Titlebook: Working with Text and Around Text in Foreign Language Environments; Halina Chodkiewicz,Piotr Steinbrich,Ma?gorzata Krz Book 2016 Springer

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Mental Model Theories in Reading Research and Instructionw mental model perspectives developed is presented. The characteristics of the Kintsch (.) model, an example of an earlier model, are discussed. It is emphasized that unlike earlier models, which examine the connection of text structure with text memory but fail to account for how readers comprehend

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On Texts Interesting to Read in Foreign Language Teachingespite the fact that EFL specialists so frequently articulate the need for providing ‘interesting texts’ to work on and recommend that learners’ interests should be taken into consideration, too often is the concept of interest used indiscriminately with reference to texts or readers, and no adequat

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Learner Perception of Academic Register at the Undergraduate Levelsh. Using research data drawn from two distinct tertiary educational settings, we investigate the development of the students’ notion of academic register over the course of a year of EAP instruction. Open-ended questionnaires were administered to 90 undergraduate students enrolled in academic readi

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Assessment of Language Learners’ Spoken Texts: Overview of Key Issuesge in different types of oral target language production in the classroom, with the spoken texts they produce coming in all shapes and sizes, from monologues to dialogues, from monitored to spontaneous production, as well as from one-word responses to longer contributions to ongoing interaction. Wha

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“In This Paper I Will Prove …”: The Challenge Behind Authorial Self-Representation in L2 Undergraduasive domain knowledge accumulated through interaction with a large body of reading material. By way of practice, academic writing assignments engage students with textual input from multiple sources to be synthesized, analysed, critically evaluated, responded to and, ultimately, creatively transform

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