报复
发表于 2025-3-25 05:58:04
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POWER
发表于 2025-3-25 09:30:26
https://doi.org/10.1007/978-3-030-38324-4ong the continuum from oral interaction through to written academic texts. This chapter will examine the different linguistic demands of oral and written modes and how teachers can use the ‘mode continuum’ as a framework to sequence learning activities.
出来
发表于 2025-3-25 13:56:35
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忘川河
发表于 2025-3-25 18:10:26
https://doi.org/10.1057/9780230367463ions of pedagogy based on genre, corpora, brain-based work, creativity, and World Englishes. At the same time, choosing appropriate pedagogies can empower learners and teachers to continue learning the language on their own and to keep up with the future expansion of the language.
epinephrine
发表于 2025-3-25 20:21:41
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FLAGR
发表于 2025-3-26 02:06:10
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arterioles
发表于 2025-3-26 08:01:57
Book 2014nd the world. The first part includes chapters of importance in studying English language variation in the context of education. The second part builds on an understanding of variation and identifies pedagogical possibilities that respect language variation and yet empower English language learners in diverse contexts.
逗留
发表于 2025-3-26 11:48:30
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吞噬
发表于 2025-3-26 15:38:43
https://doi.org/10.1007/978-3-319-62202-6nguage classes (sometimes underestimated), and the demands and expectations of the (European) labor market. The article is intended as a general and example-driven impulse for a continuative discussion about views, priorities, strategies, and (of course) requirements regarding the need for a new type of language specialist—not just in Europe.
arthroplasty
发表于 2025-3-26 17:47:50
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