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Academic Journal

English Language Anxiety and Stress among Saudi Students in the First Year at College of Sciences and Arts in Dharan Aljanoob

Subjects: Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Stress Variables, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Anxiety, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, English (Second Language), Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Second Language Learning, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Second Language Instruction, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, College Freshmen, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Foreign Countries, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Intensive Language Courses, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Student Attitudes, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Peer Relationship, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Learning Processes, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Error Patterns, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Native Language, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Linguistic Input, Stress Variables, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, College Freshmen, Foreign Countries, Intensive Language Courses, Student Attitudes, Peer Relationship, Learning Processes, Error Patterns, Native Language, Linguistic Input, Communication (Thought Transfer)Saudi Arabia

  • Source: Online Submission, International Journal of Linguistics, Literature and Translation v2 n1 p270-275 Jan 2019. 6 pp.

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Academic Journal

Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of "Research Methodology" Course

Subjects: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Teaching Methods, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, English (Second Language), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Majors (Students), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, International Trade, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business Administration Education, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Educational Change, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, College Freshmen, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business English, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Linguistic Input, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Lecture Method, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Blended Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Foreign Countries, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Student Attitudes, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Case Studies, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Research MethodologyChina

  • Source: English Language Teaching, v12 n3 p191-199 2019. 9 pp.

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Academic Journal

Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

Subjects: Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Web Based Instruction, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, English (Second Language), Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Second Language Learning, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Second Language Instruction, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Web 2.0 Technologies, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Speech Communication, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Teaching Methods, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Linguistic Input, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Electronic Publishing, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Student Projects, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Active Learning, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Video Technology, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Management Systems, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Prior Learning, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Computer Mediated Communication, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Cooperative Learning, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Audio Equipment, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Feedback (Response), Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Teacher Role, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Language Teachers, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Technological Literacy, Web Based Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Web 2.0 Technologies, Speech Communication, Teaching Methods, Linguistic Input, Electronic Publishing, Student Projects, Active Learning, Video Technology, Management Systems, Prior Learning, Computer Mediated Communication, Cooperative Learning, Audio Equipment, Feedback (Response), Teacher Role, Language Teachers, Technological Literacy, Foreign CountriesTaiwan

  • Source: Advances in Language and Literary Studies, v9 n4 p143-152 Aug 2018. 10 pp.

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Academic Journal

An Analysis of English Language Theories: A Case Study

Subjects: Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Case Studies, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Linguistic Theory, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Instructional Materials, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, English (Second Language), Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Second Language Learning, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Second Language Instruction, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Foreign Countries, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Check Lists, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, High School Students, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Student Role, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Critical Thinking, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Creative Thinking, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Linguistic Input, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Teaching Methods, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Written Language, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Oral Language, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Theory Practice Relationship, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Instructional Material Evaluation, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Faculty Development, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Learning Processes, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Language Teachers, Case Studies, Linguistic Theory, Instructional Materials, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Check Lists, High School Students, Student Role, Critical Thinking, Creative Thinking, Linguistic Input, Teaching Methods, Written Language, Oral Language, Theory Practice Relationship, Instructional Material Evaluation, Faculty Development, Learning Processes, Language Teachers, Content AnalysisJordan

  • Source: Advances in Language and Literary Studies, v9 n4 p227-236 Aug 2018. 10 pp.

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Academic Journal

The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City

Subjects: Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Classroom Communication, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Assignments, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Bilingual Education, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Foreign Countries, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Interaction Process Analysis, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Video Technology, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Teacher Student Relationship, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Science Instruction, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Mathematics Instruction, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, English (Second Language), Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Second Language Instruction, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Biology, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Cooperative Learning, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Second Language Learning, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Middle School Teachers, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Middle School Students, Classroom Communication, Assignments, Bilingual Education, Foreign Countries, Interaction Process Analysis, Video Technology, Teacher Student Relationship, Science Instruction, Mathematics Instruction, English (Second Language), Second Language Instruction, Biology, Cooperative Learning, Second Language Learning, Middle School Teachers, Middle School Students, Linguistic InputIndonesia

  • Source: Advances in Language and Literary Studies, v9 n4 p31-36 Aug 2018. 6 pp.

