الفهرس الالي لمكتبة كلية اللغات الاجنبية
Résultat de la recherche
20 résultat(s) recherche sur le mot-clé 'foreign speakers'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Interroger des sources externes
Teaching English as a second or foreign language / Marianne Celce-Murcia
Titre : Teaching English as a second or foreign language Type de document : texte imprimé Auteurs : Marianne Celce-Murcia, Auteur ; Donna M. Brinton, Auteur ; Marguerite Ann Snow, Auteur Editeur : Boston : National Geographic Learning Année de publication : 2014 Importance : (XI-706 p.) Présentation : couv. ill. en coul Format : 26 cm ISBN/ISSN/EAN : 978-1-111-35169-4 Note générale : Bibliogr. p. 649-680. Index Langues : Anglais (eng) Mots-clés : English language Study and teaching Foreign speakers Second language acquisition. Résumé : Now in its fourth edition, this methodology resource gives both experienced and prospective teachers the theoretical background and practical applications they need to succeed. Now in its fourth edition, this comprehensive, best-selling methodology resource gives both prospective and experienced ESL/ELT teachers the theoretical background and practical applications they need to decide which approaches, materials, and resources can and should be used in their classrooms. With a focus on the learner and attention to the socio-cultural influences on language learning, CThe Apple BookCO covers methodology, language skills, teaching skills, integrated approaches, learner variables, and teacher development Teaching English as a second or foreign language [texte imprimé] / Marianne Celce-Murcia, Auteur ; Donna M. Brinton, Auteur ; Marguerite Ann Snow, Auteur . - [S.l.] : Boston : National Geographic Learning, 2014 . - (XI-706 p.) : couv. ill. en coul ; 26 cm.
ISBN : 978-1-111-35169-4
Bibliogr. p. 649-680. Index
Langues : Anglais (eng)
Mots-clés : English language Study and teaching Foreign speakers Second language acquisition. Résumé : Now in its fourth edition, this methodology resource gives both experienced and prospective teachers the theoretical background and practical applications they need to succeed. Now in its fourth edition, this comprehensive, best-selling methodology resource gives both prospective and experienced ESL/ELT teachers the theoretical background and practical applications they need to decide which approaches, materials, and resources can and should be used in their classrooms. With a focus on the learner and attention to the socio-cultural influences on language learning, CThe Apple BookCO covers methodology, language skills, teaching skills, integrated approaches, learner variables, and teacher development Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FLE-18646 428-194.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt Second language writing / Barbara Kroll
Titre : Second language writing : research insights for the classroom Type de document : texte imprimé Auteurs : Barbara Kroll, Auteur Editeur : Cambridge [England] ; New York : Cambridge University Press Année de publication : 1990 Importance : (IX-246 p.) Présentation : ill. Format : 24 cm ISBN/ISSN/EAN : 978-0-521-38778-1 Note générale : Notes bibliogr. Index Langues : Anglais (eng) Mots-clés : English language Study and teaching Foreign speakers Composition and exercises Research Report writing Study and teaching. Résumé : The teaching of writing has become an area of increased interest and importance for teachers of second and foreign languages as well as educational researchers. This comprehensive collection covers the major issues writing teachers face in setting agendas for teaching writing to non-native speakers. The thirteen original articles, written by recognized scholars in the field, present original research studies, both qualitative and quantitative, and practical applications for the classroom teacher. The topics covered include the composing process of second language writers, variables in second language writing performance, teacher response to student writing and student processing of feedback, writing assessment, and the reading/writing connection. The book further provides a historical view of the evolution in approaches to the teaching of second language writing and a coherent view of current approaches and issues. Second Language Writing is addressed to second and foreign language teachers, teachers in training, graduate students in education and applied linguistics, educational researchers, and other educators concerned with the teaching of writing. Second language writing : research insights for the classroom [texte imprimé] / Barbara Kroll, Auteur . - [S.l.] : Cambridge [England] ; New York : Cambridge University Press, 1990 . - (IX-246 p.) : ill. ; 24 cm.
