CONTINUE: 11-03-2013 Key concepts in learning: * Subject * Learner * Teacher * Context FORMAL STRUCTURE | V/S | COMMUNICATIVE STRUCTURE | Morphemes‚ sentences‚ rules | | Language is not possible without interaction.Language is meaningful. | Saussure: Parole‚ Langue | | Hymes: Linguistic competence context (what‚ whom‚ when) | Form | | Looks for the function of the language instead of the form | Alternative view: Problem PosingCritical systemIt gives real problems to
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Communicative Language Teaching The aim of this unit • To make you think about communicative approach to teaching languages • To analyse the concept of communicative competence • To reflect upon the communicative teaching techniques What do you have to do in this unit? • Warming up discussions • Input reading • Self-assessment questions (SAQS) • Exploratory tasks • Integrated task Warming up discussion 0 Warm up the concept of a “communicative situation” (situation‚ in which
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University‚ Jung-Li City. Daemmrich‚ I. G. (2007). Novices encounter a novice literature: Introducing digital literature in a first-year college writing class. Teaching English in the Two Year College‚ 34(4)‚ 420-433. Goodman‚ K. S. (1976). Reading: A psycholinguistic guessing game. In H. Singer & R. Rudell (Eds.)‚ Theoretical Models and Processes of Reading (2nd ed). Newark‚ DE: International Reading Association. Heilman‚ A. W.‚ Blair‚ T. R.‚ & Rupley‚ W. H. (1990). Principles and Practices of Teaching Reading
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International Journal of Humanities and Social Sciences (IJHSS) ISSN 2319-393X Vol. 2‚ Issue 1‚ Feb 2013‚ 109-114 © IASET DEVELOPING INTERPERSONAL COMMUNICATION SKILLS OF ENGINEERING STUDENTS THROUGH POETRY S. RAMARAJU1 & S. P. DHANAVEL2 1 Ph. D. Research Scholar‚ Department of English‚ Anna University‚ Chennai‚ Tamil Nadu‚ India 2 Professor‚ Department of English‚ Anna University‚ Chennai‚ Tamil Nadu‚ India ABSTRACT Developing the Interpersonal Communication (IPC) skills of the students has
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Types of Assessment Tests 1) Develop a chart (matrix) of 1000−1‚250 words that compares and contrasts the different types of assessments‚ the characteristics of each‚ and for what situations each is best suited. It should address the following: a) How is each type of assessment scored? b) Discuss the value and limitations of each test in determining knowledge and skill standards. c) Analyze each instrument for reliability and validity. 2) APA format is not required‚ but solid academic writing
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Running head : The explicit and implicit learning 1 Australian College of Applied Psychology School of Psychological Science Psych 2032; Learning and Memory
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CONVENTIONS FOR WRITING TERM PAPERS BACHELOR STUDY PROGRAMME IN ENGLISH PHILOLOGY PROCESS OF WRITING At least one of the term papers should be written in the field one envisages to write a Bachelor Thesis. It is advisable for students who are going to proceed with their professional and master studies to write at least one term paper in the relevant field. The term paper is written in English. The theme of the term paper can be chosen from the lists available at the departments at the beginning
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application Contrastive linguistics is a very broad field of linguistics‚ since it embraces all its major levels: phonology‚ semantics‚ syntax and pragmatics‚ the latter including text studies and some aspects of the sociolinguistic and psycholinguistic perspective. Especially pragmatics‚ which portrays language as a social-cultural phenomenon intertwined with the subjective reality as perceived by the speakers‚ is the essential ingredient that was until recently missing‚ and this fact probably
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Word-formation in English by Ingo Plag Universität Siegen in press Cambridge University Press Series ‘Cambridge Textbooks in Linguistics’ Draft version of September 27‚ 2002 i TABLE OF CONTENTS Introduction .......................................................................................................... 1 1. Basic concepts 1.1. What is a word? 4 4 1.2. Studying word-formation 12 1.3. Inflection and derivation 18 1.4. Summary 23 Further reading 23 Exercises 24 2. Studying
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SSLA‚ 23‚ 41–69. Printed in the United States of America. COMPARING THE L1 AND L2 MENTAL LEXICON A Depth of Individual Word Knowledge Model Brent Wolter Hokkaido University This paper explores the possibility that‚ contrary to the findings of past studies‚ the L1 and L2 mental lexicon may in fact be structurally similar‚ with depth of individual word knowledge determining a given word’s degree of integration into the mental lexicon. The paper begins by reviewing the body of evidence
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