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You searched for subject:(Teaching learning of languages). Showing records 1 – 30 of 308323 total matches.

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University of Zululand

1. Mpanza, Choice Dimakatso. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .

Degree: 2015, University of Zululand

 The study explored strategies that can be used to promote the use of indigenous African languages for teaching and learning in the General Education and… (more)

Subjects/Keywords: indigenous languages  – teaching  – learning

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APA (6th Edition):

Mpanza, C. D. (2015). Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Thesis, University of Zululand. Accessed October 16, 2019. http://hdl.handle.net/10530/1478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mpanza, Choice Dimakatso. “Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu .” 2015. Web. 16 Oct 2019.

Vancouver:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10530/1478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mpanza CD. Strategies that can be used to promote the use of indigenous African languages for teaching and learning in schools: an exploratory case study of isiZulu . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

2. Babane, Maurice Thembhani. The application of OBE principles in the teaching of African languages in the senior phase .

Degree: 2010, University of South Africa

 The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in… (more)

Subjects/Keywords: Curriculum 2005; National curriculum statement; Outcomes-based education; African languages; Principles of teaching; Outcomes-Based Education; Curriculum 2005; National Curriculum Statement; Teaching; Learning; African languages; Principles of teaching; Principles of teaching; Approaches to teaching (African languages); Methods of teaching African languages, and outcomes

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APA (6th Edition):

Babane, M. T. (2010). The application of OBE principles in the teaching of African languages in the senior phase . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4087

Chicago Manual of Style (16th Edition):

Babane, Maurice Thembhani. “The application of OBE principles in the teaching of African languages in the senior phase .” 2010. Doctoral Dissertation, University of South Africa. Accessed October 16, 2019. http://hdl.handle.net/10500/4087.

MLA Handbook (7th Edition):

Babane, Maurice Thembhani. “The application of OBE principles in the teaching of African languages in the senior phase .” 2010. Web. 16 Oct 2019.

Vancouver:

Babane MT. The application of OBE principles in the teaching of African languages in the senior phase . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10500/4087.

Council of Science Editors:

Babane MT. The application of OBE principles in the teaching of African languages in the senior phase . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4087


Michigan State University

3. Yao, Changchang. Does perceived language difficulty hinder language learning.

Degree: 2015, Michigan State University

"This is an empirical study that investigates 1) the relationship between perceived language difficulty and foreign language anxiety (FLA) in a beginner-level Chinese lesson as… (more)

Subjects/Keywords: Language and languages – Study and teaching; Chinese language – Study and teaching – Foreign speakers; Learning, Psychology of; Anxiety; Language

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APA (6th Edition):

Yao, C. (2015). Does perceived language difficulty hinder language learning. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Thesis, Michigan State University. Accessed October 16, 2019. http://etd.lib.msu.edu/islandora/object/etd:3363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yao, Changchang. “Does perceived language difficulty hinder language learning.” 2015. Web. 16 Oct 2019.

Vancouver:

Yao C. Does perceived language difficulty hinder language learning. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Oct 16]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yao C. Does perceived language difficulty hinder language learning. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3363

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Paiva, Josias Rogerio. Representações pictóricas no ensino de física moderna: uma construção dos alunos.

Degree: Mestrado, Ensino de Física, 2010, University of São Paulo

Na perspectiva da construção do conhecimento, como uma aquisição do domínio das diversas linguagens da ciência, e suas relações, foi elaborado uma atividade de ensino… (more)

Subjects/Keywords: Desenho; Ensino-aprendizagem; Física moderna; Languages of science; Learning teaching; Linguagens da ciência; Modern physics; Pictorial; Picture; Representação pictórica

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APA (6th Edition):

Paiva, J. R. (2010). Representações pictóricas no ensino de física moderna: uma construção dos alunos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-104540/ ;

Chicago Manual of Style (16th Edition):

Paiva, Josias Rogerio. “Representações pictóricas no ensino de física moderna: uma construção dos alunos.” 2010. Masters Thesis, University of São Paulo. Accessed October 16, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-104540/ ;.

MLA Handbook (7th Edition):

Paiva, Josias Rogerio. “Representações pictóricas no ensino de física moderna: uma construção dos alunos.” 2010. Web. 16 Oct 2019.

