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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 13
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in English, clip 2 of 12
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 5 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 12
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The L2 motivational self system among Saudi learners of English
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Combining foreign, native and national Languages through Theatre in Schools: an ‘enactive Approach’ to Education
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In: Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014 ; https://hal.archives-ouvertes.fr/hal-01956749 ; Performing Arts in Language Learning. Proceedings ofthe International Conference,Rome 24/24 october 2014, Edizioni Novacultur, pp.65-71, 2014, 978-88-96875-01-8 (2014)
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ПЕРЕЖИВАНИЕ И ЯЗЫКОВЫЕ СТРУКТУРЫ
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Фахрутдинова, Лилия. - : Федеральное государственное автономное образовательное учреждение высшего профессионального образования "Казанский (Приволжский) федеральный университет", 2014
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Abstract:
Работа посвящена исследованию взаимоотношений языковых структур изучаемого иностранного языка (английского и немецкого) и пространственных, временных, информационных и энергетических составляющих переживания студентов российского вуза. Структуры изучаемого иностранного языка (фонетика, грамматика, лексика, чтение, письмо) и переживание субъекта оказывают друг на друга влияние, и данное влияние имеет особенности в зависимости от предмета переживания. В качестве предмета переживания нами выбраны ситуации переживания учебной деятельности во время лекции по психологии и ситуация переживания таинственного и непостижимого в жизни студентов. ; The paper studies the relationship of language structures of the target language (English and German) with spatial, temporal, informational and energy components of Russian university students’ experience. Structures of the target language (phonetics, grammar, vocabulary, reading, writing) and experience of the subject influence each other, and this influence has certain features depending on the subject of the experience. As a subject of the experience we have chosen the situation of learning activities during a lecture in Psychology and the situation when students experience something mysterious and unfathomable.
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Keyword:
ПРОСТРАНСТВЕННЫЕ,ВРЕМЕННЫЕ,ЭНЕРГЕТИЧЕСКИЕ,ИНФОРМАЦИОННЫЕ ХАРАКТЕРИСТИКИ ПЕРЕЖИВАНИЯ,ГЛУБИННЫЕ СТРУКТУРЫ ЯЗЫКА,ФОНЕТИКА,ГРАММАТИКА,ЛЕКСИКА,ЧТЕНИЕ,ПИСЬМО,УЧЕБНАЯ ДЕЯТЕЛЬНОСТЬ,ТАИНСТВЕННОЕ И НЕПОСТИЖИМОЕ,SPATIAL,TEMPORAL,ENERGY,INFORMATIONAL CHARACTERISTICS OF EXPERIENCE,DEEP STRUCTURES OF LANGUAGE,PHONETICS,GRAMMAR,VOCABULARY,READING,WRITING,LEARNING ACTIVITIES,MYSTERIOUS AND UNFATHOMABLE
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URL: http://cyberleninka.ru/article/n/perezhivanie-i-yazykovye-struktury http://cyberleninka.ru/article_covers/15718221.png
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Comparing Multi-label Classification with Reinforcement Learning for Summarisation of Time-series Data
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Transition from senior secondary to tertiary languages study : student attitudes in three Sydney schools
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Effects of auditory feedback and real-time visual feedback on second language tone learning
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The Relationship of Flow Experience, Need Satisfaction, Perceptual Learning Style Preferences, and EFL Self-Efficacy to EFL Online Learner Satisfaction
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