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1035 results Filter
Book
In basket
(Oxford Applied Linguistics)
Provides a unique and timely re-examination of key issues such as strategies in context, strategy instruction, and strategy research methods by numerous experts in the field. Offers an invaluable overview of what is known from empirical research about listening, reading, speaking, writing, vocabulary, and grammar strategies. Proposes a clear and focused research agenda for the next decades.
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Czytelnie
Copies are only available in the library: sygn. 9188 XXIV.14 [Czytelnia A] (1 egz.)
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Bibliogr.
W ksi─ů┼╝ce s─ů om├│wione podstawowe zagadnienia teorii dydaktyki j─Özyk├│w obcych, m.in.: poj─Öcie komunikacji j─Özykowej wraz z jej uwarunkowaniami mentalnymi jako procesami, znaczenie poprawno┼Ťci j─Özykowej, status b┼é─Ödu pope┼énianego przez ucz─ůcych si─Ö j─Özyka, jego przyczyny i interpretacje, problem nauczania gramatyki j─Özyka obcego oraz rozwoju wiedzy metaj─Özykowej. Ksi─ů┼╝ka mo┼╝e s┼éu┼╝y─ç naukowcom glottodydaktykom, a tak┼╝e jako podr─Öcznik nauczycielom j─Özyk├│w obcych i studentom.
This item is available in 3 branches. Expand the list to see details.
Magazyny
There are copies available to loan: sygn. P.8487 [Magazyn 1] (1 egz.)
Wypo┼╝yczalnie
There are copies available to loan: sygn. 9883 XXIV.14 [Wypo┼╝yczalnia A] (1 egz.)
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Copies are only available in the library: sygn. 9882 XXIV.14 [Czytelnia A] (1 egz.)
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Index s. 258-265
Aimed at beginning to intermediate undergraduates and above, this textbook is designed to help the student achieve optimal success as a language learner and user. It teaches students to understand their own preferences in learning, develop individual learning plans and approaches, and select appropriate learning strategies. Each chapter contains an overview and review section, with learning activities that students can carry out either individually or in classrooms.
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Wypo┼╝yczalnie
There are copies available to loan: sygn. P.7979 XXIV.14.11 [Wypo┼╝yczalnia A] (1 egz.)
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Copies are only available in the library: sygn. 9283 XXIV.14.11 [Czytelnia A] (1 egz.)
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(Cambridge Language Teaching Library)
Bibliogr. przy rozdz. Indeks.
The Roles of Language in CLIL provides a theoretically-based approach to the integration of language and content in primary and secondary contexts addressed to a range of stakeholders in Content and Language Integrated Learning. Adopting the framework of systemic functional linguistics, this book raises practitioners' awareness of how language functions in CLIL. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop.
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Copies are only available in the library: sygn. 14562 XXIV.14.12 [Czytelnia A] (1 egz.)
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(Language Learning and Language Teaching ISSN 1569-9471 ; Volume 18)
Index s.167-172
Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learnerÔÇÖs interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
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Wypo┼╝yczalnie
There are copies available to loan: sygn. P.8589 XXIV.14 [Wypo┼╝yczalnia A] (1 egz.)
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Copies are only available in the library: sygn. 9810 XXIV.14 [Czytelnia A] (1 egz.)
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Second language acquisition / Lourdes Ortega. - London : Hodder Education, 2009. - XV, [1], 304 s. ; 24 cm.
(Understanding Language Series)
Index.
Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading.
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Czytelnie
Copies are only available in the library: sygn. 11407 XXIV.14.11 [Czytelnia A] (1 egz.)
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Understanding advanced second-language reading / Elizabeth B. Bernhardt. - New York ; London : Routledge, 2011. - XXI, 215 s. : il. ; 23 cm.
Bibliogr. s. 192-209. Indeks.
What distinguishes this book is its broad, yet thorough, view of theory, process, and research on adult second-language reading. Offering extensive discussions of upper-register second-language texts (both expository and narrative) that adult second-language readers encounter daily across the globe, it also presents an assessment schema for second-language text comprehension as well as for the assessment of teaching. This book: includes languages other than English in the discussion of second language reading, is firmly anchored in a theory of second language reading - the concept of compensatory processing, emphasizes the multi-dimensionality and dynamic nature of L2 reading development, focuses on comprehension of upper-register literary texts, balances theory and instructional practices.
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Czytelnie
Copies are only available in the library: sygn. 14043 XXIV.14.11 [Czytelnia A] (1 egz.)
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Issues in Applied Linguistics / Michael McCarthy. - Cambridge : Cambridge University Press, cop. 2001. - VIII, 175 s. ; 23 cm.
