الفهرس الالي لمكتبة كلية اللغات الاجنبية
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Active Reading / Ben Knights
Titre : Active Reading : Transformative Writing in Literary Studies Type de document : texte imprimé Auteurs : Ben Knights, Auteur ; Chris Thurgar-Dawson, Auteur Année de publication : 2008 Importance : 200 p. Format : 24 cm ISBN/ISSN/EAN : 978-1-84706-263-5 Note générale : Index Langues : Anglais (eng) Mots-clés : Education English language Learning Literary studies Higher Education Methodology Evaluation. Résumé : The subject of this book is the intersection between critical study and creative writing. "Active reading" is a structured process of writing activities using imitation, variation, and experimentation. Through practical composition techniques such as 'transformational writing', 'rewriting' or 'translation', students can use writing activities to develop their critical imagination.
This book bridges learning theories and literary studies in higher education. Placing the argument in historical and theoretical context, it emphasizes the importance of writing as a medium of learning and argues for its usefulness in helping English students understand theoretical texts as well as literary and cultural texts. The authors provide a reflective account of teaching and assessment methods using writing activities and critical thinking techniques and the forms of learning they promote. In the final section, they explore connections to other forms of writing practice in related disciplines and argue for the role of transformational writing in promoting independent learning.Active Reading : Transformative Writing in Literary Studies [texte imprimé] / Ben Knights, Auteur ; Chris Thurgar-Dawson, Auteur . - 2008 . - 200 p. ; 24 cm.
ISBN : 978-1-84706-263-5
Index
Langues : Anglais (eng)
Mots-clés : Education English language Learning Literary studies Higher Education Methodology Evaluation. Résumé : The subject of this book is the intersection between critical study and creative writing. "Active reading" is a structured process of writing activities using imitation, variation, and experimentation. Through practical composition techniques such as 'transformational writing', 'rewriting' or 'translation', students can use writing activities to develop their critical imagination.
This book bridges learning theories and literary studies in higher education. Placing the argument in historical and theoretical context, it emphasizes the importance of writing as a medium of learning and argues for its usefulness in helping English students understand theoretical texts as well as literary and cultural texts. The authors provide a reflective account of teaching and assessment methods using writing activities and critical thinking techniques and the forms of learning they promote. In the final section, they explore connections to other forms of writing practice in related disciplines and argue for the role of transformational writing in promoting independent learning.Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité FLE-18298 428-96.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt Method Mania / Lynne Ecenbarger
Titre : Method Mania : Activities to Teach Written Expression Skills & Strategies Type de document : texte imprimé Auteurs : Lynne Ecenbarger, Auteur Editeur : (England) : Edition AuthorHouse Année de publication : 2008 Importance : 117 p. Format : 28 cm ISBN/ISSN/EAN : 978-1-4343-0327-1 Langues : Anglais (eng) Mots-clés : Learning Writing Succes Education Teachers Students. Résumé : Success in school, in work, and in life can be greatly enhanced by the ability to write effectively. And due to the writing process revolution we are gradually improving the quality of writing. The writing process focuses on exploring metacognitively what writers actually do throughout a writing task; how real writers go about constructing texts. Teachers work closely with students, helping them to understand writing as a communication and learning process. The importance of the creation, expression, and comprehension of meaning is emphasized throughout the process. Because writing is a complex process, students need to progress through a number of levels, not necessarily in a linear fashion, to experience the process. Too often students approach writing with a "one and done" mentality, failing to recognize that complex writing cannot be accomplished in a single sitting, in a single draft. We need to help them realize that successful writers are reflective about their writing processes and habits, learning what procedures work best and adapting them to suit particular situations. The best forum for implementing the writing process into the classroom is through a writer's workshop. A typical writer's workshop is a block of time scheduled each day for students to work through the steps in the process. It is important to remember that writing should extend across the curriculum. If a block of writing time can't be scheduled for one day it should be integrated into another subject. Writing should be viewed as a means of communicating and emerge naturally out of other activities. Teachers should make writing so integral to each lesson that the flow of the class is smooth from mental to verbal to written communication. Teachers using the workshop approach do not ignore the product and parts of language. Instead, the product is considered within the process. Grammar and mechanics are taught in the context of use. In the past, the teaching of formal grammar usually displaced some instruction and practice in actual composition. Unfortunately, with our overcrowded curriculum, teachers can't afford to spend excessive class time on decontexualized grammar exercises that involve little or no actual composition. Students should be given daily opportunities to explore writing and create written text for various purposes. We know that writing is a powerful tool that can influence others and clarify one's own thoughts. Teaching the writing process through the workshop approach can give students the key to unlocking this powerful tool. And the activities in this book are designed to help make the process easier for teachers to pick up and implement today. You will find over 200 mini lessons designed to stimulate critical and creative thinking that can be applied to written composition in all phases of the writing process. Students will continue to recognize that adults who use these activities in the context of authentic literacy lessons are those who are committed to facilitating and promoting only the very best of writers.