Vancouver:

Paiva JR. Representações pictóricas no ensino de física moderna: uma construção dos alunos. [Internet] [Masters thesis]. University of São Paulo; 2010. [cited 2019 Oct 16]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-104540/ ;.

Council of Science Editors:

Paiva JR. Representações pictóricas no ensino de física moderna: uma construção dos alunos. [Masters Thesis]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-22022011-104540/ ;


Universidade de Brasília

5. Magali de Lourdes Pedro. As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios.

Degree: 2007, Universidade de Brasília

O tema central do nosso trabalho é o ensino das expressões idiomáticas. Inicialmente nos apoiamos nas teorias e estudos a respeito do processo de ensino/aprendizagem… (more)

Subjects/Keywords: expressões idiomáticas; ensino/aprendizagem de línguas; idioms, phraseology; fraseologia; unidades fraseológicas; LINGUISTICA APLICADA; phraseological units; teaching/learning of languages

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APA (6th Edition):

Pedro, M. d. L. (2007). As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pedro, Magali de Lourdes. “As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios.” 2007. Thesis, Universidade de Brasília. Accessed October 16, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pedro, Magali de Lourdes. “As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios.” 2007. Web. 16 Oct 2019.

Vancouver:

Pedro MdL. As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios. [Internet] [Thesis]. Universidade de Brasília; 2007. [cited 2019 Oct 16]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2914.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pedro MdL. As expressões idiomáticas no ensino de português como língua estrangeira para estudantes uruguaios. [Thesis]. Universidade de Brasília; 2007. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2914

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Marina Ayumi Izaki. Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira.

Degree: 2013, Universidade Federal de São Carlos

 A sala de aula pode não ser a única parte significativa do processo de ensino-aprendizagem de línguas, mas é certamente a mais impactante (Almeida Filho,… (more)

Subjects/Keywords: Língua estrangeira - ensino; Ensino - aprendizagem; Interação professor-aluno; Sala de aula; LINGUISTICA; Interaction; Teaching-learning of languages; Foreign Language Classroom

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APA (6th Edition):

Izaki, M. A. (2013). Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6726

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Izaki, Marina Ayumi. “Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira.” 2013. Thesis, Universidade Federal de São Carlos. Accessed October 16, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6726.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Izaki, Marina Ayumi. “Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira.” 2013. Web. 16 Oct 2019.

Vancouver:

Izaki MA. Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira. [Internet] [Thesis]. Universidade Federal de São Carlos; 2013. [cited 2019 Oct 16]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6726.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Izaki MA. Professores em formação: significados construídos no processo de interação em sala de aula de português língua estrangeira. [Thesis]. Universidade Federal de São Carlos; 2013. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6726

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana Tech

7. Talbot, Susan A. Successful second language learner.

Degree: MA, 1980, Montana Tech

Subjects/Keywords: Learning; Psychology of.; Language and languages Study and teaching.

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APA (6th Edition):

Talbot, S. A. (1980). Successful second language learner. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/8134

Chicago Manual of Style (16th Edition):

Talbot, Susan A. “Successful second language learner.” 1980. Masters Thesis, Montana Tech. Accessed October 16, 2019. https://scholarworks.umt.edu/etd/8134.

MLA Handbook (7th Edition):

Talbot, Susan A. “Successful second language learner.” 1980. Web. 16 Oct 2019.

Vancouver:

Talbot SA. Successful second language learner. [Internet] [Masters thesis]. Montana Tech; 1980. [cited 2019 Oct 16]. Available from: https://scholarworks.umt.edu/etd/8134.

Council of Science Editors:

Talbot SA. Successful second language learner. [Masters Thesis]. Montana Tech; 1980. Available from: https://scholarworks.umt.edu/etd/8134


University of KwaZulu-Natal

8. Haricharan, Dhanwanthie. A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school.

Degree: 2016, University of KwaZulu-Natal

 South Africa is currently in an educational crisis as evidenced by the performance of learners in a myriad of high stakes tests that they are… (more)

Subjects/Keywords: Theses - Languages, Linguistics and Academic Literacy.; Language of learning and teaching.; New literacy studies.; Outcomes based education.; Illiterate.

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APA (6th Edition):

Haricharan, D. (2016). A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/xmlui/handle/10413/16231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haricharan, Dhanwanthie. “A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school.” 2016. Thesis, University of KwaZulu-Natal. Accessed October 16, 2019. https://researchspace.ukzn.ac.za/xmlui/handle/10413/16231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haricharan, Dhanwanthie. “A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school.” 2016. Web. 16 Oct 2019.

Vancouver:

Haricharan D. A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 16]. Available from: https://researchspace.ukzn.ac.za/xmlui/handle/10413/16231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haricharan D. A critical analysis of the relationship between literacy and disadvantage: a case study of grade 11 literacy practices in a township school. [Thesis]. University of KwaZulu-Natal; 2016. Available from: https://researchspace.ukzn.ac.za/xmlui/handle/10413/16231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

9. Fletcher, Ammarentia Petronella. Rural education students' conceptions of language and of learning.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

The problem of rural student-teachers' conceptions of Language and of learning is the focus of this stud)'. Aspects of the problem were… (more)

Subjects/Keywords: Rural education - South Africa; Schools - Evaluation; Language and languages - Study and teaching - Psychological aspects; Psychology of learning

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APA (6th Edition):

Fletcher, A. P. (2014). Rural education students' conceptions of language and of learning. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fletcher, Ammarentia Petronella. “Rural education students' conceptions of language and of learning.” 2014. Thesis, University of Johannesburg. Accessed October 16, 2019. http://hdl.handle.net/10210/10249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fletcher, Ammarentia Petronella. “Rural education students' conceptions of language and of learning.” 2014. Web. 16 Oct 2019.

Vancouver:

Fletcher AP. Rural education students' conceptions of language and of learning. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10210/10249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fletcher AP. Rural education students' conceptions of language and of learning. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Univerzitet u Beogradu

10. Žerajić, Andrea, 1984-. Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije.

Degree: Filološki fakultet, 2018, Univerzitet u Beogradu

Primenjena lingvistika, glotodidaktika - Testiranje u nastavi stranih jezika / Applied linguistics, second language acquisition / Foreign language testing

Predmet ovog istraživanja jeste analiza efekata… (more)

Subjects/Keywords: second foreign language; German language; learning language in a primary school; teaching foreign languages; receptive language skills; curriculum; number of lessons

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APA (6th Edition):

Žerajić, Andrea, 1. (2018). Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:18874/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Žerajić, Andrea, 1984-. “Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije.” 2018. Thesis, Univerzitet u Beogradu. Accessed October 16, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:18874/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Žerajić, Andrea, 1984-. “Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije.” 2018. Web. 16 Oct 2019.

Vancouver:

Žerajić, Andrea 1. Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2019 Oct 16]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18874/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Žerajić, Andrea 1. Efekti promena kurikuluma i njihov uticaj na razvoj receptivnih jezičkih veština u nastavi nemačkog jezika u osnovnim školama Republike Srbije. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18874/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Zerbinati, Josi Thomé. Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico.

Degree: Mestrado, Educação, 2013, University of São Paulo

A língua estrangeira (LE) é um importante veículo de comunicação e sua aprendizagem contribui para a formação integral de cidadãos, preparando-os para atuarem no mundo… (more)

Subjects/Keywords: Beliefs; Crenças; Culturas de ensinar e de aprender línguas; Cultures of teaching and learning languages; Ensino de LE (inglês); Escola pública; Public school; Teaching of FL (English)

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APA (6th Edition):

Zerbinati, J. T. (2013). Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/ ;

Chicago Manual of Style (16th Edition):

Zerbinati, Josi Thomé. “Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico.” 2013. Masters Thesis, University of São Paulo. Accessed October 16, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/ ;.

MLA Handbook (7th Edition):

Zerbinati, Josi Thomé. “Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico.” 2013. Web. 16 Oct 2019.

Vancouver:

Zerbinati JT. Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2019 Oct 16]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/ ;.

Council of Science Editors:

Zerbinati JT. Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/ ;


Queensland University of Technology

12. Stanley, Iain Anthony. Professional development and technology in second language learning : do best practices work?.

