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Artykuły w czasopismach na temat "ELT"
Datsenko, O. I., V. M. Kravchenko i S. Golovynskyi. "Electron levels of defects in In(Ga)As/(In)GaAs nanostructures: A review". Semiconductor Physics, Quantum Electronics and Optoelectronics 27, nr 02 (21.06.2024): 194–207. http://dx.doi.org/10.15407/spqeo27.02.194.
Pełny tekst źródłaBayyurt, Yasemin, i Martin Dewey. "Locating ELF in ELT". ELT Journal 74, nr 4 (12.09.2020): 369–76. http://dx.doi.org/10.1093/elt/ccaa048.
Pełny tekst źródłaVettorel, Paola, i Lucilla Lopriore. "Is there ELF in ELT coursebooks?" Studies in Second Language Learning and Teaching 3, nr 4 (1.10.2013): 483. http://dx.doi.org/10.14746/ssllt.2013.3.4.3.
Pełny tekst źródłaVettorel, Paola. "Communication Strategies, ELF and ELT materials". A Cor das Letras 18, nr 4 Especial (29.01.2018): 74. http://dx.doi.org/10.13102/cl.v18iespecial.2608.
Pełny tekst źródłaBarcons, Xavier, Juan Carlos González Herrera i Augustín Sánchez Lavega. "ELT". Pour la Science N° 511 - mai, nr 5 (1.05.2020): 32–41. http://dx.doi.org/10.3917/pls.511.0032.
Pełny tekst źródłaAmin, Rumana. "ELT:". Crossings: A Journal of English Studies 7 (1.12.2016): 144–51. http://dx.doi.org/10.59817/cjes.v7i.172.
Pełny tekst źródłaTakahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks". English Today 30, nr 1 (5.02.2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.
Pełny tekst źródłaModiano, Marko. "Rethinking ELT". English Today 16, nr 2 (kwiecień 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.
Pełny tekst źródłaEastment, D. "ELT publishers". ELT Journal 56, nr 3 (1.07.2002): 342–43. http://dx.doi.org/10.1093/elt/56.3.342.
Pełny tekst źródłaBudovskaya, Yelena V., Kendall Wu, Lucinda K. Southworth, Min Jiang, Patricia Tedesco, Thomas E. Johnson i Stuart K. Kim. "An elt-3/elt-5/elt-6 GATA Transcription Circuit Guides Aging in C. elegans". Cell 134, nr 2 (lipiec 2008): 291–303. http://dx.doi.org/10.1016/j.cell.2008.05.044.
Pełny tekst źródłaRozprawy doktorskie na temat "ELT"
Canbolat, Nilay. "Investigating Elt Instructors". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.
Pełny tekst źródłaperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
Canbolat, Nilay. "Integrating Elt Instructors'". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.
Pełny tekst źródłaperceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
BAGNI, MARCO. "Le opinioni e l’atteggiamento degli studenti verso l’inglese e l’inglese lingua franca in una università italiana". Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278098.
