youwen (32 resultados)

Hardcover. Condición: Near Fine. Estado de la sobrecubierta: Near Fine. First Thus. Red paper over boards, lettered in gold foil, virtually as issued, with slightly rubbed extremities. 289 pp., illus. w/ 250+ color plates. Dust jacket virtually as issued, slightly rubbed corners. Size: 4to - over 9¾" - 12" tall. Book.

Condición: New.

Paperback or Softback. Condición: New. ????????? - ???? Book.

Condición: New.

In 4°, tutta tela editoriale, pp. 285 numerosissime illustrazioni a colori, sovracoperta e astuccio sc865 7147.

Condición: Bon. Livre sd (1990?), PML éditions, in-4 cartonné de 282 pages, titrage doré, jaquette illustrée, 250 photographies couleurs, quelques illustrations noir et blanc. Pékin, la Chine du Nord ou Huabei, La Chine du Nord-Est ou Dongbei, La Chine orientale ou Huadong, la Chine centrale et la Chine du Sud ou Zhongnan, La Chine du Sud-Ouest ou Xinan, La Chine du Nord-Ouest ou Xibei. | Etat : Bon état général, jaquette un peu défraichie (Ref.: G4678). Livre.

Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Soft cover. Condición: New. Language:Chinese.Author:Zhang Youwen;Huang Renwen.Binding:Soft Cover.Publisher:People's Publishing House (The Oriental Press).

Condición: New.

Condición: New. In.

Condición: New.

Condición: As New. Unread book in perfect condition.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching. It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context. And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas. Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews. Through analysis of selected lesson excerpts and teachers' comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture. The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher's decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy.

Condición: As New. Unread book in perfect condition.

Taschenbuch. Condición: Neu. Teachers' Decision Making in EFL Classroom | An Empirical Study of Chinese TEL and Native English Teachers | Zhang Youwen | Taschenbuch | 120 S. | Englisch | 2017 | GRIN Verlag | EAN 9783668484986 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

PML Editions - 1989 - In-4 - Cartonnage éditeur sous jaquette illustrée en couleurs - Gardes illustrées - Très nombreuses illustrations en couleurs dans le texte et HT, certaines PP et doubles pages - 287 pages - Très bel exemplaire, comme neuf Livres.

Milano, Arti Grafiche, 1980, 4to tutta tela editoriale, pp. 285 numerosissime illustrazioni a colori.

6.Auflage. 289 Seiten mit zahl. Abbildungen, Illustrationen Vorsatzblatt mit eihnem kleinen oberen Seiteneckenknick. Papier und Schutzumschlag innen sehr leicht nachgedunkelt, sonst gut. Sprache: Deutsch Gewicht in Gramm: 2350 Fol., Hardcover/Pappeinband mkit goldgeprägter Vignette, Rückenvergolderung und Schutzumschlag.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching. It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context. And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas. Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews. Through analysis of selected lesson excerpts and teachers' comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture. The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher's decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy. 120 pp. Englisch.

HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Master's Thesis from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: This research attempts to make its contribution to the growing sociolinguistic literature on classroom foreign/second language learning and teaching.It reports a comparative ethnographic inquiry into the similarities and differences of decision making and decision-making process employed by two categories of teachers when approaching planning and instruction in the language classrooms in Chinese EFL teaching context.And the thought-provoking reasons for these similarities and differences have also been explored through the analysis of a range of broad research questions, i.e. first, how do two sets of teachers approach instructional decisions in the similar settings; second, can we have access to the similarities and differences between their instructional decisions; third, what factors might affect their pedagogical decisions; and fourth, are their instructional decisions consistent with their theoretical ideas.Two categories of teachers consist of five Chinese TEL and five western teachers respectively, who work in two similar teaching institutions in China.The selected basic data gathered through a sequence of survey, observations, and particular information elicitation techniques consist of the running accounts of observation, lesson plans, and over fifty hours of audio-recording of class sessions and interviews.Through analysis of selected lesson excerpts and teachers¿ comments on these data we identify similarities and differences in the classroom interpretation of the tasks and participation structures that these teachers adopted in their instruction, and the underlying reasons behind them with reference to beliefs, context, prior experiences and culture.The most general conclusion is that: whether they emphasize accuracy or fluency, and whether they prefer student-centered instruction or teacher-centered, they tend to capitalize on these theories eclectically, though they do differ in the extent to which they stress one focus or another. Therefore, much of a teacher¿s decision on planning and instruction resides in the way he/she interprets the teaching setting and acts on the information from the ongoing classroom interactions.In the last two chapters of this book, the subject of teacher's decision-making is explored from the perspective of soft power and critical discourse analysis, so that teachers' decision-making research can be considered more deeply in the aspect of cognitive, discourse and linguistic philosophy.Books on Demand GmbH, Überseering 33, 22297 Hamburg 120 pp. Englisch.

Condición: New. Print on Demand.

Condición: New. Print on Demand.

Condición: New. PRINT ON DEMAND.