vaishna narang (12 Ergebnisse)

Zustand: Good. Picture Shown is for Illustration Purposes Only, Please See Below For Further Details CONDITION ? GOOD Some wear and scuff marks to jacket, slight creases to edge. Foxing to fore-edge, otherwise pages in good condition, shipped from the UK.

Zustand: New. pp. xxviii + 468.

Zustand: New. pp. xxviii 572.

Hardcover. Zustand: New. Zustand des Schutzumschlags: New. 1st Edition. This two-volume collection of studies on issues in language teaching deals with both theoretical problems and practical issues faced in the classroom. It includes essays on: Socio-cultural and political contexts of teaching language The relationship between grammar, language and literature Multilingualism; complexities of teaching English in India Language policy and planning in the country Empirical studies from Japan, Korea, Egypt, Iran and Pakistan.

Hardcover. Zustand: New. Zustand des Schutzumschlags: New. 1st Edition. This two-volume collection of studies on issues in language teaching deals with both theoretical problems and practical issues faced in the classroom. It includes essays on: Socio-cultural and political contexts of teaching language The relationship between grammar, language and literature Multilingualism; complexities of teaching English in India Language policy and planning in the country Empirical studies from Japan, Korea, Egypt, Iran and Pakistan.

Zustand: New. In.

Zustand: New. In.

Hardcover. Zustand: Brand New. 200 pages. 9.25x6.25x0.75 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT). The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers' evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As astudy located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.

Taschenbuch. Zustand: Neu. Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms | Vaishna Narang (u. a.) | Taschenbuch | xv | Englisch | 2018 | Springer | EAN 9788132237976 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT). The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers' evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As astudy located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT). The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers¿ evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As astudy located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.