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

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W. Karmowski,J. Magiera,J. Orkiszof which might strongly influence students’ professional development, regardless of their training stage. Afterwards, another group of graduate students took part in an open interview, where they were asked to state what specific personal opinions had been modified in the course of their professiona

CHASM

T. Archer,P. Beauchêne,M. Berny,F. Hild of Education, the teaching objectives and beliefs about early FL learning are largely intuitive and often based on individual experience. The paper presents the results of a survey conducted among 90 FL teachers working both in private and public kindergartens. Its purpose was to scrutinize the bel

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J. P. M. Hoefnagels,M. Bertin,C. Du,F. Hildare preferred. Teachers try to make the assessment process quick and easy to administer, since they mostly award numerical grades and use ready-made tests offered by publishers. Interestingly, younger teachers seem to differ from their more experienced colleagues in some respects, such as the value

古文字學(xué)

K. Skenes,R. G. R. Prasath,S. Danylukkills. The techniques often come from ready-made pen-and-paper tests and are mostly appropriate to the age and level of the learners. Yet, the most common techniques used by the teachers focus on single language items and thus reflect the view of language as a collection of discrete items which are

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Book 2016y school children, and the development of social skills from a cross-cultural perspective. Finally,the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition.