Forum: A Journal for the Teacher of English Outside the United StatesUnited States Information Agency, 1993 |
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1 ページ
... Learner Drives in Second - Language Acquisition Christopher F. Green 6 Why Don't Teachers Learn What Learners Learn ? Taking the Guesswork Out with Action Logging Tim Murphey 12 Cohesion and the Teaching of EFL Reading Yue Mei - yun 16 ...
... Learner Drives in Second - Language Acquisition Christopher F. Green 6 Why Don't Teachers Learn What Learners Learn ? Taking the Guesswork Out with Action Logging Tim Murphey 12 Cohesion and the Teaching of EFL Reading Yue Mei - yun 16 ...
2 ページ
... Learner Drives in Second- Language Acquisition Christopher F. Green Institute of Language in Education Hong Kong It is ... learners as constantly striving individuals , since at each level of attainment a new need is created , de- fined ...
... Learner Drives in Second- Language Acquisition Christopher F. Green Institute of Language in Education Hong Kong It is ... learners as constantly striving individuals , since at each level of attainment a new need is created , de- fined ...
3 ページ
... learners and users of English . fects in generating and sustaining learner sometimes forgotten in the. drive to learn the target language . Per- haps the most important feature to note about learners motivated by instrumen- tal ends is ...
... learners and users of English . fects in generating and sustaining learner sometimes forgotten in the. drive to learn the target language . Per- haps the most important feature to note about learners motivated by instrumen- tal ends is ...
4 ページ
... learners with a sense of making progress within the learning programme . This is of particular impor- tance for learners with potentially in hibiting sociocultural backgrounds or personality types . Although there is little direct ...
... learners with a sense of making progress within the learning programme . This is of particular impor- tance for learners with potentially in hibiting sociocultural backgrounds or personality types . Although there is little direct ...
5 ページ
... learners . Staging the lesson , or activities within it , so that pre , while , and post phases occur should help to maximise motivation to learn through engaging learners in a primarily cog- nitive process : the pre stage to utilise ...
... learners . Staging the lesson , or activities within it , so that pre , while , and post phases occur should help to maximise motivation to learn through engaging learners in a primarily cog- nitive process : the pre stage to utilise ...
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activities Algeria American English answer approach Cambridge classroom cloze communication Communicative language teaching comprehension context course dents develop discussion English language English Teaching Forum evaluation example exercises experience free variation give glish grammar guage Hong Kong ideas interaction interesting journal language learning language teaching learners lesson letter linguistic listening literature materials meaning ment metaphor motivation oral Ozymandias pairs person phrases poem practice present problem pronunciation pupils questions reader reading reading activities role s/he second language acquisition sentence simulation skills speakers speaking speech Sri Lanka stage story strategies structure suggestions talk task teacher of English teaching English techniques tence TESOL tion tive TOEFL topic ture understand University Press verb vocabulary words writing
人気のある引用
18 ページ - Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date...
29 ページ - Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year.
54 ページ - Who smiled as she rode on a tiger. They returned from the ride, With the lady inside, And the smile on the face of the tiger.
6 ページ - Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.
19 ページ - I keep six honest serving-men (They taught me all I knew); Their names are What and Why and When, and How and Where and Who.
49 ページ - Do not make your contribution more informative than is required. Maxim of Quality: Try to make your contribution one that is true. 1. Do not say what you believe to be false. 2. Do not say that for which you lack adequate evidence.
11 ページ - Your claims are indefensible. He attacked every weak point in my argument. His criticisms were right on target. I demolished his argument. I've never won an argument with him. You disagree? Okay, shoot! If you use that strategy, he'll wipe you out. He shot down all of my arguments.
29 ページ - Revere, On the eighteenth of April, in Seventy-five ; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light, — One, if by land, and two, if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm.
18 ページ - But thy eternal summer shall not fade Nor lose possession of that fair thou ow'st, Nor shall Death brag thou wand'rest in his shade When in eternal lines to time thou grow'st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.
29 ページ - A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed in his flight Kindled the land into flame with its heat.