Degree: 2012, Queensland University of Technology

 This study was undertaken to examine the influence that a set of Professional Development (PD) initiatives had on faculty use of Moodle, a well known… (more)

Subjects/Keywords: computer assisted language learning; course management system; diffusion of innovations; Everett Rogers; english language teaching; moodle; professional development; teacher education; teaching english to students of other languages (TESOL); technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stanley, I. A. (2012). Professional development and technology in second language learning : do best practices work?. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/63477/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stanley, Iain Anthony. “Professional development and technology in second language learning : do best practices work?.” 2012. Thesis, Queensland University of Technology. Accessed October 16, 2019. https://eprints.qut.edu.au/63477/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stanley, Iain Anthony. “Professional development and technology in second language learning : do best practices work?.” 2012. Web. 16 Oct 2019.

Vancouver:

Stanley IA. Professional development and technology in second language learning : do best practices work?. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2019 Oct 16]. Available from: https://eprints.qut.edu.au/63477/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanley IA. Professional development and technology in second language learning : do best practices work?. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/63477/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Euskal Herriko Unibertsitatea / Universidad del País Vasco

13. Bilbao-Goyoaga Arenas, Ana. Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora .

Degree: 2015, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 Esta tesis persigue entre otros objetivos, coseguir una imagen fiel de la situación acutal de la enseñanza-aprendizaje del inglés en las PYMES exportadoras de Bizkaia… (more)

Subjects/Keywords: teaching of languages; enseñanza de lenguas

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APA (6th Edition):

Bilbao-Goyoaga Arenas, A. (2015). Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/16001

Chicago Manual of Style (16th Edition):

Bilbao-Goyoaga Arenas, Ana. “Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora .” 2015. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed October 16, 2019. http://hdl.handle.net/10810/16001.

MLA Handbook (7th Edition):

Bilbao-Goyoaga Arenas, Ana. “Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora .” 2015. Web. 16 Oct 2019.

Vancouver:

Bilbao-Goyoaga Arenas A. Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10810/16001.

Council of Science Editors:

Bilbao-Goyoaga Arenas A. Enseñanza-aprendizaje del inglés en las pymes exportadoras de Bizkaia: identificación de necesidades y propuestas de mejora . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2015. Available from: http://hdl.handle.net/10810/16001


Euskal Herriko Unibertsitatea / Universidad del País Vasco

14. Bastarrika Iriarte, Ainhoa. Changes in brain activity during language learning in adults measured by magnetoencephalography .

Degree: 2017, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 The main goal of this thesis was to characterize language-related short-term learning changes in the adult brain. Previous studies have mainly used longitudinal and cross-sectional… (more)

Subjects/Keywords: teaching of languages; enseñanza de lenguas

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APA (6th Edition):

Bastarrika Iriarte, A. (2017). Changes in brain activity during language learning in adults measured by magnetoencephalography . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/24648

Chicago Manual of Style (16th Edition):

Bastarrika Iriarte, Ainhoa. “Changes in brain activity during language learning in adults measured by magnetoencephalography .” 2017. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed October 16, 2019. http://hdl.handle.net/10810/24648.

MLA Handbook (7th Edition):

Bastarrika Iriarte, Ainhoa. “Changes in brain activity during language learning in adults measured by magnetoencephalography .” 2017. Web. 16 Oct 2019.

Vancouver:

Bastarrika Iriarte A. Changes in brain activity during language learning in adults measured by magnetoencephalography . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10810/24648.

Council of Science Editors:

Bastarrika Iriarte A. Changes in brain activity during language learning in adults measured by magnetoencephalography . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. Available from: http://hdl.handle.net/10810/24648


University of Arizona

15. Anderson, Hope M. Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology .

Degree: 2016, University of Arizona

 Digital learning is becoming increasingly prevalent in colleges and universities in the United States (Allen & Seaman, 2013; Godev, 2014), including in the social field… (more)

Subjects/Keywords: hybrid; language learning; online learning; second languages; Spanish; Second Language Acquisition & Teaching; blended learning

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APA (6th Edition):

Anderson, H. M. (2016). Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612402

Chicago Manual of Style (16th Edition):

Anderson, Hope M. “Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 16, 2019. http://hdl.handle.net/10150/612402.

