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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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THE ROLE OF INTEGRATED ACTIVITIES TO DEVELOP WRITING COMPETENCE ...
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TOTAL PHYSICAL RESPONSE (TPR) IS THE MOST EFFECTIVE METHOD FOR LEARNING FOREIGN LANGUAGES ...
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TOTAL PHYSICAL RESPONSE (TPR) IS THE MOST EFFECTIVE METHOD FOR LEARNING FOREIGN LANGUAGES ...
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MOBILE APPS FOR RUSSIAN LANGUAGE LEARNING
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In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03215460 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy (2021)
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Abstract:
International audience ; This paper presents a first review of the main existing apps for the teaching of Russian as a Foreign Language (RFL). The research employs a qualitative-descriptive approach. Firstly, 20 RFL commercial apps for Apple iOS and Google Android mobile phones were selected through the app analytics engine App Annie. Secondly, apps were analyzed to collect qualitative data through a specially designed analysis grid with selected-response checkboxes. The aim was to investigate differences and similarities between RFL apps and to test their effectiveness within the framework of a holistic approach to language learning. The specific research questions were: 1) which are the implicit/explicit pedagogical theories RFL apps are based on? And 2) how these implicit/explicit pedagogical theories impact the different ways and degrees of enhancement of language skills? In summary, this paper gives a precise overview of the pedagogical theories that underpin RFL apps, opening new avenues of investigation for RFL.
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Keyword:
[SHS]Humanities and Social Sciences; Foreign Language Acquisition; Language skill; Mobile apps; Mobile assisted language learning; Russian as a Foreign Language
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URL: https://hal.archives-ouvertes.fr/hal-03215460/file/Torresin_MOBILE%20APPS%20FOR%20RUSSIAN%20LANGUAGE%20LEARNING.pdf https://hal.archives-ouvertes.fr/hal-03215460/document https://hal.archives-ouvertes.fr/hal-03215460
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Adaptive Kompetenzen von Kindern mit Down-Syndrom – ein Follow-up über zehn Jahre ... : Adaptive competences of children with Down syndrome - a ten-year follow-up ...
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DEVELOPMENT OF THE FIRST SIMULTANEOUS TRANSLATION METHODS IN WESTERN COUNTRIES ...
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DEVELOPMENT OF THE FIRST SIMULTANEOUS TRANSLATION METHODS IN WESTERN COUNTRIES ...
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Проблемы обучения второму иностранному языку в общеобразовательной школе ... : Problems of a Second Foreign Language Teaching in a Comprehensive School ...
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Дакукина, Т.А.. - : Государственное автономное образовательное учреждение высшего образования города Москвы «Московский городской педагогический университет», 2021
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MODERN APPROACHES TO TEAM BUILDING TECHNOLOGY IN TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY ...
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Teacher educators’ professional identity in English-medium instruction at a Finnish university ... : Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi ...
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Legitime Sprachen, legitime Identitäten. Interaktionsanalysen im spätmodernen »Deutsch als Fremdsprache«-Klassenzimmer
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Rellstab, Daniel H.. - : transcript, 2021. : Bielefeld, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Bielefeld : transcript 2021, 375 S. - (Interkulturalität. Studien zu Sprache, Literatur und Gesellschaft; 21) (2021)
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Sprachsensibel unterrichten – in allen Fächern und für alle Lernenden ; Integrating content and language learning in all subjects and for all students
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 250-259 (2021)
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