Auswahl der wissenschaftlichen Literatur zum Thema „Norwegian language – grammar – textbooks for foreign speakers“
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Zeitschriftenartikel zum Thema "Norwegian language – grammar – textbooks for foreign speakers"
Nurilah, Indah, Refa Lina Tiawati und Wahyudi Rahmat. „Cultural Riches: An Analysis of BIPA Materials at Andalas University“. Journal of Humanity Studies 2, Nr. 2 (14.12.2023): 100–106. http://dx.doi.org/10.22202/jhs.2023.v2i2.7559.
Der volle Inhalt der QuelleGrein, Marion. „Foreign language teaching – Integrationism vs. MGM“. Language and Dialogue 8, Nr. 1 (26.04.2018): 5–20. http://dx.doi.org/10.1075/ld.00002.gre.
Der volle Inhalt der QuelleGarcia Laborda, Jesus, und Jeanette Valencia Robles. „American Culture presence in EFL Textbooks used in Baccalaureate in Spain“. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. 37 (17.01.2022): 47–62. http://dx.doi.org/10.30827/portalin.vi37.22339.
Der volle Inhalt der QuelleRađenović, Anka. „Use of electronic corpora in grammar teaching: Acquisition of frequent lexical bundles at higher levels of learning“. Zbornik radova Filozofskog fakulteta u Pristini 52, Nr. 2 (2022): 29–46. http://dx.doi.org/10.5937/zrffp52-31215.
Der volle Inhalt der QuelleIori, Isao. „An interdisciplinary study for the development of integral Japanese textbooks for foreign-rooted children using Yasashii-Nihongo (Easy Japanese)“. Impact 2021, Nr. 4 (11.05.2021): 24–26. http://dx.doi.org/10.21820/23987073.2021.4.24.
Der volle Inhalt der QuelleZaitun Qamariah. „Eksposur materi autentik di kelas Bahasa Inggris sebagai Bahasa Asing“. Jurnal Pendidikan dan Sastra Inggris 3, Nr. 1 (14.02.2023): 51–62. http://dx.doi.org/10.55606/jupensi.v3i1.1229.
Der volle Inhalt der QuelleHOMENIUK, Olha, und Tetiana KOLISNYCHENKO. „A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)“. Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, Nr. 848 (Mai 2024): 72–82. http://dx.doi.org/10.31861//gph2024.848.72-82.
Der volle Inhalt der QuellePANCHENKO, O. „ENGLISH GRAMMAR – TACTICS OF ADVANCED DISTANT LEARNING“. Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, Nr. 3 (07.12.2022): 339–47. http://dx.doi.org/10.31494/2412-9208-2022-1-3-339-347.
Der volle Inhalt der QuelleMatsiuk, Zoriana. „LINGUODIDACTIC FEATURES OF TEACHING ADJECTIVES IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE“. Theory and Practice of Teaching Ukrainian as a Foreign Language, Nr. 18 (30.05.2024): 44–56. http://dx.doi.org/10.30970/ufl.2024.18.4392.
Der volle Inhalt der QuelleTurkevych, Oksana V. „UKRAINIAN AS A FOREIGN LANGUAGE FOR GERMAN-SPEAKING STUDENTS: ACHIEVEMENTS AND PROSPECTS IN THE 21ST CENTURY“. Alfred Nobel University Journal of Philology 2, Nr. 22 (2021): 219–27. http://dx.doi.org/10.32342/2523-4463-2021-2-22-21.
Der volle Inhalt der QuelleDissertationen zum Thema "Norwegian language – grammar – textbooks for foreign speakers"
Bozzetti-Engstrom, Marie Linnea. „What's in a word?: Connotation in teaching English to speakers of other languages“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.
Der volle Inhalt der QuelleTshotsho, Baba Primrose. „An investigation into English second language academic writing strategies for black students at the Eastern Cape technikon“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5702_1183703543.
Der volle Inhalt der QuelleThis study has been prompted by the negative remarks that lecturers make concerning the academic performance of students and the number of years they spend at the Eastern Cape Technikon before completing their diplomas. The aim of this study was to identify the kinds of strategies that English Second Language (ESL) students use to cope with English language writing tasks.
Academic writing requires a conscious effort and much practice in composing, developing, and analyzing ideas. Black students at tertiary institutions in South Africa face additional difficulty, especially when they have to deal with writing in English which is an unfamiliar language to them. This presents them with social and cognitive challenges related to second language acquisition. Since the black students do not often consider the social contexts in which L2 academic writing takes place, models of L1 writing instruction and research on composing processes are often found wanting in their L2 writing pedagogy. In this study, I argue that language proficiency and competence is the cornerstone of the ability to write in the L2 in a fundamental way. L2 writing instructors should take into account both strategy development and language skill development when working with black students. This is critical in South Africa considering the apartheid legacy and the deprived social conditions under which black students often live and acquire their education. Therefore, using critical discourse analysis and aspects of systemic functional linguistics, this study explores errors in written cohesion and coherence in relation to L2 writing strategies used by black students at the Eastern Cape Technikon. The study focuses on errors in the form of cohesive devices of referring expressions using topic development used by students. The aim was to explore the strategies used by black students to write coherent academic texts. Further, the study intends to scrutinize the grammatical devices of reference, through analyzing the forms of cohesive devices and theme development. A focus on the writing process as a pedagogical tool enables me to explore the relationship between the quality of studentsâ academic writing and coping strategies used, and come up with a model of L2 writing (coping) strategies for academic writing at the Eastern Cape Technikon. I investigate the L2 writing process adopted by competent and non-competent black students in the process of producing coherent academic texts by comparing strategies that the two groups of students adopt.
Nagy, Krisztina. „English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use“. Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
Der volle Inhalt der QuelleBücher zum Thema "Norwegian language – grammar – textbooks for foreign speakers"
Norwegian: An essential grammar. London: Routledge, 1995.
Den vollen Inhalt der Quelle findenKlouman, Sverre. Learn Norwegian: A practical course in spoken and written Norwegian. 7. Aufl. Oslo: Aschehoug, 2002.
Den vollen Inhalt der Quelle findenBlom, Oivind. Norwegian in three months. New York, NY: DK Pub., 1999.
Den vollen Inhalt der Quelle findenŽiūkaitė-Hansen, Laura. Beginner's Norwegian with 2 audio CDs. New York: Hippocrene Books, 2005.
Den vollen Inhalt der Quelle findenManne, Gerd. Ny i Norge: Tekstbok : norsk for utlendinger : begynnernivå. 3. Aufl. [Oslo]: Fag og Kultur, 1999.
Den vollen Inhalt der Quelle findenBråtveit, Kari. Colloquial Norwegian: A complete language course. London: Routledge, 1995.
Den vollen Inhalt der Quelle findenSimons, Margaretha Danbolt. Complete Norwegian. 4. Aufl. [Chicago]: McGraw-Hill, 2010.
Den vollen Inhalt der Quelle findenSimons, Margaretha Danbolt. Norwegian. Chicago: McGraw-Hill, 2004.
Den vollen Inhalt der Quelle findenSimons, Margaretha Danbolt. Norwegian. Lincolnwood, Ill: NTC/Contemporary Pub. Co., 1997.
Den vollen Inhalt der Quelle findenRowlinson, W. French grammar. Oxford: Oxford University Press, 2000.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Norwegian language – grammar – textbooks for foreign speakers"
Fox, Anthony. „Introduction“. In The Structure of German, 1–19. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198158158.003.0001.
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