ISBN : 978-0-521-38778-1
Notes bibliogr. Index
Langues : Anglais (eng)
Mots-clés : English language Study and teaching Foreign speakers Composition and exercises Research Report writing Study and teaching. Résumé : The teaching of writing has become an area of increased interest and importance for teachers of second and foreign languages as well as educational researchers. This comprehensive collection covers the major issues writing teachers face in setting agendas for teaching writing to non-native speakers. The thirteen original articles, written by recognized scholars in the field, present original research studies, both qualitative and quantitative, and practical applications for the classroom teacher. The topics covered include the composing process of second language writers, variables in second language writing performance, teacher response to student writing and student processing of feedback, writing assessment, and the reading/writing connection. The book further provides a historical view of the evolution in approaches to the teaching of second language writing and a coherent view of current approaches and issues. Second Language Writing is addressed to second and foreign language teachers, teachers in training, graduate students in education and applied linguistics, educational researchers, and other educators concerned with the teaching of writing. Réservation
Réserver ce document
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FLE-18152 428-44.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Impact Theory and Practice / Roger Hawkey
Titre : Impact Theory and Practice : studies of the IELTS test and Progetto Lingue 2000 Type de document : texte imprimé Auteurs : Roger Hawkey, Auteur Editeur : Cambridge : Cambridge University Press Année de publication : 2006 Importance : (X-235 p.) Format : 23 cm ISBN/ISSN/EAN : 978-0-521-68097-4 Note générale : Bibliogr. p. 215-224. Index Langues : Anglais (eng) Mots-clés : Language and languages Ability testing Language acquisition Testing English language Study and teaching Foreign speakers International English Language Testing System. Résumé : This book clarifies the concept of impact and related terms, such as washback, evaluation, monitoring and validation, and focuses on the impact of language tests and language programmes on a range of stakeholders, including test-takers, teachers, textbook writers, testers and institutions. First-hand experience is cited from two new impact studies. One analyses the impact of the International English Language Testing System (IELTS), the second looks at the Progetto Lingue 2000 (Year 2000 Languages Project), a state-school foreign-language education improvement programme undertaken by the Ministry of Education in Italy. The main findings of these studies are presented, as well as theoretical and practical lessons to be learnt from them. The context is the role of impact studies in the test development and validation systems of Cambridge ESOL, the sponsor of both impact studies.
Impact Theory and Practice : studies of the IELTS test and Progetto Lingue 2000 [texte imprimé] / Roger Hawkey, Auteur . - [S.l.] : Cambridge : Cambridge University Press, 2006 . - (X-235 p.) ; 23 cm.
ISBN : 978-0-521-68097-4
Bibliogr. p. 215-224. Index
Langues : Anglais (eng)
Mots-clés : Language and languages Ability testing Language acquisition Testing English language Study and teaching Foreign speakers International English Language Testing System. Résumé : This book clarifies the concept of impact and related terms, such as washback, evaluation, monitoring and validation, and focuses on the impact of language tests and language programmes on a range of stakeholders, including test-takers, teachers, textbook writers, testers and institutions. First-hand experience is cited from two new impact studies. One analyses the impact of the International English Language Testing System (IELTS), the second looks at the Progetto Lingue 2000 (Year 2000 Languages Project), a state-school foreign-language education improvement programme undertaken by the Ministry of Education in Italy. The main findings of these studies are presented, as well as theoretical and practical lessons to be learnt from them. The context is the role of impact studies in the test development and validation systems of Cambridge ESOL, the sponsor of both impact studies.
Réservation
Réserver ce document
Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité FLE-18689 428-211.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18690 428-211.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Teaching English as an international language / Sandra McKay
Titre : Teaching English as an international language : rethinking goals and approaches Type de document : texte imprimé Auteurs : Sandra McKay, Auteur Editeur : Oxford : Oxford University Press Année de publication : 2002 Importance : 150 p. Présentation : ill., couv. ill. en coul. Format : 25 cm ISBN/ISSN/EAN : 978-0-19-437364-7 Note générale : Autre tirage : 2009;Bibliogr. en fin de chapitres. Bibliogr. p. [135]-145. Glossaire. Index Langues : Anglais (eng) Mots-clés : English language Study and teaching Foreign speakers Étude et enseignement. Résumé : This book shows how the current spread of English as a means of communication throughout the world gives rise to many questions that challenge the way we currently teach. Among the questions it addresses are: - Because of its role as an international language, should learning English be considered and treated differently from learning other second languages? - How are changes in English (in grammar, vocabulary, and pronunciation) affected by its role as an international language? How will these changes impact on how well people can understand each other when they use it? - Should speakers of English as an international language aim to imitate native speakers or are there other ways of defining appropriate use? - Should ELT materials still use topics related to native English-speaking cultures? Should the methodology they follow reflect the culture of learning of western countries? If not, what alternative topics and models can be used? The book is organized into fiv. Teaching English as an international language : rethinking goals and approaches [texte imprimé] / Sandra McKay, Auteur . - [S.l.] : Oxford : Oxford University Press, 2002 . - 150 p. : ill., couv. ill. en coul. ; 25 cm.
