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广东工业大学外国语学院高级综合英语课件Lesson7 Everyday Use for your Grandmama
广东工业大学外国语学院 高级综合英语 课件 Lesson7 Everyday Use for your Grandmama
2015/7/29
广东工业大学外国语学院高级综合英语课件Lesson7 Everyday Use for your Grandmama。
武汉理工大学英语语言学课件Chapter8 Language in Use。
安徽大学外语学院英语词汇学课件Unit 18 How to Use a Dictionary
安徽大学外语学院 英语词汇学 课件 Unit 18 How to Use a Dictionar
2015/3/6
安徽大学外语学院英语词汇学课件Unit 18 How to Use a Dictionary。
First and Second Language Use in Reading Comprehension Strategies of Japanese ESL Students
First Language L1 Japanese Reading Comprehension Second Language L2
2014/11/11
Reading in a second language (L2) is not a monolingual event; L2 readers have access to their first language (L1) as they read and many use it as a strategy to help comprehend an L2 text. Due to diffi...
The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran
Persian English Attitudes Students Teachers
2011/6/23
Inspired by the rise of Communicative Language Teaching, some scholars have vehemently rejected any use of L1
in L2 learning classes (e.g., Atkinson, 1987) while others have advocated the use of L1 a...
English Language Learning Strategy Use by Chinese Senior High School Students
English Language learning strategies Senior high school students Strategy training English Teaching
2011/6/23
Language learning strategies are important factors that affect students’ learning. In China, senior high school is an
important stage in a person’s education. This study examines the English language...
Use of Vietnamese in English Language Teaching in Vietnam:Attitudes of Vietnamese University Teachers
Teacher attitudes L1 L2 Vietnamese English Language Teaching
2011/6/22
Drawing upon the literature on the history of the language teaching methods focusing on the use of L1 in L2
teaching, the debate surrounding the role of L1 in the L2 classroom in general and in the E...
Getting Japanese Children to Make Use of Naturally-sounding English in the Classroom
Japanese Children Naturally-sounding English
2009/10/16
As English conversation teachers for young children, my teaching partner Machiko Owada and I have made an effort to give children a lot of input and opportunities for output through communication base...
English Teachers' Barriers to the Use of Computer-assisted Language Learning
English Teachers' Barriers Computer-assisted Language Learning
2009/10/16
Computers have been used for language teaching ever since the 1960's. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage ...
Effective Ways to Use Authentic Materials with ESL/EFL Students
Effective Way sAuthentic Materials ESL/EFL Students
2009/10/16
This paper explains how authentic materials can be effectively used in the ESL classroom. Each pair of students is given a copy of the authentic material accompanied by a set of questions about the co...
Teaching EFL/ESL Students How to Use Search Engines and Develop their English
EFL/ESL Students Search Engines
2009/10/16
In this article, I briefly explain the relationship between web searching and language knowledge and suggest that students’ problems may be caused as much by a lack of linguistic knowledge as by not k...
Weblogs for Use with ESL Classes
Weblogs ESL Classes
2009/10/16
The purpose of this paper is to introduce three ways that weblogs can be used to support ESL classroom learning. After defining what a weblog is, I will proceed to show how weblogs can be put into imm...
Helping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation Classes
EFL Teachers Conversation Classes
2009/10/16
For the last two decades, EFL (English as a Foreign Language) methodology has been actively considering the possibility of using music and songs in class The analyses of the recent EFL literature on t...
Students are faced with a bombardment of information need to be better prepared for the demands that reading in society places on them. This paper explores the importance of gaining higher reading spe...
Lexical competence recently has been identified to be the most significant predictor to general language ability (Carter&McCarthy, 1988:97); however, it is also identified by most learners to be one o...