Task Based University Efl Program by Finch Andrew (6 results)
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Taschenbuch. Condition: Neu. A Task-based University EFL Program in Korea | Design, Implementation and Formative Evaluation | Andrew Finch | Taschenbuch | 596 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838376370 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabr…ück, mail[at]preigu[dot]de | Anbieter: preigu.
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Condition: Sehr gut. Zustand: Sehr gut | Seiten: 596 | Sprache: Englisch | Produktart: Bücher | This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modification,… in which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success.
Language: English
Published by LAP LAMBERT Academic Publishing Jun 2010, 2010
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modificatio…n, in which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success. 596 pp. Englisch.
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Finch AndrewAndrew Finch gives graduate and undergraduate teacher training courses at Kyungpook National University. His research interests include bilingualism, English teaching as education of the who…le person, and task-based ma.
Language: English
Published by LAP LAMBERT Academic Publishing Jun 2010, 2010
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modification, i…n which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 596 pp. Englisch.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This study presents a formative evaluation of a three-year task-based conversation program designed for tertiary students in the Republic of Korea. Every aspect of the program was the subject of continuous reflection and modification, in… which program design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centered emphasis of the task-based approach, and program goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods. The program evaluation used a mix of quantitative and qualitative research, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of program success.
