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Artykuły w czasopismach na temat "Classroom language learning"
Barwell, Richard. "Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms". Journal for Research in Mathematics Education 51, nr 2 (marzec 2020): 150–78. http://dx.doi.org/10.5951/jresematheduc-2020-0018.
Pełny tekst źródłaReinders, Hayo, i Phil Benson. "Research agenda: Language learning beyond the classroom". Language Teaching 50, nr 4 (14.09.2017): 561–78. http://dx.doi.org/10.1017/s0261444817000192.
Pełny tekst źródłaHall, Joan Kelly, i Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING". Annual Review of Applied Linguistics 22 (marzec 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.
Pełny tekst źródłaSilitonga, Fitri Devi Enjelina, Sri Menty Pinem, Lovita Simbolon, Laura Maloni Lingga i Erikson Saragih. "Learning Style in Language Learning Classroom". Yavana Bhasha : Journal of English Language Education 1, nr 1 (4.05.2020): 53. http://dx.doi.org/10.25078/yb.v1i1.1377.
Pełny tekst źródłaCiel Hu, Hengzhi. "Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations". Language Value 15, nr 2 (22.12.2022): 112–17. http://dx.doi.org/10.6035/languagev.6618.
Pełny tekst źródłaZhang, Xiyue, i Guiping Chen. "Machine Learning Model-Based English Project Learning and Functional Research". Wireless Communications and Mobile Computing 2022 (4.04.2022): 1–11. http://dx.doi.org/10.1155/2022/1940375.
Pełny tekst źródłajoshi, om. "GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY". Towards Excellence 11, nr 03 (1.12.2019): 1–7. http://dx.doi.org/10.37867/te110301om.
Pełny tekst źródłaBenson, Phil. "Language Learning Beyond the Classroom". ELT Journal 70, nr 1 (12.10.2015): 110–13. http://dx.doi.org/10.1093/elt/ccv061.
Pełny tekst źródłaCoulson, David. "Language Learning Beyond the Classroom". System 56 (luty 2016): 151–52. http://dx.doi.org/10.1016/j.system.2015.12.010.
Pełny tekst źródłaXu, Chang, Kexin Zhu i Suyi Liu. "Classroom Management Strategies in Secondary Language Education". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom language learning"
Mwange, Sepiso. "Process drama : affecting the second language learning classroom". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20618.
Pełny tekst źródłaMarzell, TerryLee Hutton. "Constructing experiential learning in the language arts classroom". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2013.
Pełny tekst źródłaJohansson, Christina. "Learning to Learn : Multiple intelligences in the language classroom". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32042.
Pełny tekst źródłaSugrañes, Ernest Caterina. "A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom". Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.
Pełny tekst źródłaEsta tesis estudia los efectos de la adopción de un enfoque plurilingüe de la enseñanza y el aprendizaje de lenguas en un aula de lengua adicional de una escuela pública de Barcelona con 45 alumnos de 10 y 11 años. Un período de observación inicial conduce a la hipótesis de que el reconocimiento y el uso de las lenguas de origen de los alumnos es relevante para su identidad plurilingüe. El estudio tiene como objetivo evaluar si promover la identidad plurilingüe puede afectar la motivación y las actitudes hacia las lenguas, por un lado, y el rendimiento académico (catalán, castellano e inglés) de la otra. Finalmente, también se plantea la hipótesis de que la adopción de un enfoque plurilingüe puede afectar las actitudes de la maestra de lengua hacia las lenguas y su enseñanza y aprendizaje. Basado en un Enfoque Plurilingüe Integrado (EPI) (Esteve y González Davies, 2016), se emplean dos herramientas pedagógicas de translanguaging: TOLC (Traducción para otros contextos de aprendizaje), (González Davies, 2012, 2014) y LITS (Textos de identidad de lengua), una adaptación de los textos de identidad de Cummins (2001, 2009) con el fin de crear cuentos en inglés y traducirlos en las diferentes lenguas presentes en el aula. Siguiendo un enfoque mixto de la Grounded Theory (Teoría fundamentada en datos), se recogen datos cuantitativos y cualitativos. Las principales conclusiones del estudio son que la adopción de un enfoque plurilingüe hacia la enseñanza y aprendizaje de lenguas es relevante para la identidad plurilingüe. A su vez, la identidad plurilingüe afecta significativamente la motivación del alumno y su deseo hacia el aprendizaje de lenguas. Además, el rendimiento académico no se ve afectado por la adopción de un enfoque plurilingüe y la conciencia lingüística de los alumnos y su actitud hacia las lenguas y su aprendizaje aumenta. Finalmente, también se concluye que la maestra de lenguas ha tener una competencia plurilingüe para enseñar lenguas.
