Titlebook: A Production-Oriented Approach to Teaching Foreign Languages; Does a Post-Method E Qiufang Wen Book 2024 The Editor(s) (if applicable) and

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,Flankierende Ma?nahmenbereiche,nguage (EFL) instruction in China. The chapter is divided into two main sections. The first section outlines the motives behind the creation of the POA, highlighting an evolution from initial emotional-driven motives to more rational, thought-driven ones. This shift underscores a transition from a p

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https://doi.org/10.1007/978-3-663-01675-5es, teaching hypotheses, and teaching procedures. These elements are interrelated and function cohesively to enhance English as a Foreign Language (EFL) instruction. The teaching principles include four key ones: Learning-Centred Principle (LCP), Input-Output-Integrated?Principle (IOIP), Cultural Ex

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https://doi.org/10.1007/978-3-322-94293-7ruction. It begins by clarifying the concepts of “scenario” and “situation”, emphasising the importance of scenarios in EFL classrooms where real-life practice opportunities are limited. A well-designed scenario should include four essential elements: topic (What), purpose (Why), participants (Who),

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Grundkurs Algorithmen und Datenstrukturens (ABLH). This chapter emphasises that assessment and learning are intrinsically linked, revisiting concepts such as assessment of learning, assessment for learning, and assessment as learning. It highlights strategies for enhancing learning through targeted remediation, deliberate review, and timel

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