Pełny tekst źródłaThe rise of English as a ‘global’ lingua franca has brought applied linguistic scholarship to question the tenets of English language teaching (ELT). In the expanding circle, the traditionally accepted English-as-a-foreign language (EFL) pedagogical model appears today outdated and possibly even obsolete. Before any changes in English language education can be confidently suggested it is important to understand the perceptions and the opinions of the ELT stakeholders. The importance of attitude studies related to the context of ELT has long been recognized and over the last two decades several such studies have investigated, with various foci, the teachers’ and learners’ attitudes towards English in educational contexts, revealing the high vitality of the native English norm. To date, most studies that examined the attitudes towards English of university students were conducted in specific ELT contexts and there is a need for further research that also involves students who do not specialize in English. This research consists of a study that investigates the attitudes towards English, English as a lingua franca (ELF) and English teaching of a population of students of three Departments of the Università di Modena e Reggio Emilia. The research has the objective of contributing to the task of assessing the established EFL models of English language pedagogy, and of pointing to possible future directions for both research in applied linguistics and ELT practitioners. In accordance with this objective, the following research questions were generated: 1. What are the students’ attitudes towards English? 2. What are their attitudes towards ELF? 3. What are the students’ opinions on the teaching of English? 4. Is an ELF-informed approach in tune with the students’ own perceived needs? The research method adopted for this study draws on folk linguistics and the direct approaches to the study of language attitudes. A mixed-methods approach was used for the collection of the data that integrated a structured questionnaire and semi-structured individual interviews. A total number of 254 questionnaire were collected and 28 valid interviews were conducted, between December 2019 and May 2020. The analysis of the data combined a qualitative and a quantitative technique, although with an emphasis on qualitative interpretation. The findings suggest a generalized favorable orientation towards English. By vast majority, the participants viewed English as a necessary tool for social inclusion and a gateway to future professional opportunities. Although the view that English belongs to the native English speakers from the inner circle was found to prevail, it nevertheless coexisted with an instrumental view of English as a de-territorialized and de-nativized tool that can be appropriated by the non-native speakers. The participants’ views on ELT revealed a prevailing orientation towards native English and a significant influence of native-speakerism and standard language ideology. However, the findings also demonstrated that ELF-aware instruction and especially training in linguistics influenced the students’ attitudes towards varieties of English, bringing them to question the image of a monolithic English, notions of ‘standard English’, and exclusive legitimacy of native-speaker norms. Pointing to a gap between the more traditional ways of EFL pedagogy and the realities of English in the out-of classroom, several interviewees were critical of ELT in their how country’s education system. The findings strongly suggest that there is a need to shift ELT practices in the Italian education system away from the traditional grammar translation (GT) method and support English learning with a solid training in linguistic theory.
Ходцева, Алла Олександрівна, Алла Александровна Ходцева i Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.
Pełny tekst źródłaYip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.
Pełny tekst źródłaYilmaz, Elvan. "Gender Representations In Elt Coursebooks:a Comparative Study". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614681/index.pdf.
Pełny tekst źródłasnü
Enginarlar September 2012, 135 pages In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis
presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.
Nasr, Atef Ali Mohamed. "A reading improvement programme for engineering trainees in Egypt". Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274435.
Pełny tekst źródłaSkliar, Olga S. "Gender Representations And Gender Bias In Elt Textbooks Published In The Middle East: A Case Study Of Elt Textbooks Published In Turkey And Iran". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12608555/index.pdf.
Pełny tekst źródłagender did not have a big influence on the results obtained by the current research. It was suggested that gender-related ideologies and stereotypes are shared, supported, and unconsciously reproduced by both women and men in a society.
Chen, Pei. "Perceptions regarding ELT at the tertiary level in mainland, China". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636599.
Pełny tekst źródłaOuld, Hende El Moctar. "ELT course descriptions in tertiary education : a critical-interpretative investigation". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/76643.
Pełny tekst źródłaKsiążki na temat "ELT"
Teaching, Malaysia International Conference on English Language. ELT matters. Serdang: Universiti Putra Malaysia Press, 2004.
Znajdź pełny tekst źródłaDaniel, Ward, red. ELT guide. Wyd. 6. Douglas: EFL, 1995.
Znajdź pełny tekst źródłaPaul, Lakin, red. ELT guide. Wyd. 7. Douglas, Isle of Man: EFL, 1996.
Znajdź pełny tekst źródłaGraeme, Ginsberg, red. ELT guide. Wyd. 8. Douglas, I.O.M: EFL, 1997.
Znajdź pełny tekst źródła1945-, Roberts Jon, red. Evaluation in ELT. Oxford, UK: Blackwell, 1994.
Znajdź pełny tekst źródłaAmos, Paran, Watts Eleanor i International Association of Teachers of English as a Foreign Language., red. Storytelling in ELT. Whitstable: IATEFL, 2003.