Method Mania : Activities to Teach Written Expression Skills & Strategies [texte imprimé] / Lynne Ecenbarger, Auteur . - [S.l.] : (England) : Edition AuthorHouse, 2008 . - 117 p. ; 28 cm.
ISBN : 978-1-4343-0327-1
Langues : Anglais (eng)
Mots-clés : Learning Writing Succes Education Teachers Students. Résumé : Success in school, in work, and in life can be greatly enhanced by the ability to write effectively. And due to the writing process revolution we are gradually improving the quality of writing. The writing process focuses on exploring metacognitively what writers actually do throughout a writing task; how real writers go about constructing texts. Teachers work closely with students, helping them to understand writing as a communication and learning process. The importance of the creation, expression, and comprehension of meaning is emphasized throughout the process. Because writing is a complex process, students need to progress through a number of levels, not necessarily in a linear fashion, to experience the process. Too often students approach writing with a "one and done" mentality, failing to recognize that complex writing cannot be accomplished in a single sitting, in a single draft. We need to help them realize that successful writers are reflective about their writing processes and habits, learning what procedures work best and adapting them to suit particular situations. The best forum for implementing the writing process into the classroom is through a writer's workshop. A typical writer's workshop is a block of time scheduled each day for students to work through the steps in the process. It is important to remember that writing should extend across the curriculum. If a block of writing time can't be scheduled for one day it should be integrated into another subject. Writing should be viewed as a means of communicating and emerge naturally out of other activities. Teachers should make writing so integral to each lesson that the flow of the class is smooth from mental to verbal to written communication. Teachers using the workshop approach do not ignore the product and parts of language. Instead, the product is considered within the process. Grammar and mechanics are taught in the context of use. In the past, the teaching of formal grammar usually displaced some instruction and practice in actual composition. Unfortunately, with our overcrowded curriculum, teachers can't afford to spend excessive class time on decontexualized grammar exercises that involve little or no actual composition. Students should be given daily opportunities to explore writing and create written text for various purposes. We know that writing is a powerful tool that can influence others and clarify one's own thoughts. Teaching the writing process through the workshop approach can give students the key to unlocking this powerful tool. And the activities in this book are designed to help make the process easier for teachers to pick up and implement today. You will find over 200 mini lessons designed to stimulate critical and creative thinking that can be applied to written composition in all phases of the writing process. Students will continue to recognize that adults who use these activities in the context of authentic literacy lessons are those who are committed to facilitating and promoting only the very best of writers.
