Titlebook: Language Learning, Discourse and Communication; Studies in Honour of Weronika Szubko-Sitarek,Łukasz Salski,Piotr Stalma Book 2014 Springer

Override

Jan Zalewskir each new skill presented, this book begins with choosing a handheld and "getting to know" your new device. It then progresses through downloading and installing software, using charge capture and e-prescription programs, Internet and evidence-based resources for your device, designing and programm

吸引力

The Role of Written Corrective Feedback in Promoting Language Development: An Overviewspoken and written foreign language production. When it comes to writing, this is evident in the fact that while there are specialists such as Truscott (., ., .), who call into question the effectiveness of this kind of pedagogic intervention, others (e.g. Chandler .; Hyland and Hyland .; Sheen ., .

山崩

transdermal

Demistyfying Academic Writingming, invention, and creativity, I argue that academic writing should be treated as all other forms of writing. Since any writing happens in a process, requires attention to audience, content, and form, teaching writing for the academe should focus on student writers, their interests, needs, and cap

卧虎藏龙

Core Concerns: Cultural Representation in English Language Teaching (ELT) Coursebooksrful influence of ‘globalisation’. This advantage, this reward, is a result of their efforts to embrace a new language. The most frequently employed tool in any L2 teaching/learning process is a coursebook. It lies at the heart of many aspects of ELT planning and delivery and is a product of a huge,

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Perigee

骇人

On Applying Simultaneous Introspection in Researching Language Acquisition time when cognitivism found its way to L2/FL teaching and learning that the employment of introspection was possible and that introspection was treated as a valid and reliable method of research, be it simultaneous, consecutive or delayed consecutive (retrospection). The first studies in SLA carrie

PANT

On the Role of Pre-service Language Teachers’ Beliefs on Multilingual Education in Developing Teacheng and practices has been a topic of intense debate among teacher educators and trainers (cf. Freeman and Johnson 2005; Borg 2003; Mattheoudakis 2007; Farrell and Kun 2008; Gabryś-Barker 2010; Li and Walsh 2011). According to Calderhead (1996) the main areas in which teachers have been found to hold

ADOPT

Gender-Related Distribution of Direct Learning Strategies as a Determining Factor in Successful Secogies. The whole group can be defined as actions undertaken explicitly by the learner in order to facilitate second/foreign language learning. Direct strategies are related to declarative knowledge, and they are concerned with learning vocabulary, grammar, and communicative skills. The aim of this ch