9783843373968 - Classroom Interaction: A Key Component of Effective Learning Environment de Kaya, Özlem (6 resultados)

Condición: New.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The role of interaction in learning and the opportunities it provides for language learners are strongly emphasized in the literature. Unfortunately, classroom research on interaction has focused on the productions of students in the classroom, yet it has been argued that intrapersonal mental processes such as perceiving should also be considered in order to have a deeper understanding of classroom activities''effectiveness, and desired learning cannot be accomplished without understanding how students interpret the activities they are involved in. In the literature, the studies on the perceptions of students and teachers about interaction have not been conducted in a comparative manner to explore whether there is a relationship between the language proficiency level of the students and their perceptions. There is need, therefore, for research explaining and comparing the perceptions of teachers and EFL students of various language proficiency levels towards the interaction types and activities carried out in the classroom. In this respect, this book aims to satisfy this need and shed light on classroom interaction for ELT researchers and practitioners. 144 pp. Englisch.

Condición: New. Print on Demand pp. 144 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Kaya OezlemOezlem Kaya has graduated from Hacettepe University, Translation and Interpretation Department and earned her MA degree from Bilkent University MA TEFL Program. She has been teaching English at a state university in Turkey s.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The role of interaction in learning and the opportunities it provides for language learners are strongly emphasized in the literature. Unfortunately, classroom research on interaction has focused on the productions of students in the classroom, yet it has been argued that intrapersonal mental processes such as perceiving should also be considered in order to have a deeper understanding of classroom activities''effectiveness, and desired learning cannot be accomplished without understanding how students interpret the activities they are involved in. In the literature, the studies on the perceptions of students and teachers about interaction have not been conducted in a comparative manner to explore whether there is a relationship between the language proficiency level of the students and their perceptions. There is need, therefore, for research explaining and comparing the perceptions of teachers and EFL students of various language proficiency levels towards the interaction types and activities carried out in the classroom. In this respect, this book aims to satisfy this need and shed light on classroom interaction for ELT researchers and practitioners.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 144 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The role of interaction in learning and the opportunities it provides for language learners are strongly emphasized in the literature. Unfortunately, classroom research on interaction has focused on the productions of students in the classroom, yet it has been argued that intrapersonal mental processes such as perceiving should also be considered in order to have a deeper understanding of classroom activities''effectiveness, and desired learning cannot be accomplished without understanding how students interpret the activities they are involved in. In the literature, the studies on the perceptions of students and teachers about interaction have not been conducted in a comparative manner to explore whether there is a relationship between the language proficiency level of the students and their perceptions. There is need, therefore, for research explaining and comparing the perceptions of teachers and EFL students of various language proficiency levels towards the interaction types and activities carried out in the classroom. In this respect, this book aims to satisfy this need and shed light on classroom interaction for ELT researchers and practitioners.