MLA Handbook (7th Edition):

Anderson, Hope M. “Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology .” 2016. Web. 16 Oct 2019.

Vancouver:

Anderson HM. Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10150/612402.

Council of Science Editors:

Anderson HM. Blended Basic Language Courses: Making Pedagogical and Administrative Choices about Technology . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612402


KTH

16. Hjorth, Maria. Strengths and weaknesses of a visual programming language in a learning context with children.

Degree: Computer Science and Communication (CSC), 2017, KTH

In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks… (more)

Subjects/Keywords: Learning; Teaching; Visual programming languages; Scratch; Media and Communication Technology; Medieteknik

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APA (6th Edition):

Hjorth, M. (2017). Strengths and weaknesses of a visual programming language in a learning context with children. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hjorth, Maria. “Strengths and weaknesses of a visual programming language in a learning context with children.” 2017. Thesis, KTH. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hjorth, Maria. “Strengths and weaknesses of a visual programming language in a learning context with children.” 2017. Web. 16 Oct 2019.

Vancouver:

Hjorth M. Strengths and weaknesses of a visual programming language in a learning context with children. [Internet] [Thesis]. KTH; 2017. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hjorth M. Strengths and weaknesses of a visual programming language in a learning context with children. [Thesis]. KTH; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Wu, Linglin. Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China.

Degree: Teacher Education, 2009, Kristianstad University College

  This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching(more)

Subjects/Keywords: incidental; vocabulary; learning; teaching; China; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Wu, L. (2009). Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China. (Thesis). Kristianstad University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wu, Linglin. “Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China.” 2009. Thesis, Kristianstad University College. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wu, Linglin. “Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China.” 2009. Web. 16 Oct 2019.

Vancouver:

Wu L. Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China. [Internet] [Thesis]. Kristianstad University College; 2009. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wu L. Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China. [Thesis]. Kristianstad University College; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Sousa, Greice de Nobrega e. Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola.

Degree: Mestrado, Língua Espanhola e Literaturas Espanhola e Hispano-Americana, 2007, University of São Paulo

Neste trabalho analisamos, a partir do lugar teórico da Análise do Discurso de linha francesa, a relação do aprendiz brasileiro com duas línguas estrangeiras: a… (more)

Subjects/Keywords: Análise do discurso; Discourse analysis; English language; Ensino/aprendizagem de língua estrangeira; Imagens de língua; Languages images; Língua espanhola; Língua inglesa; Spanish language; Teaching/learning of foreign language

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APA (6th Edition):

Sousa, G. d. N. e. (2007). Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/ ;

Chicago Manual of Style (16th Edition):

Sousa, Greice de Nobrega e. “Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola.” 2007. Masters Thesis, University of São Paulo. Accessed October 16, 2019. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/ ;.

MLA Handbook (7th Edition):

Sousa, Greice de Nobrega e. “Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola.” 2007. Web. 16 Oct 2019.

Vancouver:

Sousa GdNe. Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola. [Internet] [Masters thesis]. University of São Paulo; 2007. [cited 2019 Oct 16]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/ ;.

Council of Science Editors:

Sousa GdNe. Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola. [Masters Thesis]. University of São Paulo; 2007. Available from: http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/ ;


Universidad de Murcia

19. Alcaraz Mármol, Gema. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.

Degree: Departamento de Filología Inglesa, 2011, Universidad de Murcia

 Researchers recommend a systematic introduction of input. However, it seems that this recommendation is far from reality. The aim of this work is to find… (more)

Subjects/Keywords: Ritmo de aprendizaje; adquisición léxica; lenguas extranjeras; material didáctico; Rate of accquisition; vocabulary learning; foreign languages; teaching materials; Filología Inglesa; 80; 81

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alcaraz Mármol, G. (2011). Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. (Thesis). Universidad de Murcia. Retrieved from http://hdl.handle.net/10803/37384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alcaraz Mármol, Gema. “Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.” 2011. Thesis, Universidad de Murcia. Accessed October 16, 2019. http://hdl.handle.net/10803/37384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alcaraz Mármol, Gema. “Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.” 2011. Web. 16 Oct 2019.

