9783844315417 - the effect of feedback and instruction on writing quality: legal writing and advanced l2 learners de abbuhl, rebekha (6 resultados)
- Tapa blanda
Librería: preigu, Osnabrück, Alemaniapreigu
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 66,40
Envío por EUR 70,00Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 5 disponibles
Taschenbuch. Condición: Neu. The effect of feedback and instruction on writing quality | Legal writing and advanced L2 learners | Rebekha Abbuhl | Taschenbuch | 284 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783844315417 | Verantwortliche Person für die EU: LAP Lambert Academic Publishing, Brivibas Gatve 197,…1039 RIGA, LETTLAND, customerservice[at]vdm-vsg[dot]de | Anbieter: preigu.
- Tapa blanda
Librería: Mispah books, Redhill, SURRE, Reino UnidoMispah books
Contactar con el vendedorVendedor de 4 estrellasCondición: Usado - Como Nuevo
EUR 174,04
Envío por EUR 28,93Se envía de Reino Unido a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Paperback. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
- Tapa blanda
- Impresión bajo demanda
Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, , AlemaniaBuchWeltWeit Ludwig Meier e.K.
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 79,00
Envío por EUR 23,00Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 2 disponibles
Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This dissertation presents the results of two studies that examined the relationship between teacher feedback and the quality of writing produced by advanced second language (L2) learners studying law in the U.S. Two groups of stude…nts were compared: (1) a feedback group that received semester-long individualized feedback on both the form (e.g., grammar and lexical choice)and content (e.g., legal argumentation) of their writing, and (2) a second group that received only one set of written comments on the quality of their legal argumentation. Results indicated that both groups made significant improvements to the quality of their memoranda. However, the extra feedback and instruction the feedback group received allowed them to make greater gains in organization and argumentation, as well as in the linguistic accuracy and complexity of their writing. In addition, the extra feedback and instruction appeared to give the feedback group a greater awareness of their audience and the genre-specific conventions of the U.S. legal discourse community within which they were writing. 284 pp. Englisch.
- Tapa blanda
- Impresión bajo demanda
Librería: moluna, Greven, , Alemaniamoluna
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 63,42
Envío por EUR 48,99Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: Más de 20 disponibles
Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Abbuhl RebekhaRebekha Abbuhl is an Assistant Professor of Linguistics at California State University Long Beach.This dissertation presents the results of two studies that examined the relationship betwe…en teacher feedback and th.
- Tapa blanda
- Impresión bajo demanda
Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 79,00
Envío por EUR 60,00Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This dissertation presents the results of two studies that examined the relationship between teacher feedback and the quality of writing produced by advanced second language (L2) learners studying law in the U.S. Two groups of students…were compared: (1) a feedback group that received semester-long individualized feedback on both the form (e.g., grammar and lexical choice)and content (e.g., legal argumentation) of their writing, and (2) a second group that received only one set of written comments on the quality of their legal argumentation. Results indicated that both groups made significant improvements to the quality of their memoranda. However, the extra feedback and instruction the feedback group received allowed them to make greater gains in organization and argumentation, as well as in the linguistic accuracy and complexity of their writing. In addition, the extra feedback and instruction appeared to give the feedback group a greater awareness of their audience and the genre-specific conventions of the U.S. legal discourse community within which they were writing.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 284 pp. Englisch.
- Tapa blanda
- Impresión bajo demanda
Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
Contactar con el vendedorVendedor de 5 estrellasCondición: Nuevo
EUR 79,00
Envío por EUR 62,21Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This dissertation presents the results of two studies that examined the relationship between teacher feedback and the quality of writing produced by advanced second language (L2) learners studying law in the U.S. Two groups of students w…ere compared: (1) a feedback group that received semester-long individualized feedback on both the form (e.g., grammar and lexical choice)and content (e.g., legal argumentation) of their writing, and (2) a second group that received only one set of written comments on the quality of their legal argumentation. Results indicated that both groups made significant improvements to the quality of their memoranda. However, the extra feedback and instruction the feedback group received allowed them to make greater gains in organization and argumentation, as well as in the linguistic accuracy and complexity of their writing. In addition, the extra feedback and instruction appeared to give the feedback group a greater awareness of their audience and the genre-specific conventions of the U.S. legal discourse community within which they were writing.
