that L2 speakers have developed some mastery of the syntax‚ morphology‚ phonology and lexis of the English language. Yet‚ as many English teachers recognize‚ and as many language learners have experienced first-hand‚ speech acts that are grammatically and phonologically correct sometimes fail because the learner’s pragmatic competence—his or her ability to express or interpret communicative functions in particular communicative contexts—is undeveloped or faulty. Pragmatic incompetence in the L2‚ resulting
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AQA History B (Full Course) 40453 Modern World Unit 3 – Historical Enquiry Unit 3 Historical Enquiry: Britain at War CONTROLLED ASSESSMENT TASK RESEARCH DIARY Centre Name: _____________________________________________ Centre Number: ___________________ Candidate Name: _____________________________________________ Candidate Number: ____________________ The tasks: 1. Select five sources. Explain how useful these sources have been in informing you
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Ester Education Quarterly‚ A. Harper TeacherJ. de Jong & Candace Spring 2005 Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough? By Ester J. de Jong & Candace A. Harper Introduction More and more teachers find themselves teaching students from increasingly diverse linguistic and cultural backgrounds. In a recent report (National Center for Education Statistics‚ 2002)‚ 42% of the teachers surveyed indicated that they had English Language Learners
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Abstract Listening skills research has tended to focus on strategy use in classrooms and on theory and practice of second language (L2) teachers. This study examined the teachers’ and learners’ perceptions of listening skills in non-classroom learning situations. Five (n = 5) study skills teachers and 19 former learners in a distance study skills course at the University of the South Pacific (USP) were interviewed for this study. The interviews with the study skills teachers sought their expectations
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Reading theories Of the two approaches mentioned in reading research and literature‚ the bottom-up approach focuses on language elements such as grammar‚ vocabulary and cohesion‚ while the top-down approach includes a focus on background knowledge about content and organization‚ generally referred to as content and formal schemata respectively. A combination of these two approaches is generally known as the Interactive Model of Reading. The pedagogy in this study was based on the Schema Interactive
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comprehension‚ particularly in the early stage of second language teaching and learning language. Firstly‚ listening is one of the basic sources of information. It is easy to see that all L2 learners want to understand target language‚ or they want to be able to access the rich variety of oral and visual L2 texts available today via network-based multimedia‚ such as on-line audio and video‚ YouTube‚ podcasts and blogs. Moreover‚ as infants‚ we have the unique ability to listen to sounds and understand
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The anterior and medial thigh begin at the Inguinal ligament‚ which runs from the anterior superior iliac spine‚ and insert on the pubic tubercle. The distal termination of this region is the tibiofemoral and patellofemoral joints. The hip joint is ball and socket joint‚ which is multiaxial‚ and can achieve flexion‚ extension‚ adduction‚ abduction‚ rotation and circumduction. The patellofemoral joint is a synovial planar joint‚ and the tibiofemoral joint is a hinge joint‚ which produces flexion
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Subtractive bilingualism takes place when the mother tongue is gradually lost or submerged as the learner is in a situation where the mother tongue is not used at all and learner is failing in L2 instruction. Learner fails in handling both languages. In replacive bilingualism the learner has done well in L2 but loses competence in L1 as a result. In
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The importance of Culture in teaching and learning English in Expanding Circle Countries Constanza Ramos Universidad San Sebastián Introduction: It is widely known that the phenomenon of globalization has affected many fields in everybody’s life‚ such as economy‚ politics‚ culture and so on... Education is one of the matters that has been affected by this phenomenon and with this‚ more people has been interested to learn a second language‚ in this case‚ English. As Berns (2005) mentioned‚
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This essay aims to discuss whether L1 (mother tongue) should be used in an EFL/ESL (English as a Foreign or Second Language) classroom. To do so‚ the term ESL must be defined as “the use or study of English by speakers with different native languages” according to Wikipedia. Another aspect that should be pointed out is where this debate comes from. The response will lead to the unresolved debate in terms of being beneficial or disadvantageous the use of L1 in ESL classrooms. Spahiu outlines the contrasting
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