Поиск по каталогу |
(строгое соответствие)
|
- Профессиональная
- Научно-популярная
- Художественная
- Публицистика
- Детская
- Искусство
- Хобби, семья, дом
- Спорт
- Путеводители
- Блокноты, тетради, открытки
A Comparison of Vocabulary Presented in Word Lists and Literary Texts. An Investigation of the Effects of Input Presented in Word Lists and Literary Texts in Taiwan
В наличии
Местонахождение: Алматы | Состояние экземпляра: новый |
Бумажная
версия
версия
Автор: Feng-Ru Chang
ISBN: 9783659833595
Год издания: 2016
Формат книги: 60×90/16 (145×215 мм)
Количество страниц: 120
Издательство: LAP LAMBERT Academic Publishing
Цена: 21952 тг
Положить в корзину
Позиции в рубрикаторе
Сферы деятельности:Код товара: 155074
Способы доставки в город Алматы * комплектация (срок до отгрузки) не более 2 рабочих дней |
Самовывоз из города Алматы (пункты самовывоза партнёра CDEK) |
Курьерская доставка CDEK из города Москва |
Доставка Почтой России из города Москва |
Аннотация: Under the influence of globalisation through cultural and technological exchange, English viewed as a medium of international communication enjoys its privileging status around the world. In Taiwan, English is the only foreign language tested in the entrance examinations and is the most popular foreign language that Taiwanese people desire to master. However, many learners in Taiwan agree the fundamental and crucial role vocabulary plays in the language learning, but they think learning vocabulary is very difficult under the current method of instruction based on the use of word lists. This book aims to investigate the learning outcomes of presenting vocabulary in contexts, specifically in the texts of literature and imaginative texts, and compare them with the use of word lists only. Two experiments were designed to investigate Taiwanese learners’ attitudes and perceptions concerning the way in which vocabulary is presented and compare their opinions about the effect of the use of word lists and literature in the foreign language classroom respectively. Questionnaires were used and implications were drawn concerning the design of curriculum and methodological innovation.
Ключевые слова: Literature, vocabulary learning, simultaneous presentation, delayed presentation, guessing strategy, learners’ perception