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Exemplaires (3)
Code-barres Cote Support Localisation Section Disponibilité FLE-18599 428-174.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18600 428-174.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible FLE-18601 428-174.3 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible Role play and retelling two techniques of vocabulary and reading achievement / Sahar Ghanbari
Titre : Role play and retelling two techniques of vocabulary and reading achievement Type de document : texte imprimé Auteurs : Sahar Ghanbari, Auteur ; Dr. Behdokht Mall Amiri, Auteur Editeur : [USA] :CreateSpace Independent Publishing Platform Année de publication : 2015 Importance : 57 p. Format : 25 cm ISBN/ISSN/EAN : 978-1-5076-2452-4 Langues : Anglais (eng) Mots-clés : Tongue Learning Vocabulary Skills. Résumé : Livraison GRATUITE (0,01€ pour les livres) en point retrait (selon éligibilité des articles). Détails
It is axiomatic that vocabulary is one of the most important aspects of every language. This significance has been approved by many respective experts. Its significance is to the extent that even some claim that mastering the words of a language is equal to knowing that language. Though such a claim is somehow an exaggeration, the importance of the vocabulary area of language should not be underestimated. Furthermore, reading comprehension skill, according to some scholars including Brown, is the most important skill in academic contexts. Therefore, gaining an acceptable mastery on this important skill is necessary. Given the above-cited points, different strategies, methods, approaches, and guidelines have been offered by now to foster learners' vocabulary and reading skills. Consequently, many books have been compiled with regard to these aspects of language and the present book, which is the result of part of the author’s efforts for the M.A. exam, is also one of these assorted books. However, what makes it distinct from other extant books is that it deals with two important but largely (if not completely) ignored strategies for enhancing lexical and reading abilities. To be more detailed, the work consists of three main sections. The beginning section is, in fact, the theoretical part of the book and provides its readers with the main important points on the two strands of the study that is, vocabulary and reading. The second section of the work is a practical part in which the author depicts the details of her experimental work in which the two understudied strategies are tested and compared. Finally, in the third section, the results of the experiment along with an in-depth discussion and conclusion are presented. Another point on the work is that certainly no work is complete and immaculate. This book is no exception to this principle. As a result, the author will be grateful to any reader of the book who guides her to remove every kind of defect and mistake of the book and consequently to provide a complete source with fewer flaws through the author’s e-mail address brought at the end of this section. It is hoped that the present readers find it useful in not only increasing their theoretical awareness on the lexical and reading aspects of language, but also providing them with practical strategies to strengthen their own lexical and reading abilities.Role play and retelling two techniques of vocabulary and reading achievement [texte imprimé] / Sahar Ghanbari, Auteur ; Dr. Behdokht Mall Amiri, Auteur . - [S.l.] : [USA] :CreateSpace Independent Publishing Platform, 2015 . - 57 p. ; 25 cm.
ISBN : 978-1-5076-2452-4
Langues : Anglais (eng)
Mots-clés : Tongue Learning Vocabulary Skills. Résumé : Livraison GRATUITE (0,01€ pour les livres) en point retrait (selon éligibilité des articles). Détails
It is axiomatic that vocabulary is one of the most important aspects of every language. This significance has been approved by many respective experts. Its significance is to the extent that even some claim that mastering the words of a language is equal to knowing that language. Though such a claim is somehow an exaggeration, the importance of the vocabulary area of language should not be underestimated. Furthermore, reading comprehension skill, according to some scholars including Brown, is the most important skill in academic contexts. Therefore, gaining an acceptable mastery on this important skill is necessary. Given the above-cited points, different strategies, methods, approaches, and guidelines have been offered by now to foster learners' vocabulary and reading skills. Consequently, many books have been compiled with regard to these aspects of language and the present book, which is the result of part of the author’s efforts for the M.A. exam, is also one of these assorted books. However, what makes it distinct from other extant books is that it deals with two important but largely (if not completely) ignored strategies for enhancing lexical and reading abilities. To be more detailed, the work consists of three main sections. The beginning section is, in fact, the theoretical part of the book and provides its readers with the main important points on the two strands of the study that is, vocabulary and reading. The second section of the work is a practical part in which the author depicts the details of her experimental work in which the two understudied strategies are tested and compared. Finally, in the third section, the results of the experiment along with an in-depth discussion and conclusion are presented. Another point on the work is that certainly no work is complete and immaculate. This book is no exception to this principle. As a result, the author will be grateful to any reader of the book who guides her to remove every kind of defect and mistake of the book and consequently to provide a complete source with fewer flaws through the author’s e-mail address brought at the end of this section. It is hoped that the present readers find it useful in not only increasing their theoretical awareness on the lexical and reading aspects of language, but also providing them with practical strategies to strengthen their own lexical and reading abilities.Réservation
Réserver ce document
Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité FLE-18650 428-196.1 Ouvrage Faculté des Langues étrangères 400 – Langues Exclu du prêt FLE-18651 428-196.2 Ouvrage Faculté des Langues étrangères 400 – Langues Disponible