Titlebook: Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies; Katarzyna Pi?tkowska,Ewa Ko?cia?kowska-Okońska Book 20

INEPT

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喚起

A Usage-Based Model of Linguistic Metaphors. Inferences for the Cognitive Theory of Metaphor and Teahe model rests on the premises that a data-driven approach is more telling about the cognitive conceptualizations of individuals than a theory-driven one. To prepare the ground for our proposal, a critical evaluation of CMT is presented both on the general level as well as within a domain of our int

雪崩

Precursor

euphoria

Communication Apprehension and Self-Perceived Communication Competence as Variables Underlying Willi more specifically, talking, when free to do so” (MacIntyre et al. The Canadian Modern Language Review 59:590, .). Two crucial factors directly influencing one’s willingness to communicate are perceived communication competence together with communication apprehension (MacIntyre et al. Modern Langua

迅速飛過

The Correlation Between Foreign Language Motivation and Classroom Anxiety at Various Proficiency Lev of her research the author is going to use 3rd year students of English in The Teacher Training College in Tychy and 1st and 2nd year students of English in the Higher School of Labour Protection Management in Katowice. As her research tools she is going to use Horwitz’s (.) ., Gardners’s (.) . and

迅速飛過

Correspondences and Differentiation in the Teaching Concerns of Pre-Service Teachersfined pattern in pre-service teachers’ teaching concerns. Initially, these concerns demonstrate a focus on oneself in terms of one’s affectivity and roles performed, and it is only later on that trainees shift their attention towards teaching (methodology and tasks), before finally focusing on the p

影響深遠(yuǎn)

judicial

Fsh238

‘And Now Think in Pairs’: The Case of Prominence in Teacher Instructions at the Pre-Service Levelners. Our main concern is to investigate how teachers assign prominence to different constituent parts of initiating moves and what effects this has on learners’ performance. The chapter begins by considering the role that classroom context plays in discourse. We address issues concerning the intera