congenial
发表于 2025-3-27 01:00:30
Zur Psychologie des Sammelns und JagensForeign language learning in primary and secondary schools shares common characteristics worldwide. It takes place in the formal context of a classroom, it follows a syllabus, learners accomplish tasks in order to achieve learning objectives and receive marks on the basis of their scores on language tests.
分开如此和谐
发表于 2025-3-27 05:05:51
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松驰
发表于 2025-3-27 08:12:49
Gender Tendencies in EFL across Vocabulary TestsForeign language learning in primary and secondary schools shares common characteristics worldwide. It takes place in the formal context of a classroom, it follows a syllabus, learners accomplish tasks in order to achieve learning objectives and receive marks on the basis of their scores on language tests.
控制
发表于 2025-3-27 10:35:55
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漂亮
发表于 2025-3-27 14:10:37
Palgrave Macmillan, a division of Macmillan Publishers Limited 2010
闪光东本
发表于 2025-3-27 21:12:49
Gender Perspectives on Vocabulary in Foreign and Second Languages
栏杆
发表于 2025-3-27 21:55:12
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讽刺
发表于 2025-3-28 04:01:33
Gender and L1 Influence on EFL Learners’ Lexiconsociolinguistic egalitarian processes such as globalization, a natural sequence of SL development (Ellis, 1985:71), genre conventions or social roles, just to mention a few. These opposing forces must be necessarily reflected on the learners’ lexical competence, which would display similarities and
使迷醉
发表于 2025-3-28 10:06:49
Exploring the Role of Gender in Lexical Creationsation of gender differences in productive vocabulary use as regards the particular aspect of the creation of new, innovative lexical items are scarce. The present research intends to fill this gap in the literature. Then, the study conducted to explore gender differences in the production of lexical
Aesthete
发表于 2025-3-28 12:31:19
Boys’ and Girls’ L2 Word AssociationsMoreno, 2005; Moreno, 2009); (iii) computer simulations to identify L2 lexical networks (see Wilks and Meara, 2002; Wilks .., 2005); and (iv) comparative studies to identify tendencies in the word associations elicited by: (a) male and female learners (Sökmen, 1993; Jimenez and Moreno, 2004); (b) na