Index s. 173-175
This book, by one of the leading figures in applied linguistics, provides a wide-ranging and comprehensive treatment of the major issues. Its six chapters take the reader through the major tenets and debates in the field and are essential reading for anyone involved in applied linguistics and language teaching today. It outlines the historical roots of the field and its major developments over the years, and examines current issues such as language modelling and the analysis of discourse. While not neglecting theory, the book takes a practical approach and language teachers, as well as university level students, will find it a useful read.
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Wypo┼╝yczalnie
There are copies available to loan: sygn. P.7981 XXIV.10 [Wypo┼╝yczalnia A] (1 egz.)
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Copies are only available in the library: sygn. 9203 XXIV.10 [Czytelnia A] (1 egz.)
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(Second Language Acquisition Research : Theoretical and Methodological Issues / ed. Susan M. Gass, Jacquelyn Schachter, Alison Mackey)
Index.
Theories in Second Language Acquisition surveys the major theoretical approaches currently used in second language acquisition (SLA) research, providing a systematic and coherent presentation in a single source. Each chapter follows a consistent chapter model constructed around the same set of questions, including "What is the Theory?" "What are the major constructs?" "What counts as evidence?" "What are the common misunderstandings about the theory?" The answers to these questions are written at a basic level by a leading expert in the respective theoretical model. As a result, the volume as a whole presents complex ideas in an accessible manner.
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Copies are only available in the library: sygn. 11408 XXIV.14.11 [Czytelnia A] (1 egz.)
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(Solving problems in the teaching of literacy)
Bibliogr., index.
A tremendous timesaver for teachers, this indispensable book contains more than 200 word, picture, and letter sorts, ready to photocopy and use in K-3 classrooms. Provided are engaging categorization activities that span the stages of emergent, letter name, and within word pattern spelling. Also featured are decoding activities, assessment materials, tips from other teachers, recommended links to children's literature, and strategies for working with diverse students, including English-language learners and struggling older readers.
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Czytelnie
Copies are only available in the library: sygn. 13927 XXIV.14.8 [Czytelnia A] (1 egz.)
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(Oxford Applied Linguistics)
This book relates language testing practice to current views of communicative language teaching and testing. It builds on the theoretical background expounded in Bachman's Fundamental Considerations in Language Testing and examines the design, planning, and organization of tests. The book is divided into three sections which discuss 1) objectives and expectations, the context of language testing, and the abilities to be tested; 2) the process of test development, including blueprints, resources, operationalization, and scoring methods; and 3) ten examples which illustrate the principles discussed in Parts One and Two.
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Czytelnie
Copies are only available in the library: sygn. 11276 XXIV.14 [Czytelnia A] (1 egz.)
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Instant Lessons 3 : Advanced. - Harlow : Penguin English, 2001. - 139 s. : il. ; 30 cm.
(Penguin English Photocopiables)
*10 self-contained lessons on each language area -- reading, writing, grammar and vocabulary *Each lesson is designed to last around 55 minutes *Suitable for Advanced level students *Detailed teacher's notes with clear guidance on preparation, timing etc. *Practical layout with teacher's notes next to photocopiable pages.
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Czytelnie
Copies are only available in the library: sygn. 3979 XXIV.14 [Czytelnia A] (1 egz.)
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In basket
Rozprawa o sugestopedii - jednej z alternatywnych metod uczenia si─Ö j─Özyk├│w obcych, w aspektach dydaktycznym i metodycznym oraz na tle wybranych tradycyjnych i innych metod alternatywnych. Sugestopedia jest ca┼éo┼Ťciow─ů koncepcj─ů uczenia si─Ö j─Özyka obcego, uwzgl─Ödniaj─ůc─ů psychologiczne procesy powstawania kompetencji komunikatywnej. K┼éadzie nacisk na emocjonaln─ů i kreatywn─ů stron─Ö psychiki, wzmacniaj─ůc─ů motywacj─Ö i wspomagaj─ůc─ů proces nauki, traktowanej jako cz─Ö┼Ť─ç rozwoju duchowego cz┼éowieka.
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Czytelnie
Copies are only available in the library: sygn. P.1357 V.8 [Czytelnia A] (1 egz.)
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Copies are only available in the library: sygn. 16962 XXIV.14 [Czytelnia A] (1 egz.)
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Streszcz. ang., ros.
Bibliogr.
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(Oxford Applied Linguistics)
The main force behind Lantolf's book is to broaden the base of theories for second language acquisition (SLA). A major theme running through the text is the inadequacy of popular interactionist theories of SLA for explaining and describing language development, and the need for a research framework that accounts for the role of social context and collaborative dialogue. The text starts with a good overview of sociocultural theory, outlining the major aspects of the theory, including activity theory, inner/private speech and the zone of proximal development. The relevance of these areas are then discussed by a number of SLA theorists/researchers, with the aim of calling for a deeper, contextual and qualitative analysis of language learning interactions/tasks, and asserting the efficacy of sociocultural theory in facilitating and explaining effective language learning. A very readable book.
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