Vancouver:

Alcaraz Mármol G. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. [Internet] [Thesis]. Universidad de Murcia; 2011. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10803/37384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alcaraz Mármol G. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. [Thesis]. Universidad de Murcia; 2011. Available from: http://hdl.handle.net/10803/37384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

20. Kimani, Sarah Wambui. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.

Degree: 2015, Victoria University of Wellington

 The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable… (more)

Subjects/Keywords: Learning; Teaching; Learning & teaching; Quality; Theory of constraints

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APA (6th Edition):

Kimani, S. W. (2015). Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4878

Chicago Manual of Style (16th Edition):

Kimani, Sarah Wambui. “Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed October 16, 2019. http://hdl.handle.net/10063/4878.

MLA Handbook (7th Edition):

Kimani, Sarah Wambui. “Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.” 2015. Web. 16 Oct 2019.

Vancouver:

Kimani SW. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10063/4878.

Council of Science Editors:

Kimani SW. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4878


East Tennessee State University

21. Lowdermilk, Margaret A. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant… (more)

Subjects/Keywords: Learning Styles; Physical Therapy; Learning Preferences; Scholarship of Teaching and Learning

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APA (6th Edition):

Lowdermilk, M. A. (2016). Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3081

Chicago Manual of Style (16th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed October 16, 2019. https://dc.etsu.edu/etd/3081.

MLA Handbook (7th Edition):

Lowdermilk, Margaret A. “Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs.” 2016. Web. 16 Oct 2019.

Vancouver:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Oct 16]. Available from: https://dc.etsu.edu/etd/3081.

Council of Science Editors:

Lowdermilk MA. Learning Styles of Physical Therapy and Physical Therapist Assistant Students in Accredited Physical Therapy Programs. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3081


Linnaeus University

22. Kullberg, Tobias. Swedish teachers’ and students’ views on the use of ICT in the English classroom.

Degree: Language and Literature, 2011, Linnaeus University

  This thesis aims to explore whether some Swedish teachers and students feel that they are helped by ICT tools in their classrooms or not.… (more)

Subjects/Keywords: computer-assisted language learning; EFL teaching; EFL learning; ICT and language learning; Specific Languages; Studier av enskilda språk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kullberg, T. (2011). Swedish teachers’ and students’ views on the use of ICT in the English classroom. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kullberg, Tobias. “Swedish teachers’ and students’ views on the use of ICT in the English classroom.” 2011. Thesis, Linnaeus University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kullberg, Tobias. “Swedish teachers’ and students’ views on the use of ICT in the English classroom.” 2011. Web. 16 Oct 2019.

Vancouver:

Kullberg T. Swedish teachers’ and students’ views on the use of ICT in the English classroom. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kullberg T. Swedish teachers’ and students’ views on the use of ICT in the English classroom. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


IUPUI

23. Smith, Andrea Meyer. El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades.

Degree: 2011, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Esta investigación intenta entender mejor qué tipos de aprendizaje ocurren cuando los estudiantes toman parte en un programa de aprendizaje… (more)

Subjects/Keywords: International Service Learning; Servicio Comunitario; Voluntariado; 5 C's; Service Learning; Service learning; Foreign study; Language and languages  – Study and teaching

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APA (6th Edition):

Smith, A. M. (2011). El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Andrea Meyer. “El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades.” 2011. Thesis, IUPUI. Accessed October 16, 2019. http://hdl.handle.net/1805/2509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Andrea Meyer. “El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades.” 2011. Web. 16 Oct 2019.

Vancouver:

Smith AM. El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades. [Internet] [Thesis]. IUPUI; 2011. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1805/2509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith AM. El Aprendizaje Basado en el Voluntariado Internacional: Un camino directo a las 5 C's: Comunicación, Comparaciones, Conexiones, Cultura, Comunidades. [Thesis]. IUPUI; 2011. Available from: http://hdl.handle.net/1805/2509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

24. Asay, Danielle Patricia. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.

Degree: MA, 2016, Brigham Young University

 Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data… (more)

Subjects/Keywords: Culture; foreign language teaching; language teaching methodology; language proficiency; Standards for Foreign Language Learning; World-Readiness Standards for Learning Languages; ASL; Other Languages, Societies, and Cultures

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APA (6th Edition):

Asay, D. P. (2016). What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd

Chicago Manual of Style (16th Edition):

Asay, Danielle Patricia. “What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.” 2016. Masters Thesis, Brigham Young University. Accessed October 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd.

