Relevant bibliographies by topics / Weak language learner

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Weak language learner'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Weak language learner.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Weak language learner"

1

Caspi, Tal. "Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners." Toegepaste Taalwetenschap in Artikelen 75 (January 1, 2006): 67–77. http://dx.doi.org/10.1075/ttwia.75.07cas.

Full text
Abstract:
This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and nor
APA, Harvard, Vancouver, ISO, and other styles
2

Tanaka, Koichi. "Study-abroad, Language Proficiency and Learner Beliefs about Language Learning." JALT Journal 25, no. 1 (2003): 63. http://dx.doi.org/10.37546/jaltjj25.1-3.

Full text
Abstract:
This article reports an empirical study of a 15-week study-abroad program for Japanese university students, examining changes in the students’ beliefs about language learning (measured by means of a questionnaire) and in their English proficiency (measured by means of the TOEFL). The results showed statistically significant changes in the students’ beliefs relating to analytic language learning, experiential language learning and self-efficacy/confidence during the study-abroad period. Statistically significant gains in proficiency are also reported. However, Pearson product moment correlation
APA, Harvard, Vancouver, ISO, and other styles
3

Paudel, Jagadish. "Learner Autonomy Practices in English Language Teaching in EFL Context." Journal of NELTA Gandaki 1 (June 14, 2019): 53–61. http://dx.doi.org/10.3126/jong.v1i0.24460.

Full text
Abstract:
Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted F
APA, Harvard, Vancouver, ISO, and other styles
4

Xia, Yu Guo, and Ming Liang Gu. "Ensemble Learning Approach with Application to Chinese Dialect Identification." Applied Mechanics and Materials 333-335 (July 2013): 769–74. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.769.

Full text
Abstract:
In this paper we propose ensemble learning based approach to identify Chinese dialects. This new method firstly uses Gaussian Mixture Models and N-gram language models to produce a set of base learners. Then the two typical ensemble learning approach, Bagging and AdaBoost are conducted to combine the base learner to determine the dialect category. The ANN is selected as weak learner. The experimental results show that the ensemble approach not only enhances the performance of the system greatly, but also reduces the contradiction between the training data and the number of parameters in models
APA, Harvard, Vancouver, ISO, and other styles
5

Hayes, Bruce, and James White. "Phonological Naturalness and Phonotactic Learning." Linguistic Inquiry 44, no. 1 (2013): 45–75. http://dx.doi.org/10.1162/ling_a_00119.

Full text
Abstract:
We investigate whether the patterns of phonotactic well-formedness internalized by language learners are direct reflections of the phonological patterns they encounter, or reflect in addition principles of phonological naturalness. We employed the phonotactic learning system of Hayes and Wilson (2008) to search the English lexicon for phonotactic generalizations and found that it learned many constraints that are evidently unnatural, having no typological or phonetic basis. We tested 10 such constraints by obtaining native-speaker ratings of 40 nonce words: 10 violated our unnatural constraint
APA, Harvard, Vancouver, ISO, and other styles
6

Iwakura, Tomoya, Seishi Okamoto, and Kazuo Asakawa. "An AdaBoost Using a Weak-Learner Generating Several Weak-Hypotheses for Large Training Data of Natural Language Processing." IEEJ Transactions on Electronics, Information and Systems 130, no. 1 (2010): 83–91. http://dx.doi.org/10.1541/ieejeiss.130.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ginanti, Endah, and Eko Fachtur Rochman. "THE EFFECT OF LEARNER DIFFERENCES AND TEACHING OF COLLOCATION ON STUDENTS’ COLLOCATION COMPETENCE." Journey (Journal of English Language and Pedagogy) 3, no. 1 (2020): 26–35. http://dx.doi.org/10.33503/journey.v3i1.707.

Full text
Abstract:
Collocation has a fairly prominent role in English Language. For non-native speakers, the years learning English does not mean non-native speakers are able to apply collocation correctly. Non-native speakers will face great difficulty in collocation because they have limited quantity of doing much exposure and their learner differences such as motivation. This current study critically reviews Mansoor Ganji’s (2012) work which investigated the influence of Gender and Years of Instruction on Iranian EFL learners’ Collocational Competence. Ganji’s found that Iranian English majors were weak in le
APA, Harvard, Vancouver, ISO, and other styles
8

Klochikhin, Vitaliy V. "Psychological features of the collocational competence development." Tambov University Review. Series: Humanities, no. 191 (2021): 32–37. http://dx.doi.org/10.20310/1810-0201-2021-26-191-32-37.

