Titlebook: Language Proficiency; Defining, Teaching, Louis A. Arena Book 1990 Springer Science+Business Media New York 1990 Syntax.grammar.language.l

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書目名稱Language Proficiency影響因子(影響力)




書目名稱Language Proficiency影響因子(影響力)學(xué)科排名




書目名稱Language Proficiency網(wǎng)絡(luò)公開度




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




書目名稱Language Proficiency被引頻次




書目名稱Language Proficiency被引頻次學(xué)科排名




書目名稱Language Proficiency年度引用




書目名稱Language Proficiency年度引用學(xué)科排名




書目名稱Language Proficiency讀者反饋




書目名稱Language Proficiency讀者反饋學(xué)科排名

Credence

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Immortal

尾巴

Using Cognitive Grammar, Natural Phonology, and Item Response Theory to Explain ESL Subjects’ ControOur purpose in this paper is to apply selected notions from cognitive grammar, natural phonology, and item response theory in order to give better insight on ESL subjects’ processing of the D and Z morphemes in English.

Cholesterol

Discourse Analysis and Embedding Depth of Utterances: Clause Analysis Technique as a Measure of CompClause analysis is a technique for measuring structural complexity. The significance of this measurement lies in its applicability to both written and spoken discourse. The clause analysis technique was first developed by W.A. Cook in 1969, and later expanded by Arena (1975).

Inferior

https://doi.org/10.1007/978-1-4899-0870-4Syntax; grammar; language; language acquisition; linguistics; literary diction

從容

uage Proficiency: Defining, Teaching, and Testing. This topic was the theme of the eighth annual symposium held at the University of Delaware. The papers contained in this volume are invited papers or were originally scheduled for presentation and/or presented at the eighth annual Delaware Symposium

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Book 1990ciency: Defining, Teaching, and Testing. This topic was the theme of the eighth annual symposium held at the University of Delaware. The papers contained in this volume are invited papers or were originally scheduled for presentation and/or presented at the eighth annual Delaware Symposium on Langua

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Introduction in the areas of teaching, testing, and defining second language proficiency within the profession of applied linguistics. They are divided into three principal sections: “Applied Linguistics and Language Proficiency”, “Language Proficiency in Reading and Writing”, and “Testing for Language Proficiency”.