東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Twenty-seven authentically-based ESL...

Phillip, Kelly.

FindBook

Google Book

Amazon

博客來

Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function./
作者:	Phillip, Kelly.
面頁冊數:	65 p.
附註:	Source: Masters Abstracts International, Volume: 49-01, page: .
Contained By:	Masters Abstracts International49-01.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479771
ISBN:	9781124156323

Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function.
Phillip, Kelly.

Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function. - 65 p.

Source: Masters Abstracts International, Volume: 49-01, page: .

Thesis (M.A.)--University of Arkansas at Little Rock, 2009.

The language teaching profession has seen many changes in how to teach grammar in the language classroom. The pendulum has swung widely from a grammar only approach to an almost complete omission of its teaching. In general, teaching grammar can be a very daunting endeavor even for the most skilled educator. In addition, some language teachers do not have authentic materials or are using books that have sentence-based grammar exercises.

ISBN: 9781124156323Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function.
LDR:01738nam 2200325 4500 001 1390926
005 20101215102242.5
008 130515s2009 ||||||||||||||||| ||eng d
020 $a 9781124156323
035 $a (UMI)AAI1479771
035 $a AAI1479771
040 $a UMI $c UMI
100 1 $a Phillip, Kelly. $3 1669281
245 1 0 $a Twenty-seven authentically-based ESL grammar supplements: Shifting from form to function.
300 $a 65 p.
500 $a Source: Masters Abstracts International, Volume: 49-01, page: .
500 $a Adviser: Alan Lytle.
502 $a Thesis (M.A.)--University of Arkansas at Little Rock, 2009.
520 $a The language teaching profession has seen many changes in how to teach grammar in the language classroom. The pendulum has swung widely from a grammar only approach to an almost complete omission of its teaching. In general, teaching grammar can be a very daunting endeavor even for the most skilled educator. In addition, some language teachers do not have authentic materials or are using books that have sentence-based grammar exercises.
520 $a The focus of this thesis is to determine the importance of grammar and communicative activities in the language classroom and to design authentically-based grammar supplements that are grammar-based but still authentic, relevant, and meaningful to students.
590 $a School code: 1204.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0441
690 $a 0444
710 2 $a University of Arkansas at Little Rock. $b International and Second Language Studies. $3 1057629
773 0 $t Masters Abstracts International $g 49-01.
790 1 0 $a Lytle, Alan, $e advisor
790 1 0 $a Dhonau, Stephanie $e committee member
790 1 0 $a Lytle, Alan $e committee member
790 1 0 $a McAlpine, David $e committee member
790 $a 1204
791 $a M.A.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479771