Youwen (42 results)

Hardcover. Condition: Near Fine. Near Fine. First Thus. Red paper over boards, lettered in gold foil, virtually as issued, with slightly rubbed extremities. 289 pp., illus. w/ 250+ color plates. Dust jacket virtually as issued, slightly rubbed corners. Size: 4to - over 9¾" - 12" tall. Book.

Condition: New.

Paperback or Softback. Condition: New. ????????? - ???. Book.

Condition: New.

In 4°, tutta tela editoriale, pp. 285 numerosissime illustrazioni a colori, sovracoperta e astuccio sc865 7147.

Condition: As New. Unread book in perfect condition.

Soft cover. Condition: New. Language:Chinese.Author:Zhang Youwen;Huang Renwen.Binding:Soft Cover.Publisher:People's Publishing House (The Oriental Press).

Condition: New.

Condition: New.

Hardback. Condition: New.

Condition: New.

Condition: New.

Condition: New. In English.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching. It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context. And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas. Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews. Through analysis of selected lesson excerpts and teachers' comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture. The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher's decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy.…

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

Condition: Bon. Livre sd (1990?), PML éditions, in-4 cartonné de 282 pages, titrage doré, jaquette illustrée, 250 photographies couleurs, quelques illustrations noir et blanc. Pékin, la Chine du Nord ou Huabei, La Chine du Nord-Est ou Dongbei, La Chine orientale ou Huadong, la Chine centrale et la Chine du Sud ou Zhongnan, La Chine du Sud-Ouest ou Xinan, La Chine du Nord-Ouest ou Xibei. | Etat : Bon état général, jaquette un peu défraichie (Ref.: G4678). Livre.…

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book constitutes the refereed proceedings of the 6th International Conference on Big Data and Security, ICBDS 2025, held in Nanjing, China, during December 5 7, 2025.The 16 full papers and 1 short paper presented in this volume were carefully reviewed and selected from 250 submissions.They are grouped into the following topics: Big Data&New Method; Artificial Intelligence&Machine Learning Security; Data Technology&Network Security.…

Paperback. Condition: Brand New. 272 pages. 6.14x0.58x9.21 inches. In Stock.

Taschenbuch. Condition: Neu. Big Data and Security | 6th International Conference, ICBDS 2025, Nanjing, China, December 5-7, 2025, Proceedings | Yuan Tian (u. a.) | Taschenbuch | xii | Englisch | 2026 | Springer | EAN 9789819218837 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Hardback. Condition: New.

PML Editions - 1989 - In-4 - Cartonnage éditeur sous jaquette illustrée en couleurs - Gardes illustrées - Très nombreuses illustrations en couleurs dans le texte et HT, certaines PP et doubles pages - 287 pages - Très bel exemplaire, comme neuf Livres.

Milano, Arti Grafiche, 1980, 4to tutta tela editoriale, pp. 285 numerosissime illustrazioni a colori.

Condition: As New. Unread book in perfect condition.

Condition: New.

Condition: New.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching. It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context. And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas. Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews. Through analysis of selected lesson excerpts and teachers' comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture. The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher's decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy. 120 pp. Englisch.…

HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching.It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context.And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas.Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews.Through analysis of selected lesson excerpts and teachers¿ comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture.The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher¿s decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy.Books on Demand GmbH, Überseering 33, 22297 Hamburg 120 pp. Englisch.…