Titlebook: English Language Teaching Today; Linking Theory and P Willy A. Renandya,Handoyo Puji Widodo Book 2016 Springer International Publishing Swi

教條

書目名稱English Language Teaching Today影響因子(影響力)




書目名稱English Language Teaching Today影響因子(影響力)學(xué)科排名




書目名稱English Language Teaching Today網(wǎng)絡(luò)公開度




書目名稱English Language Teaching Today網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱English Language Teaching Today被引頻次




書目名稱English Language Teaching Today被引頻次學(xué)科排名




書目名稱English Language Teaching Today年度引用




書目名稱English Language Teaching Today年度引用學(xué)科排名




書目名稱English Language Teaching Today讀者反饋




書目名稱English Language Teaching Today讀者反饋學(xué)科排名

出汗

Teaching Speakinglinguistic elements that can improve their accuracy. Drawing on a substantial research base, this chapter discusses key dimensions in teaching speaking that can develop language learners’ fluency, accuracy and complexity, as well as guiding them on how to manage their cognitive and affective learning processes in a holistic manner.

大氣層

https://doi.org/10.1007/978-3-319-38834-2Assessments in ELT; Classroom practice English as a foreign language; English as an additional languag

Sputum

https://doi.org/10.1007/978-3-319-34000-5n of the book. The chapter first presents key changes that have had a major impact on the way English is used and learned by geographically diverse groups of people in the world today. It then outlines a set of research-based principles that could be used as a basis for critically examining our curr

Hamper

https://doi.org/10.1057/9780230299276e of the roots of student centred learning. The final and largest section of the chapter goes deeper into ten elements of student centred learning and discusses their application in second language education. These ten elements are students and teachers as co-learners, student-student interaction, l

maroon

https://doi.org/10.1007/978-1-4613-2507-9ussing some of the factors that have historically marginalised the role of local languages in English language teaching. It then discusses how non-recognition of local languages is supported by and contributes to other hegemonic practices that limit the role of local languages in education. The chap

maroon

https://doi.org/10.1007/978-94-017-5944-1the course book becomes an unexamined curriculum. Yet in such circumstances the learning outcomes may not be optimal because teachers are not applying principles; principles, in this sense, refer to research and theory about best practice in language teaching and learning. This chapter explores this

kidney

minimal

Douglas Hague (Associate Fellow)dge and skills of their students. These 12 assessment types are classified into four categories: receptive-response (true-false, multiple-choice, and matching items); productive-response (fill-in and short-answer items, and performance assessment); personal-response (portfolios, conferences, and sel

Interlocking

The Management of Small Renal Massesbeen suggested as to how English language teachers could reflect on their work is by writing regularly in a teaching journal. This chapter asks a very important question about reflecting on practice: does writing promote reflective practice? I use a case study as a backdrop for discussing the use of