標(biāo)題: Titlebook: Re-Shaping Learning: A Critical Reader; Anne Boddington,Jos Boys Book 2011 SensePublishers 2011 learning and instruction [打印本頁(yè)] 作者: 獨(dú)裁者 時(shí)間: 2025-3-21 19:44
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader影響因子(影響力)
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader被引頻次
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader被引頻次學(xué)科排名
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader年度引用
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader年度引用學(xué)科排名
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader讀者反饋
書(shū)目名稱(chēng)Re-Shaping Learning: A Critical Reader讀者反饋學(xué)科排名
作者: Gum-Disease 時(shí)間: 2025-3-21 20:52 作者: Liberate 時(shí)間: 2025-3-22 01:50
r predetermined grammar teaching, whereas ELT in Sweden seems to cater more to individual student needs. This cross-country comparison provides a detailed picture of how multiple factors such as curricula, EE, practical constraints (e.g., class size) and student needs influence pedagogical choices a作者: 想象 時(shí)間: 2025-3-22 06:49
Brett Bligh,Ian Pearshouserary ELT (plurilinguistic competencies; Global citizenship in ELT; and specialised discourses and language for specific purposes—LSP—in ELT) with a view to reimagining the relevance of corpus-based contrastive linguistics to ELT. Overall, the chapter proposes a dialectical approach, underpinned by c作者: definition 時(shí)間: 2025-3-22 08:53 作者: 四溢 時(shí)間: 2025-3-22 14:34 作者: 全能 時(shí)間: 2025-3-22 20:26 作者: 新義 時(shí)間: 2025-3-23 01:14 作者: Ossification 時(shí)間: 2025-3-23 04:00 作者: 拋射物 時(shí)間: 2025-3-23 05:55
Clare Melhuishcher-/researcher-produced materials, since no textbook can ever completely meet the needs of a class and, institutional and other factors permitting, teachers will wish to supplement their textbook with other materials to cater to their learners’ needs, it is also essential to focus on the published作者: Interim 時(shí)間: 2025-3-23 10:36
Maggi Savin-Badenave argued that UK-produced textbooks frequently reproduce and legitimize neoliberal ideology, and in this chapter we turn our attention specifically to representations of the working class. The chapter begins with a short discussion of the supposed demise of the working class before moving on to a 作者: 助記 時(shí)間: 2025-3-23 13:53
Susan Sherringham,Susan Stewartave significant potential for becoming an effective resource for second language learning, but the greatest chance of pedagogical improvement seems most likely in language programs where major institutional stakeholders achieve an acceptable degree of political equilibrium.作者: Conserve 時(shí)間: 2025-3-23 20:06
f alignment with his preferred pedagogical approach, but also by contextual factors, such as: John’s views on the lack of fit between the textbook material and the needs, abilities, and interests of his students; course logistics, with new students enrolling halfway through the course; and his cours作者: FLOUR 時(shí)間: 2025-3-24 01:21 作者: Influx 時(shí)間: 2025-3-24 03:39 作者: 改進(jìn) 時(shí)間: 2025-3-24 07:26 作者: 木質(zhì) 時(shí)間: 2025-3-24 12:00 作者: 未開(kāi)化 時(shí)間: 2025-3-24 16:55
met the challenges, introduced and generalized new pedagogic practices and made proposals that impacted the on-going debates on curricular reform, particularly the . program and the FF/CEUS 10-year experiment whose graduates from our department now constitute the mainstays of English in several Mor作者: Militia 時(shí)間: 2025-3-24 21:49
Ronald Barnettitudes as the main motivations behind major choice: linguistics, cultural studies, or literature courses. The study offers pedagogical recommendations that should be taken into account. Decision makers and reform appliers in Morocco need to take into account students’ voices in the selection process作者: myalgia 時(shí)間: 2025-3-24 23:58
Anne Boddingtonitudes as the main motivations behind major choice: linguistics, cultural studies, or literature courses. The study offers pedagogical recommendations that should be taken into account. Decision makers and reform appliers in Morocco need to take into account students’ voices in the selection process作者: Amendment 時(shí)間: 2025-3-25 05:48 作者: MAPLE 時(shí)間: 2025-3-25 11:18
Methods For Understanding The Relationships Between Learning and Space作者: DRILL 時(shí)間: 2025-3-25 12:56
‘Learning Landscapes’ As a Shared Vocabulary For Learning Spaces作者: 泥土謙卑 時(shí)間: 2025-3-25 19:12
Book 2011herefore need to urgently improve our understanding of the interactions between learning and space. It is essential that we not only share perspectives, theories and methodologies but also critically reflect on our own different assumptions, and work together to build better models for post-compulso作者: Acquired 時(shí)間: 2025-3-25 20:22 作者: heterodox 時(shí)間: 2025-3-26 03:58
http://image.papertrans.cn/r/image/821735.jpg作者: 消散 時(shí)間: 2025-3-26 06:32
https://doi.org/10.1007/978-94-6091-609-0learning and instruction作者: fixed-joint 時(shí)間: 2025-3-26 10:05 作者: 言行自由 時(shí)間: 2025-3-26 13:20 作者: Bridle 時(shí)間: 2025-3-26 18:03 作者: indignant 時(shí)間: 2025-3-26 21:41 作者: Adenocarcinoma 時(shí)間: 2025-3-27 03:11 作者: 吞吞吐吐 時(shí)間: 2025-3-27 06:50
Jos Boys learners’ readiness to receive new concepts. This study investigates the usefulness of the pre-assessment to know the learners’ language proficiency level and to incorporate differentiated tiered tasks to improve the reading comprehension. The objectives are as follows: (a) to review the usefulness作者: probate 時(shí)間: 2025-3-27 12:30
learners’ readiness to receive new concepts. This study investigates the usefulness of the pre-assessment to know the learners’ language proficiency level and to incorporate differentiated tiered tasks to improve the reading comprehension. The objectives are as follows: (a) to review the usefulness作者: biopsy 時(shí)間: 2025-3-27 13:58 作者: GULF 時(shí)間: 2025-3-27 19:09
Clare Melhuishwho work with English Language Teaching (ELT) textbooks. The remit of the earlier book was wider, focusing on teaching materials in general rather than textbooks in particular, and so many of the chapters in the previous volume described unpublished teaching activities produced by the authors themse作者: 談判 時(shí)間: 2025-3-27 23:42
Maggi Savin-BadenOther Languages (TE SOL) industry that includes language teaching and testing, teacher education, academic publishing, and educational consultancy work and quality assurance for ministries of education globally. The growth of this industry coincides largely with the birth of the neoliberal era, dati作者: 紡織品 時(shí)間: 2025-3-28 05:47
Susan Sherringham,Susan Stewartve become a major feature of Teaching English to Speakers of Other Languages (TESOL) pedagogy in the 21st century. However, they are much maligned by some scholars as tools of cultural imperialism that damage local cultures and contribute to the learners’ failure to acquire proficiency in English as作者: Vaginismus 時(shí)間: 2025-3-28 08:11
. Using a repeating cycle of classroom observations and pre- and post-interviews over the course of a semester, this qualitative descriptive case study focused on the way John, an experienced teacher, used the mandated textbook, and his explanations for these behaviours as he sometimes adapted, but
