Listing 1 - 10 of 121 | << page >> |
Sort by
|
Choose an application
French language --- taalmethodes --- talenonderwijs --- Frans --- Didactics of French
Choose an application
French language --- taalmethodes --- talenonderwijs --- Frans --- Didactics of French
Choose an application
interculturele communicatie --- talenonderwijs --- Frans --- Didactics of French --- Mass communications
Choose an application
This textbook boosts the confidence of persons teaching Spanish as a second language, who may lack confidence in their understanding of tricky areas of expression. Their previous training did not enable them to control (much less explain to others) the many "danger zones" which challenge graduate students serving as teaching assistants, in-service teachers, and others who use Spanish professionally. It offers original and insightful analyses, abundant examples and helpful English comparisons. It disarticulates the machinery of grammar into manageable parts. It is not intended for those beginning to learn Spanish (since it skips the basics to focus on the "rough spots"), but is directed to those who know Spanish well, yet need to overcome their nagging limitations in obtuse areas, e.g. subjunctive, reflexives, pronouns (neuter, relative, personal), adjective placement, ser/estar, preterite/imperfect, commands, gender, passive and impersonal expressions. There are special sections devoted to words easily confused with each other, use of the accent mark, irregular verbs, and sentence structure. It is useful for self-study and to supplement texts in composition, culture and linguistics courses. It benefits native-speaker teachers unfamiliar with the "why" of their language, as well as buttressing anglophone instructors of scant linguistic background. The result is a better prepared teacher and a more promising learning experience for the students.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- Education. --- Castellà (Llengua) --- Gramàtica
Choose an application
Didactics of French --- French language --- didactiek --- talenonderwijs --- Frans --- taalmethodes --- Écriture --- Communication orale --- Étude et enseignement
Choose an application
talenonderwijs --- taalmethodes --- Frans --- Didactics of French --- French language --- didactiek --- tweede taal
Choose an application
Didactics of French --- 485.24 --- Frans --- lesgeven --- didactiek --- secundair onderwijs --- interculturele communicatie --- talenonderwijs
Choose an application
Didactics of languages --- Educational sciences --- Psycholinguistics --- Linguistics --- onderwijspolitiek --- talenonderwijs --- linguïstiek --- psycholinguïstiek
Choose an application
This book argues that, in line with the tenets of positive psychology in SLA and the rhetorical/relational goal theory, positive teacher-student interpersonal relationships are deemed to be of great significance for empowering students to accomplish favorable academic outcomes and to successfully learn a second/foreign language (L2), whether at its affective, behavioral, or cognitive levels. Therefore, understanding the role of teacher interpersonal behaviors and their effect on students' learning gains in the domain of SLA is of utmost importance, particularly as this line of research is at its nascent stage of development, and, as a result, available empirical evidence is still inconclusive. To address this issue, drawing on the mixed methods design, this book mainly aims to, first, empirically scrutinize the role of "5Cs" positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in L2 students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Second, it is intended to show how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can facilitate the provision of interpersonally rich language learning environments with the ultimate goal of enhancing students' L2 learning.
Psychology --- Didactics of languages --- Linguistics --- psychologie --- talenonderwijs --- linguïstiek --- Positive psychology. --- Professors de llengua --- Psicologia positiva
Choose an application
This book is for university students, with at least a mid-intermediate level of English. It is designed both for self-study and also as a support for a course on academic communication. It can thus be used alongside the companion volumes: Writing an Academic Paper in English and Giving an Academic Presentation in English. The book focuses only on those areas that are either the most commonly found in academic communication and/or cause the most problems. It is thus considerably more accessible than a traditional grammar or style guide. Grammar coverage includes: articles (a/an, the), countable vs uncountable nouns, modal verbs (can, may, could, might), comparisons, present and past tenses, link words, prepositions, and verbs that cause grammatical difficulties. There is a strong focus on those elements that make a paper more readable, and a presentation more accessible and memorable: clarity and empathy, sentence length, word order, and punctuation. There are chapters on two key areas of communication in academia: writing emails to editors, drafting a CV/resume. The book is laid out simply, with short explanations, and lots of example sentences (plus typical mistakes). Other books in the series: Writing an Academic Paper in English Giving an Academic Presentation in English Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- English language --- Anglès --- Ensenyament de la llengua --- Gramàtica --- Grammar.
Listing 1 - 10 of 121 | << page >> |
Sort by
|