ISBN : 978-0-19-437364-7
Autre tirage : 2009;Bibliogr. en fin de chapitres. Bibliogr. p. [135]-145. Glossaire. Index
Langues : Anglais (eng)
Mots-clés : English language Study and teaching Foreign speakers Étude et enseignement. Résumé : This book shows how the current spread of English as a means of communication throughout the world gives rise to many questions that challenge the way we currently teach. Among the questions it addresses are: - Because of its role as an international language, should learning English be considered and treated differently from learning other second languages? - How are changes in English (in grammar, vocabulary, and pronunciation) affected by its role as an international language? How will these changes impact on how well people can understand each other when they use it? - Should speakers of English as an international language aim to imitate native speakers or are there other ways of defining appropriate use? - Should ELT materials still use topics related to native English-speaking cultures? Should the methodology they follow reflect the culture of learning of western countries? If not, what alternative topics and models can be used? The book is organized into fiv. Réservation
Réserver ce document
Exemplaires (5)
Code-barres Cote Support Localisation Section Disponibilité FLE-18407 428-133.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18408 428-133.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18409 428-133.3 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18410 428-133.4 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18411 428-133.5 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Teaching the spoken language
Titre : Teaching the spoken language : an approach based on the analysis of conversational english Type de document : document multimédia Auteurs : Gillian Brown, Auteur ; George Yule, Auteur Editeur : Cambridge ; New York : Cambridge University Press Année de publication : 1983 Importance : 162 p. Présentation : ill. Format : 23 cm ISBN/ISSN/EAN : 978-0-521-27384-8 Note générale : Autres tirages : 1988, 1999, 2001; Bibliogr. p. 160-161. Index. Langues : Anglais (eng) Mots-clés : English language Study and teaching Foreign speakers Spoken English Non-English speaking students. Résumé : Teaching the Spoken Language is about teaching the spoken language. It presents in a highly accessible form the results of the author's important research on teaching and assessing effective spoken communication. The authors examine the nature of spoken language and how it differs from written language both in form and purpose. A large part of it is concerned with principles and techniques for teaching spoken production and listening comprehension. An important chapter deals with how to assess spoken language. The principles and techniques described apply to the teaching of English as a foreign and second language, and are also highly relevant to the teaching of the mother tongue. Teaching the spoken language : an approach based on the analysis of conversational english [document multimédia] / Gillian Brown, Auteur ; George Yule, Auteur . - [S.l.] : Cambridge ; New York : Cambridge University Press, 1983 . - 162 p. : ill. ; 23 cm.
ISBN : 978-0-521-27384-8
Autres tirages : 1988, 1999, 2001; Bibliogr. p. 160-161. Index.
Langues : Anglais (eng)
Mots-clés : English language Study and teaching Foreign speakers Spoken English Non-English speaking students. Résumé : Teaching the Spoken Language is about teaching the spoken language. It presents in a highly accessible form the results of the author's important research on teaching and assessing effective spoken communication. The authors examine the nature of spoken language and how it differs from written language both in form and purpose. A large part of it is concerned with principles and techniques for teaching spoken production and listening comprehension. An important chapter deals with how to assess spoken language. The principles and techniques described apply to the teaching of English as a foreign and second language, and are also highly relevant to the teaching of the mother tongue. Réservation
Réserver ce document
Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité FLE-18111 428-32.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18112 428-32.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Beginners / Peter Grundy
PermalinkEnglish for the energy industry / Simon Campbell
PermalinkEnglish for the teachers / Spratt, Mary
PermalinkIntercultural language activities / John Corbett
PermalinkLearner-based teaching / Colin Campbell
Permalink