This article appears to be like at the various studying tactics of scholars of French and German as they start language studying at a complicated point. through targeting the educational thoughts diversified scholars hire to beat any problems they adventure at this transitional level, the writer seeks to demonstrate how all newbies at this point can turn into better of their language studying.
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Additional resources for Effective Language Learning (Modern Languages in Practice, 6)
5) What are the implications of the above for teaching and learning in the foreign languages classroom? The project thus adhered more to a descriptive, interpretative research model than to a confirmatory, hypothesis-testing type (cf. the research approaches discussed by Anderson & Burns (1989). Or, to borrow the terminology employed by Larsen-Freeman and Long (1991), and Skehan Page 6 (1989, 1991), to the 'research-then-theory', rather than the 'theory-then-research' format. While the latter allows the researcher, working from a set of initial hypotheses, to concentrate on certain key areas of the problem in hand, it is possible that such an approach may cause other arguably important factors to be overlooked, a danger that is less likely in the research-then-theory approach.
It is intended, however, that the arguments presented in the book will be of relevance to language learning beyond the GCSE/A-level framework, for example, in other contexts where learners are initially encouraged to concentrate on practical communication and are then required to develop rapidly greater linguistic awareness and skills of argumentation. 3. The closely allied terms 'second language' and 'foreign language' are often used interchangeably in the literature. In the present study, 'foreign language' is generally preferred, given the context of the investigation.
Students taking the first of these examinations at 16 years of age have generally been studying the foreign language for two to five years, and are expected to have developed practical skills of communication, largely within topics of a concrete, factual nature, such as personal and social life. 1). It is intended, however, that the arguments presented in the book will be of relevance to language learning beyond the GCSE/A-level framework, for example, in other contexts where learners are initially encouraged to concentrate on practical communication and are then required to develop rapidly greater linguistic awareness and skills of argumentation.
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