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Academic Journal

The Ineffectiveness of Overt Input on the Problematic Grammatical Features of Tense Usage and Verb Conjugation for Native Arabic Speaking Learners of English for Academic Purposes (EAP)

Subjects: Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Linguistic Input, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Morphemes, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Grammar, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Semitic Languages, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Verbs, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Native Speakers, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Error Patterns, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Writing (Composition), Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Accuracy, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Foreign Countries, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, English for Academic Purposes, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Second Language Learning, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Second Language Instruction, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Feedback (Response), Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Teaching Methods, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Instructional Effectiveness, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, Comparative Analysis, Linguistic Input, Morphemes, Grammar, Semitic Languages, Verbs, Native Speakers, Error Patterns, Writing (Composition), Accuracy, Foreign Countries, English for Academic Purposes, Second Language Learning, Second Language Instruction, Feedback (Response), Teaching Methods, Instructional Effectiveness, Comparative Analysis, College StudentsSaudi Arabia

  • Source: Advances in Language and Literary Studies, v9 n4 p193-205 Aug 2018. 13 pp.

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Academic Journal

Nonlinear Dynamic Motivation-Oriented Telecollaborative Model of Language Learning via Formulaic Sequences to Foster Learner Autonomy

Subjects: Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Telecommunications, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, English (Second Language), Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Second Language Learning, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Second Language Instruction, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Computer Assisted Instruction, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Intervention, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Learning Motivation, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Independent Study, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Language Processing, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Linguistic Input, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Language Skills, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Models, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Student Attitudes, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Sociolinguistics, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Psycholinguistics, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Teaching Methods, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Sequential Approach, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Semantics, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Language Proficiency, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Morphemes, Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Intervention, Learning Motivation, Independent Study, Language Processing, Linguistic Input, Language Skills, Models, Student Attitudes, Sociolinguistics, Psycholinguistics, Teaching Methods, Sequential Approach, Semantics, Language Proficiency, Morphemes, Pretests Posttests

  • Source: Teaching English with Technology, v18 n3 p69-85 Jul 2018. 17 pp.

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Academic Journal

Refocusing the Digital Lens of Idiomaticity: A Second Look at Understanding Idiomaticity in CALL

Subjects: Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Computer Assisted Instruction, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Teaching Methods, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, English (Second Language), Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Second Language Learning, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Second Language Instruction, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Phrase Structure, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Educational Technology, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Proverbs, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Language Usage, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Context Effect, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Audience Awareness, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Task Analysis, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Pragmatics, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Telecommunications, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Handheld Devices, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Linguistic Input, Computer Assisted Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Educational Technology, Proverbs, Language Usage, Context Effect, Audience Awareness, Task Analysis, Pragmatics, Telecommunications, Handheld Devices, Linguistic Input, Information Technology

  • Source: Iranian Journal of Language Teaching Research, v6 n2 p1-21 Jul 2018. 21 pp.

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Academic Journal

The Implementation of ISSECI Model for Enhancing Thai EFL Students' Intercultural Pragmatic Competence: Politeness Strategies

Subjects: Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Cultural Awareness, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), English (Second Language), Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Second Language Learning, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Second Language Instruction, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Language Proficiency, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Pragmatics, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Intercultural Communication, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Teaching Methods, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Communicative Competence (Languages), Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Instructional Innovation, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Undergraduate Students, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Task Analysis, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Foreign Countries, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Models, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Linguistic Theory, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Linguistic Input, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Knowledge Management, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Majors (Students), Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Language Proficiency, Pragmatics, Intercultural Communication, Teaching Methods, Communicative Competence (Languages), Instructional Innovation, Undergraduate Students, Task Analysis, Foreign Countries, Models, Linguistic Theory, Linguistic Input, Knowledge Management, Majors (Students), Scaffolding (Teaching Technique)Thailand

  • Source: Advances in Language and Literary Studies, v9 n3 p34-42 Jun 2018. 9 pp.

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Academic Journal

Input Providing vs. Output-Prompting Negotiation Strategies in Learning Grammar among Young EFL Learners

Subjects: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Linguistic Input, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, English (Second Language), Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Second Language Learning, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Second Language Instruction, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Grammar, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Experimental Groups, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Comparative Analysis, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Learning Strategies, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Error Patterns, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Feedback (Response), Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Retention (Psychology), Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Teaching Methods, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Turkish, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Native Speakers, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Children, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Adolescents, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Foreign Countries, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Mixed Methods Research, Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Experimental Groups, Comparative Analysis, Learning Strategies, Error Patterns, Feedback (Response), Retention (Psychology), Teaching Methods, Turkish, Native Speakers, Children, Adolescents, Foreign Countries, Mixed Methods Research, Control GroupsIran

  • Source: International Journal of Instruction, v11 n2 p497-512 Apr 2018. 16 pp.

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