Znajdź pełny tekst źródłaLetterland Elt. Letterland International, 2004.
Znajdź pełny tekst źródłaZekiye Müge Tavil, Turan Paker, Özkan Kirmizi, Gülin Dagdeviren Kirmizi. ELT Methodology. Ani Yayincilik, 2017.
Znajdź pełny tekst źródłaFrancis, David. Elt Guide. Wyd. 9. Teachers of English to, 1999.
Znajdź pełny tekst źródłaPopst, Hans, Hilmar Schmuck, Willi Gorzny i Rainer Schöller. Elt - Epi. de Gruyter GmbH, Walter, 2019.
Znajdź pełny tekst źródłaCzęści książek na temat "ELT"
Pinter, Annamaria. "Secondary ELT". W The Routledge Handbook of English Language Teaching, 367–79. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-31.
Pełny tekst źródłaGray, John. "ELT materials". W The Routledge Handbook of English Language Teaching, 95–108. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-10.
Pełny tekst źródłaEnever, Janet. "Primary ELT". W The Routledge Handbook of English Language Teaching, 353–66. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-30.
Pełny tekst źródłaDin, Kamal Ud. "The ELT". W Understanding English Language Teaching in EFL Context, 100–106. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-7.
Pełny tekst źródłaRichards, Jack C. "The ELT Textbook". W International Perspectives on Materials in ELT, 19–36. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023315_2.
Pełny tekst źródłaBabaii, Esmat. "ELT Textbook Ideology". W Research Questions in Language Education and Applied Linguistics, 689–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_120.
Pełny tekst źródłaFrankenberg-Garcia, Ana. "Corpora in ELT". W The Routledge Handbook of English Language Teaching, 383–98. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-33.
Pełny tekst źródłaDuboc, Ana Paula Martinez. "Thinking ELT otherwise". W Social Justice, Decoloniality, and Southern Epistemologies within Language Education, 129–44. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332336-12.
Pełny tekst źródłaDin, Kamal Ud. "The ELT Approaches". W Understanding English Language Teaching in EFL Context, 43–61. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-4.
Pełny tekst źródłaIllés, Éva. "Towards an ELF-Informed Approach to ELT". W Understanding Context in Language Use and Teaching, 111–28. 1. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429274589-7.
Pełny tekst źródłaStreszczenia konferencji na temat "ELT"
Tokovinin, A. "Requirements for AO-ELT operation and ELT site monitor". W 1st AO4ELT conference - Adaptive Optics for Extremely Large Telescopes. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/ao4elt/201002005.
Pełny tekst źródłaPangaribuan, Tagor, i Kammer Tuahman Sipayung. "ELT Descriptive Hypothesis". W Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.171.
Pełny tekst źródłaMunoz, Ivan. "The ELT Sequencer". W Software and Cyberinfrastructure for Astronomy VII, redaktorzy Gianluca Chiozzi i Jorge Ibsen. SPIE, 2022. http://dx.doi.org/10.1117/12.2629596.
Pełny tekst źródłaMarconi, A., P. Di Marcantonio, V. D'Odorico, S. Cristiani, R. Maiolino, E. Oliva, L. Origlia i in. "EELT-HIRES the high-resolution spectrograph for the E-ELT". W SPIE Astronomical Telescopes + Instrumentation, redaktorzy Christopher J. Evans, Luc Simard i Hideki Takami. SPIE, 2016. http://dx.doi.org/10.1117/12.2231653.
Pełny tekst źródłaFragoso Lopez, Ana Belen, José Luis Rasilla, Graham J. Murray, Ernesto Oliva, Robert J. Harris, Marco Riva, Alessandro Marconi i Roger Haynes. "ELT-HIRES the high resolution spectrograph for the ELT: fiber link". W Ground-based and Airborne Instrumentation for Astronomy VII, redaktorzy Hideki Takami, Christopher J. Evans i Luc Simard. SPIE, 2018. http://dx.doi.org/10.1117/12.2311639.