MLA Handbook (7th Edition):

Asay, Danielle Patricia. “What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom.” 2016. Web. 16 Oct 2019.

Vancouver:

Asay DP. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2019 Oct 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd.

Council of Science Editors:

Asay DP. What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7192&context=etd


University of Victoria

25. Fowler, Leah Cheryl. (Re) constituting the teaching self: narrative explorations of difficulty in teaching.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 This dissertation identifies questions of difficulty in teaching and represents one story of an enduring poststructural reconstitution of the relational fields of self, theory, and… (more)

Subjects/Keywords: Teaching; Research; Learning; Teachers, Training of

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APA (6th Edition):

Fowler, L. C. (2018). (Re) constituting the teaching self: narrative explorations of difficulty in teaching. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fowler, Leah Cheryl. “(Re) constituting the teaching self: narrative explorations of difficulty in teaching.” 2018. Thesis, University of Victoria. Accessed October 16, 2019. https://dspace.library.uvic.ca//handle/1828/9756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fowler, Leah Cheryl. “(Re) constituting the teaching self: narrative explorations of difficulty in teaching.” 2018. Web. 16 Oct 2019.

Vancouver:

Fowler LC. (Re) constituting the teaching self: narrative explorations of difficulty in teaching. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Oct 16]. Available from: https://dspace.library.uvic.ca//handle/1828/9756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fowler LC. (Re) constituting the teaching self: narrative explorations of difficulty in teaching. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Oliveira, Guiomar Marins Justino de. POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP.

Degree: Mestrado, Língua e Literatura Francesa, 2009, University of São Paulo

Esta dissertação de mestrado tem por objetivo apresentar, analisar e discutir a experiência de ensino de Francês Língua Estrangeira para estudantes da Escola Politécnica da… (more)

Subjects/Keywords: Didactic; Didática; Ensino-aprendizagem; FFL; FLE; Foreign languages; FOS; FSO; Línguas estrangeiras; Teaching-learning

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APA (6th Edition):

Oliveira, G. M. J. d. (2009). POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23112009-122427/ ;

Chicago Manual of Style (16th Edition):

Oliveira, Guiomar Marins Justino de. “POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP.” 2009. Masters Thesis, University of São Paulo. Accessed October 16, 2019. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23112009-122427/ ;.

MLA Handbook (7th Edition):

Oliveira, Guiomar Marins Justino de. “POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP.” 2009. Web. 16 Oct 2019.

Vancouver:

Oliveira GMJd. POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2019 Oct 16]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23112009-122427/ ;.

Council of Science Editors:

Oliveira GMJd. POLI-FOS: uma experiência de ensino-aprendizagem do francês com fins específicos na Escola Politécnica da USP. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23112009-122427/ ;

27. Silva, João Freitas da. Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna.

Degree: Mestrado, Ensino de Física, 2009, University of São Paulo

Nesta pesquisa analisamos duas atividades práticas, envolvendo alunos do terceiro ano do Ensino Médio, que fazem parte de uma sequência de Ensino de Física Moderna.… (more)

Subjects/Keywords: Ensino e Aprendizagem; Física Moderna e Linguagens; Physics and Modern Languages; Teaching and Learning

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APA (6th Edition):

Silva, J. F. d. (2009). Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-27072011-114815/ ;

Chicago Manual of Style (16th Edition):

Silva, João Freitas da. “Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna.” 2009. Masters Thesis, University of São Paulo. Accessed October 16, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-27072011-114815/ ;.

MLA Handbook (7th Edition):

Silva, João Freitas da. “Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna.” 2009. Web. 16 Oct 2019.

Vancouver:

Silva JFd. Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2019 Oct 16]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-27072011-114815/ ;.

