essay. The activity takes about 2-3 session periods. The activity Tell students... • Glossary for ESL/EFL Teaching Glossary of terms relevent to the English teaching profession. This glossary includes terms related to English‚ ESL‚ EFL ‚TESOL‚... Powered by WP Greet Box WordPress Plugin The Oral Approach or Situational Language Teaching is an approach developed by British applied linguists in the 1930s to the 1960s. It is little known by many language teachers although it had an impact
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The Cause of Plagiarism Plagiarism‚ a serious behaviour which usually caught in University and it will have a great consequences if this happen. It is difficult to prevent plagiarism due to the development of internet which students can find loads of information and sample essay. But what is the reason lead to plagiarism? In this essay‚ I will summarise the point both Sowden (2005) and Liu (2005) have made about factor of plagiarism and to build
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University of Phoenix Material Reliable Sources Worksheet Locate two sources in the University Library on a topic of your choice. Provide the required information for both sources. Source 1 • Author: Steve Kaye‚ Ph D. • Date: September 1‚ 2009 • Title: It’s Showtime‚ How to Give Effective Presentations • Publication: Supervision Write a 100- to 150-word response to each of the following questions: • Is the source reliable? How do you know? Team C believes
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article Braving paths towards learner autonomy: make the most of your EFL lessons! Lenora Sauchella Queiroz Haranaka A Autonomy is understood by many as the ability to take charge of one’s own learning (HOLEC‚ 1981). According to this definition‚ the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decisionmaking: when‚ what‚ and how to learn as well as how‚ when‚ and by whom to be assessed. Developing this ability
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1. Write about your past formal or informal language learning experiences. Would you consider them effective or ineffective? Learning foreign languages is a real challenge to everyone and a lot of people have their own successful and unsuccessful experiences. As for me‚ I’d like to tell about a negative one because‚ unfortunately‚ I had it more than positive. I’ve been learning English since I was 10 years old. At first‚ it was at school. Those lessons left much to be desired. We had a middle-aged
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Monitoring of L1 and L2 Readers.” TESOL Quarterly 26(2) Bransford‚ J Carrell‚ P. L. 1984. The effects of rhetorical organization on ESL readers. TESOL Quarterly 18 (3): 441–69. Carrell‚ P. L.‚ B. G. Pharis‚ and J. C. Liberto. 1989. Metacognitive strategy training for ESL reading. TESOL Quarterly 23 (4): 647–78. Chen‚ H.‚ and M. Graves. 1995. Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly 29 (4): 663–86. Goodman
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Apollo templates for the new course Internal Information template 1. General information Course name: IELTS speaking and writing. This is a highly intensive course covering the two most difficult skills of speaking and writing that most students are not able to study by themselves and good guides are very essential and important. Many students are good at reading and listening skill and achieve over 7.0 IE mark but they have some difficulties with the other skills and have
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metacognitive framework for the development of first and second language skills Biggs‚ J. and Watkins‚ D.A. (1996) The Chinese learner in retrospection. In D.A. Watkins and J.B Block‚ E. (1986) The comprehension strategies of second language readers. TESOL Quarterly 20 (3)‚ 463–493. Brown‚ A.L.‚ Bransford‚ J.D.‚ Ferrara‚ R. and Campione‚ J.C. (1983) Learning‚ remembering‚ and understanding Carrell‚ P.L. (1989) Metacognitive awareness and second language reading. Modern Language Journal 73 (2)‚ 121–131
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principles: An interactive approach to language pedagogy‚ second edition. New York: Longman. [8] Call‚ M. E. (1985). Auditory short -term memory‚ listening comprehension‚ and the input hypothesis. TESOL Quarterly‚ 19(4): 765-781. [9] Carrell‚ P. L.‚ & Eisterhold‚ J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly‚ 17‚ 553-573. [10] Chiu‚ B. E. (2006). An Investigation of English Listening Strategies Used by Continuous Education Program Students in Taiwan [11] Chu‚ S. H. (2004). The Effects
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Moray House school of Education MEd TESOL 2008-2009 Learner Assessment in TESOL Tutor: Gillies Haughton Student: Shaaban Ahmed S0899927 Learner Assessment in TESOL Assessing Listening Introduction Assessing listening is one of the most significant areas of language testing. However‚ it is the least area that is cared for and developed in assessment. Perhaps this is due to it is a very complex process. Listening is NOT assessed in my context and this has caused dramatic drawbacks
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