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    Assignment Part A

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    Cambridge University Press. Al-Issa‚ A. (2006). Schema theory and L2‚ reading comprehension: Implications for teaching. Journal of College Teaching & Learning 3(7)‚ 41-48 Au‚ K Carrell‚ P. L.‚ & Eisterhold‚ J. C. (1983). Schema theory and ESL reading. TESOL Quarterly‚ 17‚ 218–232. Carrell‚ P. 1988b. Some causes of text-boundedness and schema interference in ESL reading‚ in P. Carrell‚ J. Devine and D. Eskey (eds.)‚ 1988. Interactive Approaches to Second Language Reading. Cambridge University Press: Cambridge

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    (Ed.). (1995). ESL through content-area instruction. McHenry‚ IL: Delta System. Davies‚ S. (2003). Content-based instruction in EFL contexts. The Internet TESL Journal‚ 9(2). Eli Hinkel‚ E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly‚ 40(1)‚ 109-131. Ellis‚ R. (2006). The Methodology of Task-Based Teaching. Asian EFL Journal 8 (3). Nunan‚ D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal 8(3) Tsiplakides Iakovos‚ Fragoulis

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    IELTS International 825 Colorado Boulevard‚ Suite 112 Los Angeles‚ CA 90041 USA Phone: 323 255 2771 E-mail: ielts@ieltsintl.org US Recognition List: Educational Institutions‚ Professional Organizations and Accrediting Bodies Recognizing IELTS NB: Scores/grades reported below are minimums required for admissions to degree programs. IELTS band scores refer to the Academic Module unless otherwise stated. Requirements may vary. Other U.S. institutions may also recognize IELTS but may not have

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    CHAPTER 1 THE PROBLEM AND ITS BACKGROUND This chapter involves the introduction‚ the statement of the problem‚ objectives of the study‚ significance of the study‚ and scope and delimitation of the study. Introduction This research purports to show the effectiveness of tutorial classes in students’ achievements in General Science‚ develop students’ study strategies‚ and apply different tutoring techniques help the tutoring sessions effective. The main role of a teacher is to promote

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    Teaching Business English

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    TEACHING BUSINESS ENGLISH: DO ENGLISH TEACHERS NEED TRAINING? By: NOR AINI BINTI ABDUL RAHMAN‚ ISLAMIC UNIVERSITY COLLEGE OF MALAYSIA & FATIMAH BINTI ALI‚ UNIVERSITY COLLEGE of ENGINEERING and TECHNOLOGY MALAYSIA English language teachers have to upgrade themselves constantly in order to keep up with the latest development in teaching the language. For English for Specific Purposes (ESP) teachers‚ the demand is even more pressing. Bearing that in mind‚ this paper investigates how Business

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    The Evaluation of the Course Book “English in Mind” MA TESOL Yixuan JIANG Table of Contents Ⅰ. Introduction………………………………………………………………………..2 Ⅱ. Literature Review………………………………………………………………….2 ⅰ. The factors of English teaching materials evaluation………………………..…..3 ⅱ. The analysis of materials-evaluation content. ………………………………..…3 ⅲ. The cultural values of evaluating the English language teaching materials…......4 ⅳ. The designed intention of teaching materials..……………………………….…..5 ⅴ. The

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    "The acoustic characteristics of /hVd/ Vowels in the Speech of some Australian teenagers "‚ Australian Journal of Linguistics‚ 26‚ 147-179. Cox‚ F. M. (2006) "Australian English Pronunciation into the 21st Century" Prospect: Australian Journal of TESOL‚ 21‚ 3-21. Harrington‚ J.‚ Cox‚ F.‚ & Evans‚ Z. (1997) "An acoustic study of broad‚ general and cultivated Australian English vowels"‚ Australian Journal of Linguistics‚ 17‚ 155-184.

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    Laufer‚ B. (1985). Avoidance of phrasal verbs: A case for contrastive analysis. Studies in Second Language Acquisition‚ 7‚ 73-79. * Darwin‚ C. M.‚ & Gray‚ L. S. (1999). Going after the phrasal verbs: An alternative approach to classification. TESOL Quarterly‚ 33‚ 65-83. * Jordens‚ P. (1977). Rules‚ grammatical intuitions and strategies in foreign language learning. Interlanguage Studies Bulletin‚ 2‚ 5-76.

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    Quastion Paper

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    utline.pdf Olssen‚ Mark (2006). Foucault and the imperatives of education: critique and selfcreation in a non-foundational world. Studies in Philosophy and Education. Spring 2006‚ Vol 25‚ p. 245-271. Richards‚ Keith (2003). Qualitative inquiry in TESOL. New York‚ USA: Palgrave Macmillan. Somekh‚ B. & Lewin‚ C. (Eds) (2005). Research methods in the social sciences Tripp‚ D. (1992). Critical theory in educational research. Issues in Educational Research. 2 (1) 1992‚ p 13-23. Trochim‚ W. (2006). Positivism

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    Linguistic gambits

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    From Description to Pedagogy. Cambridge: CUP. Trudgill‚ P. (1974) Sociolinguistics: An Introduction to Language and Society. London: Penguin Books. Yorio‚ C. (1980) “Conventionalized Language Forms and the Development of Communicative Competence” TESOL Quarterly‚ Vol. 14‚ No. 4‚ pp. 433-442 Krashen‚ S Litosseliti‚ L. and Sunderland‚ J. (2002) Gender Identity and Discourse Analysis. Amsterdam: John Benjamins Publishing Co.

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