Language Learning & Technology http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf February 2012‚ Volume 16‚ Number 1 pp. 91–109 COLLABORATIVE WRITING AMONG SECOND LANGUAGE LEARNERS IN ACADEMIC WEB-BASED PROJECTS Greg Kessler‚ Dawn Bikowski‚ and Jordan Boggs Ohio University This study investigates Web-based‚ project oriented‚ many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used
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TEFL Methodology Teaching English as Foreign Language Methodology Disusun oleh: Lusi Nurhayati‚ M.App.Ling. (TESOL) Nury Supriyanti‚ M.A. Anita Triastuti‚ M.A. Jurusan Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta 2008 0 Table of Content Introduction ……………………………………………………………………………2 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Factors Affecting SLA (Individual differences) … 6 Characteristics of a good language learner ……..20 Continuing Teacher Education:
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PHYS 3P91 X-ray fluorescence Electron Diffraction Professor: Dr. F. Razavi Lab Demonstrator: J. Korobanik Lab Partner: Adam Kober Author : Jasper D’Agostino SN : 4656534 Contents 1 Introduction 1.1 X-ray fluorescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Electron diffraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Discussion 2.1 X-ray fluorescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 Electron diffraction . . . .
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Assignment: Task 1 Look at Ur’s list of patterns of interaction below. Decide whether each interaction is either more student-centred or more teacher-centred. Justify your answers. Group work --> more student-centred: students work in small groups on tasks that entail interaction: conveying information‚ or group decision-making. The teacher intervenes little. Closed-ended teacher questioning --> more teacher-centred: the teacher asks questions the students and can be used for clarifiying
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methodological guidelines of our current curriculum and contemplates activities as units of planning in the third level of curricular concretion. Literary aspects of L2 are very much related to the culture and civilization of a nation and therefore they are an important knowledge to be achieved by students in order to be proficiency in the L2 they are learning. According to CEFR‚ national and regional literatures make a major contribution to European cultural heritage‚ which the Council of Europe sees
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missing. In the short run‚ MPL = 0.25 * (q/L). The change in MP with respect to L equals d(MPL)/dL = -0.25 * q/L2. Thus‚ for all levels of labour hired‚ MPL falls as L increases. III. Consider the following short-run production function: q = 5L2 – (1/3)L3. At what level of L do diminishing marginal returns begin? At what level of L do diminishing total returns begin? MP = 10L - L2. Marginal product peaks when L = 5 and equals zero when L = 10. Thus‚ diminishing marginal returns begin when
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STUDY RESEARCH OBJECTIVES Write a clear and detailed description of your study objectives and give your reasons for wanting to pursue them. Be specific about your major field and your specialized interests within this field. Describe the kind of program you expect to undertake‚ and explain how your study plan fits in with your previous training and your future objectives. This statement is an essential part of your application. Do not mention specific U.S. universities at which you would like
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COURSE TITLE : JAPANESE PRE-REQUISITE/ CO-REQUISITE/ MUTUALLY EXCLUSIVE COURSE(S) NA IMPORTANT: You must be a complete beginner and have no prior knowledge of the language. Please contact the instructor if you have any background in Japanese. You will be required to sign a form to declare that you are a complete beginner‚ and any false statement will lead to ‘F’ grade. COURSE DESCRIPTION This course is designed for students with no previous background in Japanese. It provides an introduction
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likewise looking to adopt English officially‚ whilst spending 3 billion annually. This is clearly English on an industrial scale‚ fueling a demand for teachers‚ bilingual text books‚ curriculums and syllabuses‚ along with accredited qualifications for L2 students; IELTS‚ CELTA‚ GMAT‚ TOIEC‚ TOEFL‚ etcetera‚ ("Teaching English As An International Language: Rethinking Goals and Perspectives"‚ 2017) and (Kachru‚ Kachru‚ & Nelson‚ 2009). The reality is English is not widely used in daily life‚ across these
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Question: Part one‚ At the closed end of the pipe‚ there must be a node because there is no motion occurring at the end of the pipe and there is no displacement‚ the air molecules cannot move. If the pipe was closed at both ends‚ L1 = /2 and L2 = ‚ therefore‚ L2/L1 = 2 Part two‚ If the pipe was closed at one end as used in the experiment‚ then This ratio of the single open-ended pipe is 1.5 times larger than the pipe closed at both ends. This means that in order
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