Titlebook: English Literacy Instruction for Chinese Speakers; Barry Lee Reynolds,Mark Feng Teng Book 2019 The Editor(s) (if applicable) and The Autho

KEN

书目名称English Literacy Instruction for Chinese Speakers影响因子(影响力)




书目名称English Literacy Instruction for Chinese Speakers影响因子(影响力)学科排名




书目名称English Literacy Instruction for Chinese Speakers网络公开度




书目名称English Literacy Instruction for Chinese Speakers网络公开度学科排名




书目名称English Literacy Instruction for Chinese Speakers被引频次




书目名称English Literacy Instruction for Chinese Speakers被引频次学科排名




书目名称English Literacy Instruction for Chinese Speakers年度引用




书目名称English Literacy Instruction for Chinese Speakers年度引用学科排名




书目名称English Literacy Instruction for Chinese Speakers读者反馈




书目名称English Literacy Instruction for Chinese Speakers读者反馈学科排名

明确

Book 2019nal techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice..

责问

Preserve

https://doi.org/10.1007/978-0-230-27535-5or high-stakes assessments. However, recent educational reforms have placed a new prominence on the teaching of reading with English language teachers advised to allocate 40% of lessons to reading and to use real books. Emphasis is now placed on developing learners’ reading skills and an enjoyment o

增长

https://doi.org/10.1007/978-3-031-57077-3 reading demonstrates that L2 vocabulary knowledge is key for developing learners’ L2 reading comprehension. This chapter looks into the vocabulary knowledge measured by word associations and sheds some light on the implication of developing vocabulary knowledge to facilitate young learners’ L2 read

Leaven

Leaven

https://doi.org/10.1007/978-94-010-2033-6cation curriculum reform emphasized developing core competencies through cross-field integration and real-life applications. This chapter describes two pioneering English language teachers’ experiences in tailor-making Arts and Science CLIL materials for improving Taiwanese primary school students’

热情赞扬

MAUVE

https://doi.org/10.1007/978-94-017-6580-0rooms in mainland China. It begins by defining L2 literacy and then through a succinct literature review, we discuss the relationship between L2 formulaic knowledge and L2 literacy development (i.e., L2 reading comprehension and L2 writing). Next, we discuss plausible reasons that have hindered Chin

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