Titlebook: Contexts of Competence; Social and Cultural Margie Berns Book 1990 Springer Science+Business Media New York 1990 Language Learning.languag

漫不經(jīng)心

不能和解

ative Language Teaching explores the relationship between context and com- petence from a theoretical and practical perspective. Its audience is applied linguists in general and language teaching practitioners in particular. The overall aim of its five chapters is to provide a framework for consideration of v978-1-4757-9840-1978-1-4757-9838-8

正論

Deliverance from the Powers in the Churchibility of their goals and aims and the complementary results of the efforts of scholars working within these traditions have led to a greater appreciation of the nature of language, of “why it is as it is.” This chapter is a look at the goals and outcomes of the Prague School and the British tradit

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Functional Approaches to Linguistics,mmunicative competence of speakers in those contexts. Insights into this relationship are well-represented by two linguistic traditions: the Prague School and the British tradition. As a representative of a functional approach, each is concerned with language as a tool which performs many tasks and

Pericarditis

使迷醉

Sociolinguistic Profiles: India, West Germany, and Japan,ntelligibility, and model—and how they can be used to gain insight into language use and pedagogy in nonnative contexts. This chapter considers three particular contexts in which English is learned and used as a second or foreign language—India, West Germany, and Japan. These countries are particula

Kidnap

Communicative Language Teaching,s not adequately prepare learners for effective and appropriate use of the language they are learning. The inevitable outcome of increased attention to language use has been a proliferation of approaches to language teaching that claim to be communicative and of new terminology to refer to notions a

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