Titlebook: Classroom-Oriented Research; Reconciling Theory a Miros?aw Pawlak Book 2016 Springer International Publishing Switzerland 2016 Classroom-or

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T. Archer,P. Beauchêne,M. Berny,F. Hildf. European Commission, .) indicate that the goals of an early start are different than achieving near-native like competence in a foreign language (FL). Rather, it is aimed at arousing young learners’ interests in other languages, promoting curiosity and openness towards other people and cultures,

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R. De Finis,D. Palumbo,F. Ancona,U. Galietti sophistication, diversity, density and number of errors, as well as to present the results of a study aimed at providing insight into a possible relationship between selected aspects of lexical richness and general quality of learner texts. Compositions written by 65 English philology students were

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Residual Stresses of Materials, conducted among 47 learners of French attending the same secondary school. The study had three major goals. Primarily, it was undertaken to indicate students’ general perception of game-supported language learning, that is to determine whether they really consider this type of tasks as interesting

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,überblick und Anwendungsbereiche,o maturational constraints of a kind which beyond a certain age preclude the complete acquisition of the language in question (Mu?oz & Singleton, .). It goes on to relate this ‘theory’ to the practical question of when the teaching of languages should begin in schools, and concludes that the relatio

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Residue Currents and Bezout Identitiesm that they have no obligation to look for pedagogical gains, others believe that their research outcomes should ultimately be tested against the needs of genuine classrooms. Meanwhile, teachers and teacher educators find it difficult to translate the plethora of abstract theoretical proposals into

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