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Tác giả CN
| Đỗ, Hạnh Chi. | |
Nhan đề
| Xử lí ngữ liệu đầu vào trong giảng dạy tiếng Anh =Linguistic input processing in English teaching/Đỗ Hạnh Chi. | |
Thông tin xuất bản
| 2014 | |
Mô tả vật lý
| tr.29-34 | |
Tóm tắt
| This paper first aimed at listing out all the opportunities of input during pre-task stage, then it looked at the current organisation of these opportunities and the extent to which they could meet students’ needs in order to achieve those goals, the researcher employed questionnaries and observations as triangulated method to collect data from the perticipation of 120 student and 13 teachers. It was found that most of the teachers and students were aware of the signficant role of input opportunities and techer frequently offered students with these opportunities for input. However, the methods teacher used to organise these opportunities were not varied due to the lack of time and faclities. Thus, to make Speaking lessons more effective and valuable to studens,solutions should be put forward from the sides of students, teacher as well as task designers. | |
Đề mục chủ đề
| Tiếng Anh--Ngữ liệu--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Ngữ liệu | |
Thuật ngữ không kiểm soát
| Input opportunities Pre-task | |
Thuật ngữ không kiểm soát
| Input | |
Thuật ngữ không kiểm soát
| Task-based language teaching. | |
Thuật ngữ không kiểm soát
| TBLT | |
Thuật ngữ không kiểm soát
| Tiếng Anh | |
Nguồn trích
| Ngôn ngữ và đời sống.- 2014, Số 11 (229). |
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000
| 00000cab a2200000 a 4500 |
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| 001 | 37281 |
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| 002 | 2 |
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| 004 | 47743 |
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| 008 | 160302s2014 vm| vie |
|---|
| 009 | 1 0 |
|---|
| 022 | |a08683409 |
|---|
| 035 | |a1456378175 |
|---|
| 039 | |a20241201181344|bidtocn|c20160302162732|dngant|y20160302162732|zhaont |
|---|
| 041 | 0 |avie |
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| 044 | |avm |
|---|
| 100 | 0 |aĐỗ, Hạnh Chi. |
|---|
| 245 | 10|aXử lí ngữ liệu đầu vào trong giảng dạy tiếng Anh =|bLinguistic input processing in English teaching/|cĐỗ Hạnh Chi. |
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| 260 | |c2014 |
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| 300 | |atr.29-34 |
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| 362 | 0 |aSố 11 (229) 2014. |
|---|
| 520 | |aThis paper first aimed at listing out all the opportunities of input during pre-task stage, then it looked at the current organisation of these opportunities and the extent to which they could meet students’ needs in order to achieve those goals, the researcher employed questionnaries and observations as triangulated method to collect data from the perticipation of 120 student and 13 teachers. It was found that most of the teachers and students were aware of the signficant role of input opportunities and techer frequently offered students with these opportunities for input. However, the methods teacher used to organise these opportunities were not varied due to the lack of time and faclities. Thus, to make Speaking lessons more effective and valuable to studens,solutions should be put forward from the sides of students, teacher as well as task designers. |
|---|
| 650 | 17|aTiếng Anh|xNgữ liệu|2TVĐHHN. |
|---|
| 653 | 0 |aNgữ liệu |
|---|
| 653 | 0 |aInput opportunities Pre-task |
|---|
| 653 | 0 |aInput |
|---|
| 653 | 0 |aTask-based language teaching. |
|---|
| 653 | 0 |aTBLT |
|---|
| 653 | 0 |aTiếng Anh |
|---|
| 773 | |tNgôn ngữ và đời sống.|g2014, Số 11 (229). |
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| 890 | |a0|b0|c0|d0 |
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Không có liên kết tài liệu số nào
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