Learning Culture and Language Through Icts: Methods for - download pdf or read online

By Maiga Chang, Chen-Wo Kuo

ISBN-10: 160566166X

ISBN-13: 9781605661667

Studying tradition and Language via ICTs: tools for stronger guide deals scholars, teachers, and researchers an authoritative connection with the present development of language and cultural e-learning. a top quality assortment for libraries and academicians, this e-book covers pertinent subject matters reminiscent of moment language studying and computing device studying ideas.

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Extra info for Learning Culture and Language Through Icts: Methods for Enhanced Instruction

Example text

Sometimes when I sit and listen to their conversations my thought is that it (1) actually sounds as if they were talking about a man. He is snobbish (1), cheap, smart (1), and not very good at communication (1). He used to be more beautiful (1), even if some parts of him still are okay (1). Attractive, however, one cannot call him (1, 3). 27 Supporting Learner Reflection in the Language Translation Class Questionnaire The questionnaire (see Appendix B) was constructed to collect demographic information, information about the students’ approach to the translation class and their perception and experience of coupling Peer-Based Intervention with Computer keystroke Logging in the translation class.

Engestrom, Y. (1990). Learning, working, and imagining: Twelve studies in Activity Theory. Helsinki: Orienta-Konsultit. Engeström, Y. (1999). Situated learning at the threshold of the new millennium. In J. Bliss, R. Säljö, & P. ), Learning sites: Social and technological aspects (pp. 249-257). Oxford: Pergamon/Elsevier. Engeström, Y. (2008). Enriching Activity Theory without shortcuts. Interacting with Computers, 20(2), 256-259. Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H.

Different students have different problems; some students may find the problems addressed trivial, whereas others may struggle to understand the concepts discussed. Few translation classes are able to individualise the class so that the passages for translation can incorporate the idea of ‘readiness’ (Pienemann, 1998) so that the text is appropriate for the student. In addition, the fear of coming up with the “incorrect answer” may be an inhibitory factor further hindering exploratory activity.

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Learning Culture and Language Through Icts: Methods for Enhanced Instruction by Maiga Chang, Chen-Wo Kuo


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