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 Learning Strategies of EFL Junior High School Students Receiving Systematic Teaching of Dictionary Skills Teaching Dictionary Skills Facilitating EFL Learning Strategies.
Наименование:

Learning Strategies of EFL Junior High School Students Receiving Systematic Teaching of Dictionary Skills Teaching Dictionary Skills Facilitating EFL Learning Strategies.

автор Aviva B. издательство Книга по Требованию Классное руководство. Классный час
Cтраниц 276        мягкая обложка       
Аннотация:This research investigated JH School students' learning strategies while systematically receiving dictionary skills. This research identified a gap in knowledge in this domain. The study explored the changes the students underwent after studying dictionary skills and their perceived attitudes toward English as a foreign language. It adopted an inductive-naturalistic approach, and ethnographic research framework. The research was conducted in four stages and included observation and semi-structured interviews with JHS and HS English teachers, as well as JH students. The research created a new understanding of the importance of teaching dictionary skills systematically in JH Schools. It shows that dictionary knowledge leads to stronger motivation to use the language, increases self-confidence in the students' perceptions as competent learners and improves their perceived coping abilities with the challenges associated with future learning of a foreign language. Additionally, using the dictionary as a learning strategy enables self-directed learning, that is perceived later as fostering lifelong learning.
Автор: Aviva B.
Издательство: Книга по Требованию
Год:2010
Цена:
3233 руб
Нет в наличии
Поиск: Learning Strategies of EFL Junior High School Students Receiving Systematic Teaching of Dictionary Skills Teaching Dictionary Skills Facilitating EFL Learning Strategies.


ДОСТИГ ЦЕЛИ, А СЧАСТЬЕ НЕ НАСТУПИЛО?


Иностранные заимствования в лексике английского...

Многие из заимствований под влиянием системы, в которую они вошли, претерпевают значительные фонетические, грамматические и даже семантические изменения, приспосабливаясь, таким образом, к фонетическим, грамматическим и семантическим законам данной системы. Процесс ассимиляции может быть настолько глубоким, что иноязычное происхождение таких слов не ощущается носителями английского языка и обнаруживается лишь с помощью этимологического анализа. Это особенно верно, например, для скандинавских и ранних латинских заимствований типа ge `получать`, skill `умение`, sky `небо`, skir `юбка`, ski `кожа`, hey `они `, s ree `улица` и др. В отличие от полностью ассимилировавшихся и усвоенных заимствований частично ассимилировавшиеся иноязычные единицы сохраняют следы своего иностранного происхождения в виде фонетических, например, (garage) chаise-lo gue chic), грамматических (напр., ед.ч. da um, ucleus, a e a — мн.ч. da d, uclei, a e ae) и семантических особенностей (напр., aiga, u dra, rouble, k ou и др. заимствования из русского языка, обозначающие чуждые англичанам реалии и понятия).
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