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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...185 186 187 188 189 Hits 3.761 – 3.778 of 3.778 3761 Sobre el significado del “pretérito perfecto” español y el estudio de su variación geolingüística Alexandre Veiga In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015) BASE Show details 3762 La selección de las tareas de escritura en los exámenes de lengua extranjera destinados al ámbito académico Arturo Mendoza Ramos In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015) BASE Show details 3763 Being Pragmatically Aware in the Teaching of English as a Foreign Language Carlos De Pablos-Ortega In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015) BASE Show details 3764 WEB 2.0 AND FOREIGN/ADDITIONAL LANGUAGE TEACHER EDUCATION: FOCUS IN A VIRTUAL STUDY GROUP Viviane Pires Viana Silvestre; Rosane Rocha Pessoa In: Signum: Estudos da Linguagem, Vol 2, Iss 18, Pp 423-448 (2015) (2015) BASE Show details 3765 El análisis factorial en la investigación aplicada a fenómenos lingüísticos María Cecilia Ainciburu In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015) BASE Show details 3766 Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction Luciana María Cignetti; María Salomé Di Giuseppe In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015) BASE Show details 3767 Consideraciones sobre el español como lengua heredada y la escritura académica Claudia M. Villar In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015) BASE Show details 3768 Casi perfecto: variación gramatical y enseñanza de ELE Carlos Soler Montes In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015) BASE Show details 3769 El Manifiesto de la APEERJ sobre la situación de la enseñanza del español en el Estado de Río de Janeiro Marcelo de Barros Ramalho; Emma Martinell Gifre In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015) BASE Show details 3770 CHALLENGES IN ASSESSING CHARACTER EDUCATION IN ELT: IMPLICATIONS FROM A CASE STUDY IN A CHRISTIAN UNIVERSITY Joseph Ernest Mambu In: TEFLIN Journal, Vol 26, Iss 2, Pp 183-208 (2015) (2015) BASE Show details 3771 Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice Bachrudin Musthafa In: TEFLIN Journal, Vol 12, Iss 2, Pp 184-193 (2015) (2015) BASE Show details 3772 ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY M. Marcellino In: TEFLIN Journal, Vol 19, Iss 1, Pp 57-69 (2015) (2015) BASE Show details 3773 EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education Nenden Sri Lengkanawati In: TEFLIN Journal, Vol 16, Iss 1, Pp 79-92 (2015) (2015) BASE Show details 3774 EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY Nur Hayati In: TEFLIN Journal, Vol 21, Iss 1, Pp 78-89 (2015) (2015) BASE Show details 3775 Pedagogy for the multilingual classroom: interpreting education Annette Sachtleben In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 7, Iss 2 (2015) (2015) BASE Show details 3776 Language motivation and attitudes: a study with English for Academic Purposes learners Cerqueira, Flavia Azeredo; Badger, Shellwyn In: Revista Horizontes de Linguistica Aplicada; v. 14 n. 1 (2015) ; 2237-0951 ; 1677-9770 (2015) Abstract: Abstract The study investigates English for Academic Purposes (EAP) course learners’ motivation within the L2 Motivational Self System Framework (cf. DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) and their achievement. The framework consists of three components, of which the ideal L2 self is the most important in the maintenance of motivation. Brazilian learners of EAP, students of a federal university in Belo Horizonte, participated in the study. The data was collected by means of questionnaires about attitude and motivation towards the L2, L2 learning and EAP, and also the ethnicity and socioeconomic backgrounds of learners. The EAP course as a program component of a broader, federal Brazilian policy with both national and international stakeholders was also examined. The results suggest that the learners possess a well-established ideal L2 self. The variables measured in this project presented a positive tendency towards L2 motivation. This confirms that the participants were motivated to learn the L2 language, in this case English. The socioeconomic and ethnic variables indicate that whites from a middle-class background are the majority group on campus. Recommendations for further research in L2 motivation and policy studies conclude the paper. Keywords:EAP. Educational policy. International education. L2 motivational self system. Language attitudes. L2 learning. Resumo Este estudo investiga a motivação de aprendizes de Inglês para Fins Acadêmicos (IFA) a partir doModelo de Autossistema Motivacional na L2(DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) e o aproveitamento dos aprendizes no curso. O modelode Autossistema Motivacional na L2consiste de três componentes, nos quais oselfideal na L2é o mais importante para a manutenção da motivação. Os participantes do estudo eram aprendizes brasileiros de IFA, estudantes de uma universidade em Belo Horizonte. Os dados foram coletados em questionários sobre atitude e motivação em relação à L2, aprendizagem de L2 e IFA, bem como informações dos participantes a respeito de questões de etnia e situação socioeconômica. Foi examinado também o curso IFA como componente de um amplo programa de política federal com foco nacional e internacional. Os resultados sugerem que os participantes apresentam umselfideal na L2 bem estabelecido. As demais variáveis indicaram uma tendência positiva em relação à motivação. Esse dado confirma que os participantes estavam motivados para aprender a L2. As variáveis socioeconômicas e étnicas indicaram que os estudantes brancos, de classe média representam o grupo majoritário presente nocampusuniversitário estudado. Palavras-chave:IFA. Políticas educacionais. Educação internacional. Modelo de Autossistema Motivacional na L2. Atitude linguística. Aprendizagem de L2. Keyword: EAP; Educational policy; International education; L2 learning; L2 motivational self system; Language attitudes URL: https://doi.org/10.26512/rhla.v14i1.1395 https://periodicos.unb.br/index.php/horizontesla/article/view/1395 BASE Hide details 3777 The collaborative process developed among pre- and in-service teachers within a continuing teacher education program Brum, Maísa Helena; Ticks, Luciane Kirchhof In: Acta Scientiarum. Language and Culture; v. 37, n. 2 (2015); 115-125 ; 1983-4683 ; 1983-4675 (2015) BASE Show details 3778 PENGEMBANGAN BUKU AJAR BAHASA INGGRIS BERBASIS KURIKULUM 2013 Marsuki, Marsuki In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 10, No 2 (2015): LiNGUA; 74 - 81 ; 2442-3823 ; 1693-4725 (2015) BASE Show details Page: 1...185 186 187 188 189

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