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Hits 3.761 – 3.778 of 3.778
3761 |
Sobre el significado del “pretérito perfecto” español y el estudio de su variación geolingüística
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015)
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3762 |
La selección de las tareas de escritura en los exámenes de lengua extranjera destinados al ámbito académico
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015)
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3763 |
Being Pragmatically Aware in the Teaching of English as a Foreign Language
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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3764 |
WEB 2.0 AND FOREIGN/ADDITIONAL LANGUAGE TEACHER EDUCATION: FOCUS IN A VIRTUAL STUDY GROUP
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In: Signum: Estudos da Linguagem, Vol 2, Iss 18, Pp 423-448 (2015) (2015)
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3765 |
El análisis factorial en la investigación aplicada a fenómenos lingüísticos
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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3766 |
Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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3767 |
Consideraciones sobre el español como lengua heredada y la escritura académica
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 19 (2015) (2015)
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3768 |
Casi perfecto: variación gramatical y enseñanza de ELE
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015)
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3769 |
El Manifiesto de la APEERJ sobre la situación de la enseñanza del español en el Estado de Río de Janeiro
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 9, Iss 18 (2015) (2015)
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3770 |
CHALLENGES IN ASSESSING CHARACTER EDUCATION IN ELT: IMPLICATIONS FROM A CASE STUDY IN A CHRISTIAN UNIVERSITY
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 183-208 (2015) (2015)
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3771 |
Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice
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In: TEFLIN Journal, Vol 12, Iss 2, Pp 184-193 (2015) (2015)
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3772 |
ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY
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In: TEFLIN Journal, Vol 19, Iss 1, Pp 57-69 (2015) (2015)
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3773 |
EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education
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In: TEFLIN Journal, Vol 16, Iss 1, Pp 79-92 (2015) (2015)
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3774 |
EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY
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In: TEFLIN Journal, Vol 21, Iss 1, Pp 78-89 (2015) (2015)
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3775 |
Pedagogy for the multilingual classroom: interpreting education
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 7, Iss 2 (2015) (2015)
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3776 |
Language motivation and attitudes: a study with English for Academic Purposes learners
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In: Revista Horizontes de Linguistica Aplicada; v. 14 n. 1 (2015) ; 2237-0951 ; 1677-9770 (2015)
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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.
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Keyword:
EAP; Educational policy; International education; L2 learning; L2 motivational self system; Language attitudes
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URL: https://doi.org/10.26512/rhla.v14i1.1395 https://periodicos.unb.br/index.php/horizontesla/article/view/1395
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3777 |
The collaborative process developed among pre- and in-service teachers within a continuing teacher education program
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In: Acta Scientiarum. Language and Culture; v. 37, n. 2 (2015); 115-125 ; 1983-4683 ; 1983-4675 (2015)
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3778 |
PENGEMBANGAN BUKU AJAR BAHASA INGGRIS BERBASIS KURIKULUM 2013
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 10, No 2 (2015): LiNGUA; 74 - 81 ; 2442-3823 ; 1693-4725 (2015)
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