Council of Science Editors:

Silva JFd. Apropriação da linguagem científica por parte dos alunos em uma sequência de ensino de física moderna. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-27072011-114815/ ;

28. Hay, Richard. Views and perceptions of the use of text and video in English teaching.

Degree: Humanities, 2017, University of Gävle

  This essay investigates how students studying at upper secondary level perceive the use of text and video as teaching aids as part of their… (more)

Subjects/Keywords: Video; film; texts; English; teaching; learning; Specific Languages; Studier av enskilda språk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hay, R. (2017). Views and perceptions of the use of text and video in English teaching. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hay, Richard. “Views and perceptions of the use of text and video in English teaching.” 2017. Thesis, University of Gävle. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hay, Richard. “Views and perceptions of the use of text and video in English teaching.” 2017. Web. 16 Oct 2019.

Vancouver:

Hay R. Views and perceptions of the use of text and video in English teaching. [Internet] [Thesis]. University of Gävle; 2017. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hay R. Views and perceptions of the use of text and video in English teaching. [Thesis]. University of Gävle; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Minho

29. Mendes, Pedro Braga Liz da Cruz. A aprendizagem cooperativa na interação oral em línguas estrangeiras .

Degree: 2016, Universidade do Minho

 Este relatório é o resultado de uma experiência de estágio em ensino de inglês e espanhol numa escola secundária em Portugal. Nele encontramos a fundamentação… (more)

Subjects/Keywords: Aprendizagem cooperativa; Interação oral; Línguas estrangeiras; Ensino; Cooperative learning; Oral interaction; Foreign languages; Teaching

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APA (6th Edition):

Mendes, P. B. L. d. C. (2016). A aprendizagem cooperativa na interação oral em línguas estrangeiras . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/45498

Chicago Manual of Style (16th Edition):

Mendes, Pedro Braga Liz da Cruz. “A aprendizagem cooperativa na interação oral em línguas estrangeiras .” 2016. Masters Thesis, Universidade do Minho. Accessed October 16, 2019. http://hdl.handle.net/1822/45498.

MLA Handbook (7th Edition):

Mendes, Pedro Braga Liz da Cruz. “A aprendizagem cooperativa na interação oral em línguas estrangeiras .” 2016. Web. 16 Oct 2019.

Vancouver:

Mendes PBLdC. A aprendizagem cooperativa na interação oral em línguas estrangeiras . [Internet] [Masters thesis]. Universidade do Minho; 2016. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1822/45498.

Council of Science Editors:

Mendes PBLdC. A aprendizagem cooperativa na interação oral em línguas estrangeiras . [Masters Thesis]. Universidade do Minho; 2016. Available from: http://hdl.handle.net/1822/45498

30. Vergara Lopez, Alejandra Andrea. Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile.

Degree: Docteur es, Sciences du langage, 2015, Université Lumière – Lyon II

La situation sociolinguistique du Chili, historiquement marquée par un processus de glottophagie (Calvet, 1974, 1997, 1999), place actuellement le mapudungun parmi les langues originaires minorisées… (more)

Subjects/Keywords: Didactique; Langues minoritaires; Enseignement/apprentissage; Mapudungun; Didactics; Minority languages; Learning/teaching; Mapudungun

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vergara Lopez, A. A. (2015). Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2015LYO20105

Chicago Manual of Style (16th Edition):

Vergara Lopez, Alejandra Andrea. “Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile.” 2015. Doctoral Dissertation, Université Lumière – Lyon II. Accessed October 16, 2019. http://www.theses.fr/2015LYO20105.

MLA Handbook (7th Edition):

Vergara Lopez, Alejandra Andrea. “Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile.” 2015. Web. 16 Oct 2019.

Vancouver:

Vergara Lopez AA. Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2015. [cited 2019 Oct 16]. Available from: http://www.theses.fr/2015LYO20105.

Council of Science Editors:

Vergara Lopez AA. Vers une didactique des langues minoritaires ? : le cas du mapudungun au Chili : Towards a didactics of the minority languages ? : the case of the mapudungun in Chile. [Doctoral Dissertation]. Université Lumière – Lyon II; 2015. Available from: http://www.theses.fr/2015LYO20105

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