By Jane Wightwick, Mahmoud Gaafar
Книга a hundred be aware workout e-book: Arabic a hundred be aware workout publication: ArabicКниги English литература Автор: Jane Wightwick, Mahmoud Gaafar Год издания: 1999 Формат: pdf Издат.:GW Publishing,Chinnor Страниц: sixty four Размер: 10,7 ISBN: 1903103002 Язык: Английский0 (голосов: zero) Оценка:100 key goods of vocabulary protecting eight daily subject matters: at domestic; round city; outfits; elements of the physique; the nation-state; animals; opposites; important expressions. glossy educating equipment: flashcards; matching video games; reminiscence video games; becoming a member of routines; note searches; and so on. evaluation, round-up and exams: a last revision of all of the a hundred phrases jointly. a hundred tear-out flashcards: support with entire be aware popularity.
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Extra info for 100 Word Exercise Book: Arabic
Grifﬁths (2013) also considers teaching and learning methods, which might trigger the use of different sets of strategies. Additionally, she emphasises one further factor determining the choice of strategies: the purpose for L2 learning. For example, a learner who studies L2 for a written exam would probably use a different set of strategies to one who acquires L2 purely for communication. Therefore, L2 learning for a particular goal might also affect the 36 2 Pedagogical and Psychological Background of Pronunciation … selection of strategies.
Finally, the main purpose of LLS use is to facilitate learning. 2 Language Learning Strategies (LLS) 31 Fig. 1 The process of LLS use Generally, the process of LLS use, based on the deﬁnitions and deliberations above, might be expressed in the form of a conditional sentence (Fig. 1): If a learner (L) consciously and intentionally takes/uses/employs/exploits steps/ techniques/devices/operations, then learning/acquisition/storage/retrieval/use of language/L2 competence is enhanced/aided. This proposal complies with the argument “that the actual student response only becomes strategic if it matches the IF condition in the pursuit of a goal, that is, if it is appropriate for the particular purpose” (Dörnyei, 2005, p.
1996) that the majority of pronunciation practice activities in the classroom are auditory, therefore directed towards auditory learners. Most of the learners in his study, however, were visual, hence his suggestions for adapting methods of pronunciation teaching towards individuals’ learning styles. The drawback of this study is that it does not provide statistical evidence supporting the effectiveness of pronunciation teaching and learning based on learners’ modalities. Even if learners create a comparatively homogenous group with reference to such factors as age, aptitude or learning style, considerable differences in 22 2 Pedagogical and Psychological Background of Pronunciation … pronunciation can still be found.