2011 International Conference on Social Science and Humanity (ICSSH 2011) Language Learning Strategy Preferences of Iranian EFL Students Jahanbakhsh Nikoopour Mohammad Amini Farsani Jahangir Kashefi Neishabouri English Translation Studies Dept. IAU‚ North Tehran Branch Tehran‚ Iran e-mail: j_nikoopour@iau-tnb.ac.ir Foreign Languages Dept. University for Teacher Education Tehran‚ Iran e-mail: m_amini.farsani@yahoo.com Psychology Dept. University for Teacher Education Tehran
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Test Methodological Approaches (FPMTFL-FP006_EngX4_E0) | User ID: MEFPMTFL970132 | Attempt: 1 / 1 | Out of: 10 | Started: September 1‚ 2011 23:29 | Finished: September 2‚ 2011 03:57 | Time spent: 4 hr‚ 28 min.‚ 17 sec. | Student finished 7 hr‚ 31 min.‚ 43 sec. ahead of the 720 min. time limit. | Return to Scores. Question 1 (0.5 points) What sort of language analysis would you include the following group of terms in? Choose the right option: Determiners‚ nouns‚ verbs‚ adjectives‚ prepositions…
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pretest and two posttests indicate that the experimental group surpassed the control one in recollecting vocabulary during the immediate retention stage and the delayed retention stage. Index Terms—vocabulary recollection‚ vocabulary teaching‚ games‚ EFL I. INTRODUCTION “If language structure makes up the skeleton of language‚ then it is vocabulary that provides the vital organs and flesh‚” (Hammer‚ 1991‚ p. 153). Thus‚ the magnitude of vocabulary teaching and learning is never too far to be highlighted
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1. Introduction The use of first language or second language (L1/L2) is still used in teaching English classroom as a Foreign Language. Actually‚ the term of using L1/L2 in EFL classes is ongoing debates in some occasion by looking some consideration between pro and contra of using L1/L2 in EFL classes. In any cases‚ the term of first language is the first language that the students got from their mother and they may continue to use it in the rest of their life and second language is a language
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Abstract Pronunciation is an integral part of foreign language learning‚ so finding deferent ways to improve such skills would be a mental disturbance of any language instructors. Here I’m going to offer a proposal to make use of movies for improving pronunciation. So he objective of this study is to determine the effect of watching movies on improving pronunciation skills. In order to reach the objective‚ I randomly selected 50 intermediate students‚ and then they were divided into 2 groups‚ namely
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Theme: The variety of approaches and techniques in teaching vocabulary Contents Introduction……………………………………………………………......3 Chapter 1. How to teach vocabulary………………………………………6 Principles in learning and teaching vocabulary…………….6 Presentation of new vocabulary items……………………..14 Chapter 2. Practising vocabulary………………………….......................19 2.1. Types of exercises at the beginner ’s level………………….19 2.2. The use of exercises at the advanced level………………....25 Conclusion………………………………………………………………
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Theoretical Framework/Perspectives My research will be chiefly guided by the lens of culturally responsive pedagogy to explore EFL practices in context of Nepal. “Culturally Responsive Teaching”‚ as per the definition of Gloria Ladson-Billing‚ is an approach that empowers students intellectually‚ socially‚ emotionally‚ and politically by using culturally referents to impact knowledge‚ skills and attitudes. (cited in Sealey-Ruiz‚ 2006). The term culturally responsive teaching or culturally responsive
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shift on the 10 May‚ Elwyn notifies the manager of Hilift that the crane is not performing properly and that it needs looking at. The manager contacts the company who does repairs and maintenance work on the crane‚ EFL Engineering‚ and asks for an engineer to be sent out immediately. EFL says that no-one is available for two hours. The manager of Hilift decides to allow Osman to begin his shift before the engineer arrives‚ since to stop work will delay construction. Osman is halfway through hoisting
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هذه النسخة بصيغة html للملف http://www.accentsasia.org/1-2/kato.pdf . يقوم G o o g l e تلقائياً بإنشاء نسخ بصيغة html للوثائق التي يصادفها خلال البحث في الإنترنت، بحيث يمكن عرضها في متصحفات الانترنت. Page 1 Volume 1 Number 2 October 2006 Accents Asia 1 Citation Kato‚ A. (2006). Error analysis of high school student essays. Accents Asia [Online]‚ 1 (2)‚ 1-13. Available: http://www.accentsasia.org/1-2/kato.pdf Error Analysis of High School Student Essays Asako Kato Fudooka Seiwa High School
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How to Teach EFL Pronunciation Successfully Winda Syafitri Is it possible teaching English without teaching pronunciation? The “NO” answer is usually attached‚ yet it is common knowledge which is mostly ignored not only by the learners but also by the teacher. Considering sounds play an important role in communication‚ foreign language teacher is supposed to give proper attention to this. To teach English as Foreign Language pronunciation successfully‚ good strategies are needed applying in the
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