of significant investigations into the reading of literature, including:作者: travail 時(shí)間: 2025-3-27 18:34 作者: archetype 時(shí)間: 2025-3-28 00:51
978-1-4039-4336-1Palgrave Macmillan, a division of Macmillan Publishers Limited 2005作者: 毗鄰 時(shí)間: 2025-3-28 05:37 作者: implore 時(shí)間: 2025-3-28 09:46
https://doi.org/10.1057/9780230502727education; English; English literature; language; Literatur; research作者: Custodian 時(shí)間: 2025-3-28 11:20 作者: 明確 時(shí)間: 2025-3-28 18:38 作者: overreach 時(shí)間: 2025-3-28 22:38
Geoff. Hallir presentations. The resulting diversity is reflected in this book, where the reader will find critical integrative reviews of the literature, reports of resea978-1-4684-5061-3978-1-4684-5059-0Series ISSN 1572-1906 作者: 獨(dú)輪車 時(shí)間: 2025-3-29 02:42
Geoff. Hallstructing new ones that can be more responsive in meeting the realities of today..The author challenges the reader to think about public health more deeply and pragmatically as the space for reconciling solutions to these poignant health issues. This requires the exploration of an ideological shift 作者: 懸崖 時(shí)間: 2025-3-29 04:13
