Titlebook: Individual and Contextual Factors in the English Language Classroom; Theoretical, Pedagog Rahma Al-Mahrooqi,Christopher J. Denman Book 2022

ABS

書目名稱Individual and Contextual Factors in the English Language Classroom影響因子(影響力)




書目名稱Individual and Contextual Factors in the English Language Classroom影響因子(影響力)學(xué)科排名




書目名稱Individual and Contextual Factors in the English Language Classroom網(wǎng)絡(luò)公開度




書目名稱Individual and Contextual Factors in the English Language Classroom網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Individual and Contextual Factors in the English Language Classroom被引頻次




書目名稱Individual and Contextual Factors in the English Language Classroom被引頻次學(xué)科排名




書目名稱Individual and Contextual Factors in the English Language Classroom年度引用




書目名稱Individual and Contextual Factors in the English Language Classroom年度引用學(xué)科排名




書目名稱Individual and Contextual Factors in the English Language Classroom讀者反饋




書目名稱Individual and Contextual Factors in the English Language Classroom讀者反饋學(xué)科排名

fringe

Psycholinguistic Competencies and Interculturality in ELTive, pragmatic and ethical aspects of the English-speaking world. Both English learners and teachers in the course of communication face not only language-related challenges but also those borne in historically, socially, and culturally diverse psychology and outlooks: ways of rationalizing percepti

insular

Reducing Learners’ Cognitive Load and Emotional Challenges Created by?Lexis: The Andragogical Approavelop their mental lexicons. Considering the breadth of the English language vocabulary, developing one’s mental lexicon can be a rather challenging task. The situation is often exacerbated because of issues individual learners may have to deal with. Taken together, these can create cognitive and em

過多

malign

The Architecture of Language Personalitych personality” characterized by the semiotic systems or, taken broadly, languages that a person uses for cognitive and communicative purposes. The studies of emotions related to L2 learning often focus on learner attitude towards L2 classes and their associated pedagogical implications. More recent

enmesh

From Scribbles to the Launch of a Creative Writing Anthology: The Emotional Investment of Omani Learvely in English. Creative writing techniques free up space for multilingual learners to engage as co-creators; they invest emotionally because the native language is utilized. In an Omani classroom, a learner delights in learning the name of the bird mentioned in the Holy Koran: . (hoopoe). The alli

禁令

An Evaluation of the Conceptual Validity of Vowel Blindness as an Explanation for Differences in Aras could be due to vowel blindness: a reduced sensitivity to written vowels deriving from the learners’ L1 Arabic reading experience. Vowel blindness is frequently cited as a cross-linguistic effect influencing the L2 reading and writing outcomes of Arabic learners, yet its conceptual validity has ra

folliculitis

怒目而視

Visual-Acuity