ASSIGNMENT NO. 01 ROUGH DRAFT Teacher’s Name: Prof. Izhar-Ul-Haq Student’s Name: Uzma Ambreen Ch Roll No. AH526620 Course Code: 5661 Allama Iqbal Open University Lahore. QUESTION NO 01 What do you mean by the term role in context of English language teaching? Distinguish between a transmission role and interpersonal role. Justify with examples ANSWER: Increasingly the world‚ there is a move within education to adopt a constructivist view of learning and teaching. In part‚ the
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Preference. American Heritage College Dictionary‚ 3r d ed. 1997. Houghton Mifflin. Aristotle. Rhetoric. 1954. Trans. W. R. Roberts. New York: Modern Library. Chiappe‚ D. L.‚ and J. M. Kennedy. 2000. Are Metaphors Elliptical Similes? Journal of Psycholinguistic Research 29 (4): 371-98. Croft‚ W. 1993. The role of domains in the interpretation of metaphors and metonymies. Fauconnier‚ G.‚ and M. Turner. 2002. The Way We Think. New York: Basic Books. Gentner‚ D. 1983. Structure-Mapping: a Theoretical Framework
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Swales p224). Reading‚ for students of English for specific purposes (ESP)‚ is probably the most important skill in terms of acquiring new knowledge. It does‚ however‚ often pose learning problems‚ especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However‚ during
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Annual Review of Applied Linguistics‚ 25‚ 112-130. Chamot‚ A. U.‚ & El-Dinary‚ P. B. (1999). Children’s learning strategies in immersion classrooms. The Modern Language Journal‚ 83(3)‚ 319-341. Doughty‚ C. J.‚ & Long‚ M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology‚ 7(3)‚ 50-80. Dunkel‚ P. (1991). Listening in the Native and Second/ Foreign Language: Towards an integration of research and practice. TESOL Quarterly‚ 25(3)
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Teaching Readers of English “A book of this kind is long overdue. . . . It is a giant contribution to the field. With its emphasis on a socioliterate approach to reading and literacy‚ it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers‚ in particular‚ will benefit immensely.” Alan Hirvela‚ The Ohio State University
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The susceptibility of child witnesses to suggestion. Law and Human Behavior‚ 4(3)‚ 201-210. Dale‚ E S.‚ Loftus‚ E. E‚ & Rathbun‚ L. (1978). The influence of the form of the question on the eyewitness testimony of preschool children. Journal of Psycholinguistic Research‚ 7‚ 277-289. Dent‚ H. R.‚ & Stephenson‚ G. M. (1979a). An experimental study of the effectiveness of different techniques of questioning child witnesses. British Journal of Social and Clinical Psychology‚ 18‚ 41-51. Dent‚ H. R.‚ & Stephenson
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Graduate School of Education Doctor of Education (Ed.D.) Research Proposal PREDICTORS OF TERTIARY LEVEL PERFORMANCE IN NON-ENGLISH SPEAKING BACKGROUND STUDENTS Candidate: Mr. Richard Hewison Supervisors: Dr. Elaine Chapman (Principal Supervisor) Prof. Tom O’Donoghue (Co-Supervisor) TABLE OF CONTENTS ABSTRACT ........................................................................................................................................................................
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preferences. ELT Journal 46(2)‚ 160-171. Hewings‚ M. (1999). Advanced grammar in use. Cambridge: Cambridge University Press. Klein‚ W. (1986). Second language acquisition. Cambridge: Cambridge University Press. Krashen‚ S. (1987). Applications of psycholinguistic research to the classroom. In M. Long & J. Richards (Eds.)‚ Methodology in TESOL (pp. 33-44). New Jersey: Heinle & Heinle Publishers. Krashen‚ S. (2002). Second language acquisition and second language learning (1st Internet ed). Retrieved January
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An Introduction to Genre Theory Daniel Chandler 1. The problem of definition A number of perennial doubts plague genre theory. Are genres really ’out there ’ in the world‚ or are they merely the constructions of analysts? Is there a finite taxonomy of genres or are they in principle infinite? Are genres timeless Platonic essences or ephemeral‚ time-bound entities? Are genres culturebound or transcultural?... Should genre analysis be descriptive or proscriptive? (Stam 2000‚ 14) The word
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Strategies for accessing information in Hypermedia. Computer Assisted Language Learning‚14(5)‚ 367-403. Clarke‚ M. A. (1979). Reading in Spanish and English: Evidence from adult ESL students. Language Learning‚ 29(1)‚ 121-150. Coady‚ J. (1979). A psycholinguistic model of ESL reader. In R. Mackay‚ B. Barkman& R. Jordan (Eds.)‚ Reading in a second language: Hypotheses‚organization‚ and practice(pp. 5-12). Rowley‚ MA: Newbury House. Cummins‚ J Cunningham‚ A. E.‚ &Stavonich‚ K. E. (1997).Early reading
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