Titlebook: Digital Games in Language Learning and Teaching; Hayo Reinders (Head of Learner Development) Book 2012 Palgrave Macmillan, a division of M

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书目名称Digital Games in Language Learning and Teaching影响因子(影响力)




书目名称Digital Games in Language Learning and Teaching影响因子(影响力)学科排名




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书目名称Digital Games in Language Learning and Teaching网络公开度学科排名




书目名称Digital Games in Language Learning and Teaching被引频次




书目名称Digital Games in Language Learning and Teaching被引频次学科排名




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书目名称Digital Games in Language Learning and Teaching年度引用学科排名




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书目名称Digital Games in Language Learning and Teaching读者反馈学科排名

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Game-Based Practice in a Reading Strategy Tutoring System: Showdown in iSTART-MEterial (Anderson, 1982). However, acquiring a new skill usually requires a significant commitment to continued practice and application. Skills are often developed and improved with practice over an extended period of time (Newell & Rosenbloom, 1981).

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Sprites and Rules: What ERPs and Procedural Memory Can Tell Us about Video Games and Language Learnise that this practice of coupling morphosyntax with gameplay mechanics could also prove fruitful in real-world language learning settings. Turning to recent commercial video games, I show how game developers have relied on design techniques that take advantage of the audience’s expectations of gamep

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Talk to Me! Games and Students’ Willingness to Communicateage. We will show that computer games can indeed affect L2 interaction patterns and contribute to L2 acquisition, but that this depends, as in all other teaching and learning environments, on careful pedagogic planning of the activity.

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Development of X-Ray Fluoroscopy Devicesve’ activities that threaten a ‘serious’ learning environment, thus confirming the opposition of ‘enjoyment’ and ‘fun’ to so-called ‘real learning’ (Kim, 1995). This debate also highlights the way language learning itself can be seen in more general terms as a less ‘serious’ academic pursuit, and th

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Lung Surfactant and Lung Lining in Birdsd an active role in managing their interaction. Moreover, it was found that the learners utilized discourse management strategies that facilitated the consistent production of coherent target language output. The findings demonstrate that the participants engaged in social interaction involving coll

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https://doi.org/10.1007/978-981-15-9770-1terial (Anderson, 1982). However, acquiring a new skill usually requires a significant commitment to continued practice and application. Skills are often developed and improved with practice over an extended period of time (Newell & Rosenbloom, 1981).

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Ventilator-Induced Diaphragm Dysfunctionse that this practice of coupling morphosyntax with gameplay mechanics could also prove fruitful in real-world language learning settings. Turning to recent commercial video games, I show how game developers have relied on design techniques that take advantage of the audience’s expectations of gamep

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https://doi.org/10.1007/978-1-4471-3850-1age. We will show that computer games can indeed affect L2 interaction patterns and contribute to L2 acquisition, but that this depends, as in all other teaching and learning environments, on careful pedagogic planning of the activity.