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How do L2 student moderators facilitate a peer-led discussion forum?
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Chinese Idioms: Stepping Into L2 Student’s Shoes
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In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
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Learner agency in FFL pronunciation by analysing pragmatic strategies
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In: 3rd International Symposium on Applied Phonetics - ISAPh ; https://halshs.archives-ouvertes.fr/halshs-03338214 ; 3rd International Symposium on Applied Phonetics - ISAPh, Sep 2021, Tarragona, Spain (2021)
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IMPROVING INTROVERT LEARNERS' VOCABULARY THROUGH EXTENSIVE READING ...
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Vocabulary Learning Strategies ; The Case of English for Business and Financial Reporting
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Innovation and creativity in uncanny times: teaching strategies in language teaching
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| 7 |
Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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Lernziele Deutsch B. Adaptierung und Skalierung nach dem Gemeinsamen europäischen Referenzrahmen für Sprachen: Deutsch als 1. Fremdsprache der Übersetzung. Fächer Deutsch B1, B2, B3, B4
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| 11 |
L’apport de la traduction dans un cours de composition avancée au niveau universitaire
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| 12 |
Staying afloat: Emic perceptions of learning Chinese characters
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| 13 |
The Effects of Reading Strategies on EL Students while Transitioning into a Middle School Mainstream ELA Setting
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In: Masters of Arts in Education Action Research Papers (2021)
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| 14 |
What’s wrong with my pronunciation? Pronunciation difficulties experienced and strategies employed by pre-service foreign language teachers in Turkey
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In: University of South Florida M3 Center Publishing (2021)
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Abstract:
Foreign language teachers are expected to have mastery of the phonological system of the target language. Since they are often (mis)judged on the basis of their pronunciation, the perceived pronunciation difficulties and strategies of teacher candidates deserve an in-depth exploration prior to practicum. With the aims of identifying (i) the pronunciation problems preservice teachers experience, (ii) the strategies they use to overcome these difficulties and (iii) whether having an extra year of language studies before starting undergraduate courses contributes to their perceived beliefs about pronunciation skills, data from forty-two teacher candidates will be reported. The participants responded to a questionnaire along with some open-ended questions about pronunciation problems and strategies in an EFL setting in Turkey (adapted from Derwing & Rossiter, 2002). The results indicated that difficulties in speaking a foreign language arouse from a lack of grammatical, lexical and phonological knowledge of that language. Paraphrasing, repeating, slowing the speech rate and self-check through online resources were the most frequently utilized strategies. The role of doing an extra year of language studies before starting undergraduate courses was not a significant factor determining the pre-service students' beliefs. The study offers implications for policy makers and curriculum developers in higher education institutions.
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Keyword:
Education; EFL; Language and Literacy Education; pronunciation difficulties; pronunciation learning strategies; student beliefs
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URL: https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/27
https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1055&context=m3publishing
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| 16 |
Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 17 |
Supporting FL students' writing through metacognitive writing strategies
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| 18 |
Comprensión lectora en L2: Patrones textuales, organizadores gráficos y el uso de la literatura
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| 19 |
Creencias de los profesores de la Argentina sobre el uso de metáforas conceptuales en el aula de ELE/L2 y su implicancia en la competencia comunicativa
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| 20 |
MOTIVATIONAL ASPECTS OF LEARNING ENGLISH AS A FOREIGN LANGUAGE IN ERA OF GLOBALIZATION ; МОТИВАЦІЙНІ АСПЕКТИ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ В ЕПОХУ ГЛОБАЛІЗАЦІЇ
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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