Titlebook: Key Issues in English for Specific Purposes in Higher Education; Yasemin K?rkg?z,Kenan Dikilita? Book 2018 Springer International Publishi

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Servet ?elik,Anna Stavicka,Indra Odinand produktiven Form der Programmierung.Ein Buch für Leser, d.Gegenstand dieses Werkes sind die Theorie und Praxis der modernen funktionalen Programmierung. Dabei betrachten die Autoren aber nicht nur das, was mittels der heute implementierten Sprachen wie HASKELL, OPAL, ML usw. machbar ist, sondern

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Recent Developments in ESP/EAP/EMI Contexts,reasingly globalized and internationalized world. Since the early 1960s, ESP has become one of the most prominent areas of teaching in universities around the world. What began as a grass-roots solution to the need for vocationally-relevant English language education has evolved into a much broader

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Innovative ESP Teaching Practices and Materials Developmentes. The transition from general academic English to English for specific purposes (ESP) begins at this juncture. ESP instruction facilitates this transition by equipping students with the language and genre-analysis skills needed to access their respective disciplinary genres. In this chapter, we in

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Selecting Corpus-Based Grammatical Structures for ESP/EAP Materialsd R, Zemach D, Developing materials for language teaching. In: Tomlinson B (ed) Materials for specific purposes. Continuum, London, pp 306–323, 2003). However, despite considerable advancements in corpus-based vocabulary studies (Coxhead A, TESOL Q 34(2):213–238, 2000; TESOL Q 45(2):355–362, 2011),

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Lesson Study in Higher Education: A Collaborative Vehicle for Professional Learning and Practice Devr of studies reveal the benefits of participation in Lesson Study, a highly collaborative form of teacher professional development, which originates from Japan. Working together in Lesson Study groups has been shown to enhance teachers’ engagement with teaching and learning. Lesson Study, however, h

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The Processes Behind RA Introduction Writing Among Turkish Arts and Science ScholarsRA introductions in their field-specific academic writings. Through our readings of the literature, we identified four main concerns for the semi-structured face-to-face interviews: (1) these writers’ construction process of RA introductions, (2) their descriptions of a specific single-authored RA i

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