This thesis studies the effects of adopting a plurilingual approach to teaching and learning languages in an additional language classroom of state primary school of Barcelona with 45 pupils aged 10 and 11. An initial observation period leads to the hypothesis that acknowledging and using the heritage languages of pupils is relevant to their plurilingual identity. The study aims to assess whether plurilingual identity encouragement may affect motivation and attitudes towards languages on the one hand, and academic achievement (Catalan, Spanish and English) on the other. Finally, it is also hypothesised that adopting a plurilingual approach may affect the language teacher’s attitudes towards languages and language teaching and learning. Based on an Integrating Plurilingual Approach (IPA) (Esteve & González Davies, 2016), two translanguaging pedagogical tools are employed, namely TOLC (Translation for Other Learning Contexts), (González Davies, 2012, 2014) and LITS (Language Identity Texts), an adaptation of Cummins’s identity texts (2001, 2009) in order to create storybooks in English and translate them into the different languages present in the classroom. Following a Grounded Theory and mixed-method approach, quantitative and qualitative data are collected. The main conclusions of the study are that adopting a plurilingual approach to language teaching and learning is relevant to plurilingual identity. In turn plurilingual identity significantly affects pupil’s motivation and desire towards learning languages. Also, the academic performance is not affected by adopting a plurilingual approach and the pupils' linguistic awareness and attitude towards languages and language learning increases. Finally, it is also concluded that the language teacher must be plurilingualy competent in order to teach languages.
Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.
Pełny tekst źródłaHankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning". Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.
Pełny tekst źródłaHarrison, Andrew. "Systems for analysing and assessing language learning in the classroom". Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/systems-for-analysing-and-assessing-language-learning-in-the-classroom(1100acff-f2af-450e-a5c5-738ae0ede889).html.
Pełny tekst źródłaHarvey, Selena. "Learning English in the multilingual classroom: Student Voices". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29793.
Pełny tekst źródłaZheng, Yawen. "Behavioral Culture in the Chinese Language Classroom". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.
Pełny tekst źródłaMaiklad, Chamaipak. "The beliefs and practices of Thai English language teachers". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.
Pełny tekst źródłaKsiążki na temat "Classroom language learning"
Genre and the language learning classroom. Ann Arbor: University of Michigan Press, 2001.
Znajdź pełny tekst źródłaAdult learning in the language classroom. Bristol: Multilingual Matters, 2015.
Znajdź pełny tekst źródłaHellermann, John. Social actions for classroom language learning. Buffalo: Multilingual Matters, 2008.
Znajdź pełny tekst źródłaMoore, Phil. The integrated classroom: Language, learning and I.T. London: Hodder & Stoughton, 1992.
Znajdź pełny tekst źródłaSharan, Shlomo. Language and learning in the cooperative classroom. New York: Springer, 1988.
Znajdź pełny tekst źródłaHedge, Tricia. Teaching and learning in the language classroom. [Shanghai]: Shanghai Foreign Language Education Press, 2002.
Znajdź pełny tekst źródłaSharan, Shlomo, i Hana Shachar. Language and Learning in the Cooperative Classroom. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3860-7.
Pełny tekst źródłaChamot, Anna Uhl, i Vee Harris, red. Learning Strategy Instruction in the Language Classroom. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415.
Pełny tekst źródłaInstructed second language acquisition: Learning in the classroom. Oxford, OX, UK: B. Blackwell, 1990.
Znajdź pełny tekst źródłaMiles, Turnbull, Bell Jill 1946- i Lapkin Sharon, red. From the classroom: Grounded activities for language learning. [Toronto]: Canadian Modern Language Review, 2002.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom language learning"
Leow, Ronald P. "Classroom Learning". W The Routledge Handbook of Second Language Research in Classroom Learning, 1–12. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-1.