Pełny tekst źródłaChiozzi, Gianluca, Mario J. Kiekebusch, Nick Kornweibel, Ulrich Lampater, Marcus Schilling, Babak Sedghi i Heiko Sommer. "The ELT control system". W Software and Cyberinfrastructure for Astronomy V, redaktorzy Juan C. Guzman i Jorge Ibsen. SPIE, 2018. http://dx.doi.org/10.1117/12.2312164.
Pełny tekst źródłaO'Brien, Kieran, John Capone, Fraser Clarke, Andrew Earle, Tom Foster, Jim Lynn, Matthias Tecza i in. "The HARMONI/ELT spectrographs". W Ground-based and Airborne Instrumentation for Astronomy VII, redaktorzy Hideki Takami, Christopher J. Evans i Luc Simard. SPIE, 2018. http://dx.doi.org/10.1117/12.2313396.
Pełny tekst źródłaSchneller, D. "E-ELT requirements management". W SPIE Astronomical Telescopes + Instrumentation, redaktorzy George Z. Angeli i Philippe Dierickx. SPIE, 2014. http://dx.doi.org/10.1117/12.2055830.
Pełny tekst źródłaCayrel, M. "E-ELT optomechanics: overview". W SPIE Astronomical Telescopes + Instrumentation, redaktorzy Larry M. Stepp, Roberto Gilmozzi i Helen J. Hall. SPIE, 2012. http://dx.doi.org/10.1117/12.925175.
Pełny tekst źródłaWang, Yang-Yu. "Bringing ELF into Chinese ELT Classrooms: A Focus on English Pedagogies". W 7th International Conference on Social Science and Higher Education (ICSSHE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.058.
Pełny tekst źródłaRaporty organizacyjne na temat "ELT"
Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.
Pełny tekst źródłaMejía Torres, Lina María, i Mauricio Jaramillo-Jassir. El abecé de la beligerancia y su aplicabilidad con el ELN. Génesis y desafíos inmediatos. Universidad del Rosario, 2021. http://dx.doi.org/10.12804/issne.2745-2085_10336.31360_sddtf.
Pełny tekst źródłaGustin, Santiago. Differences in Syntactic Complexity in the Writing of EL1 and ELL Civil Engineering Students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7008.
Pełny tekst źródłaHaberland, Nicole, i Deborah Rogow. Éducation sexuelle et VIH : il est temps de changer de méthodologie. Population Council, 2007. http://dx.doi.org/10.31899/pgy12.1081.
Pełny tekst źródłaSantacana Mestre, Joan, i Nayra Llonch Molina. Els Vilars d’Arbeca i el seu model de socialització del coneixement. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/rap.2018.28.13.
Pełny tekst źródłaGilbert, R. Guide d'excursions dans le paysage glaciaire et postglaciaire du sud-est de l'Ontario et d'une partie du Québec. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194484.
Pełny tekst źródłaAvery, M. P. Vitrinite Reflectance (Ro) of Dispersed Organics From Elf et al. Emerillon C-56. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1988. http://dx.doi.org/10.4095/130522.
Pełny tekst źródłaRuiz Rodríguez, Arturo. Historias paralelas: la fortaleza de Els Vilars y el oppidum de Puente Tablas. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/rap.2018.28.12.
Pełny tekst źródłaSabina, A. P. Roches et minéraux du collectionneur, nord-est de la Nouvelle-Écosse, Ile du Cap-Breton et Ile-du-Prince-Édouard. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194756.
Pełny tekst źródłaParadis, S. J., i M. Parent. Géologie des formations en surface, Rivière Koroc (moitié est), Québec-Terre-Neuve-et-Labrador. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2002. http://dx.doi.org/10.4095/213439.
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