Pełny tekst źródłaSmakman, Dick. "Postmodern Classroom Language Learning". W The Routledge Handbook of Second Language Acquisition and Sociolinguistics, 302–14. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003017325-28.
Pełny tekst źródłaNegueruela-Azarola, Eduardo. "Blogs in Spanish beyond the classroom". W Language Learning & Language Teaching, 241–60. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.17neg.
Pełny tekst źródłaFox, Cynthia A. "Incorporating variation in the French classroom". W Language Learning & Language Teaching, 201–19. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.14fox.
Pełny tekst źródłaLennon, Paul. "Facilitating Classroom Learning". W The Foundations of Teaching English as a Foreign Language, 90–120. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-4.
Pełny tekst źródłaKuure, Leena. "Places for Learning: Technology-mediated Language Learning Practices Beyond the Classroom". W Beyond the Language Classroom, 35–46. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_4.
Pełny tekst źródłaEvnitskaya, Natalia, i Teppo Jakonen. "Multimodal conversation analysis and CLIL classroom practices". W Language Learning & Language Teaching, 201–20. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.12evn.
Pełny tekst źródłaPascual, Irene, i Rachel Basse. "Assessment for learning in CLIL classroom discourse". W Language Learning & Language Teaching, 221–35. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.13pas.
Pełny tekst źródłaNunan, David. "Language Learning Beyond the Classroom". W Faces of English Education, 143–58. Names: Wong, Lillian L. C., 1970– author. | Hyland, Ken, author. Title: Faces of English education : students, teachers and pedagogy / edited by Lillian L.C. Wong and Ken Hyland. Description: Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315205618-10.
Pełny tekst źródłaStickler, Ursula, i Martina Emke. "Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults". W Beyond the Language Classroom, 146–60. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_12.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom language learning"
LaPointe, Deborah K., i Kerrin A. Barrett. "Language learning in a virtual classroom". W th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149341.
Pełny tekst źródłaShih, Y. E. "Language in action: applying mobile classroom in foreign language learning". W Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.188.
Pełny tekst źródłaFukuoka, Yuko. "MAXIMIZING CLASSROOM LEARNING OF ELEMENTARY JAPANESE LANGUAGE". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2207.
Pełny tekst źródłaDolzhich, Elena, Svetlana Dmitrichenkova i Pablo Ramirez Rodriguez. "LEARNING IDIOMS IN THE SPANISH FOREIGN LANGUAGE CLASSROOM". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1407.
Pełny tekst źródłaWood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.
Pełny tekst źródłaNgoc, Nguyen Thi Minh. "How to Make a Virtual Classroom More Interactive". W The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.10.
Pełny tekst źródłaShubani, Maletsatsi, i Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.
Pełny tekst źródłaHord, Sarah, Iris Myers i Christine Stanley. "ENHANCING LANGUAGE LEARNING AND WHOLE PERSON DEVELOPMENT IN THE SECOND LANGUAGE CLASSROOM". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0598.
Pełny tekst źródłaSuvorova, Svetlana, Irina Kotlyarova, Elena Kharchenko, Ksenia Volchenkova i Elena Doronina. "CHARACTERISTIC FEATURES OF LANGUAGE LEARNING TRAINING IN MULTICULTURAL CLASSROOM". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0700.
Pełny tekst źródłaOgata, Hiroaki, Li Hui Gan, Makoto Wada i Yoneo Yano. "Supporting Task Assignments for Language Learning Outside Classroom with Handhelds". W 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.80.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom language learning"
Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, wrzesień 2017. http://dx.doi.org/10.34074/ocds.62017.
Pełny tekst źródłaCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Pełny tekst źródłaArmas, Elvira, i Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
Pełny tekst źródłaMatera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Pełny tekst źródłaLavadenz, Magaly, Elvira Armas i Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.
Pełny tekst źródłaSymonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha i Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3759.
Pełny tekst źródłaSemerikov, Serhiy O., Mykhailo M. Mintii i Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.
Pełny tekst źródłaKazhan, Yuliya M., Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko i Stanislav T. Tolmachev. The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3880.
Pełny tekst źródłaWilliams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.
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