Full text
Abstract:
In connection with the use of the communicative method in foreign language teaching, the collocational competence development becomes especially relevant. Based on the analysis of the researchers’ works on the topic, it is revealed that one of the problems of the collocational competence development is not following the principle of the learning consciousness. The essence of this principle is that the provision of all theoretical information should precede the practice of a foreign language. Perception is highlighted as the initial level of consciousness. It is noted that the perception of the
APA, Harvard, Vancouver, ISO, and other styles
9

Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom, and Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.

Full text
Abstract:
This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descripti
APA, Harvard, Vancouver, ISO, and other styles
10

Whitehead, Dr Evangelin. "Focus Group Discussions to Explore Learner Issues When Writing." World Journal of Education and Humanities 3, no. 3 (2021): p10. http://dx.doi.org/10.22158/wjeh.v3n3p10.

Full text
Abstract:
Writing is the most essential skill and all learners must develop regardless of the professions they aspire to pursue. Writing is a big challenge for both native and non-native students especially in the advancement of technology. It is the biggest challenge to the students of English as a foreign language. Using qualitative research methodologies in the classroom teaching and student learning experiences in higher education gains an in-depth understanding of the learners’ issues. The aims of the study were to implement Focus Group Discussions to explore learner issues when writing. The studen
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Weak language learner"

1

Axelsson, Susanna. "The weak language learner : a study of ways of taking weak language learners into consideration in class." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1814.

Full text
Abstract:
<p>English is taught as a compulsory second language in Swedish schools and is one of three core subjects needed to be passed in order to receive a leaving certificate. Statistics show that 6.9% of the students do not aquire proficiency enough to receive a G (pass) in English in grade nine. The aim of this study is to investigate to what extent weak language learners are considered in the English classroom and if compensatory aids are used to further support their learning conditions. The method used for the study is qualitative interviews which were semi-structured. Four interviews with Engli
APA, Harvard, Vancouver, ISO, and other styles
2

Carrim, H. "The language is weak' language ideologies and learner positioning in a desegregated English-medium suburban primary school." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3883.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leung, Kit-mui Annie, and 梁潔梅. "Fostering learner autonomy among weak students via information technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29664913.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Weak language learner"

1

Cleveland, Ceil. 1500 words in 15 minutes a day: A year-long plan to learn 28 words a week. McGraw-Hill, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

READING 2011 ENGLISH LANGUAGE LEARNER READER GRADE 2 UNIT 6 WEEK 5. Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Foresman, Scott. READING 2011 ENGLISH LANGUAGE LEARNER READER 6-PACK GRADE 6 UNIT 2 WEEK 3. Pearson Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Foresman, Scott. READING 2011 ENGLISH LANGUAGE LEARNER READER 6-PACK GRADE 3 UNIT 5 WEEK 5. Pearson Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Foresman, Scott. READING 2011 ENGLISH LANGUAGE LEARNER READER 6-PACK GRADE 6 UNIT 4 WEEK 1. Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Foresman, Scott. READING 2011 ENGLISH LANGUAGE LEARNER READER 6-PACK GRADE 3 UNIT 5 WEEK 3. Pearson Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Foresman, Scott. READING 2011 ENGLISH LANGUAGE LEARNER READER 6-PACK GRADE 3 UNIT 1 WEEK 3. Pearson Scott Foresman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Quick and Dirty Guide to Learning Languages Fast: Learn Any Language in As Little As a Week! Skyhorse Publishing Company, Incorporated, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Week-by-Week Homework Packets: Spelling: Grade 2: 30 Independent Packets of Word Lists and Activities That Help Children Learn Key Word Patterns, High-Frequency ... and More! (Week-By-Week Homework Packets). Scholastic Teaching Resources (Teaching, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Weak language learner"

1

Martinez-Alba, Gilda, and Judith Cruzado-Guerrero. "Language Teaching Strategies." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch011.

Full text
Abstract:
This chapter provides tips for leading a study abroad course from professors who taught a course focused on instruction and assessment for Second Language Learners to American teachers studying abroad. The author shares information from four, two-week study abroad programs that embedded participation in the International Reading Association's, currently known as the International Literacy Association, World Congress or European Conference in the study abroad course experience. Seeing different cultures and experiencing second language instruction firsthand added depth to the course discussions. This chapter will provide readers with information about what the instructors learned over the progression of the four courses, including tips about language strategy activities to use on trips abroad.
APA, Harvard, Vancouver, ISO, and other styles
2

Colwell, Jamie, Diane Nielsen, Barbara A. Bradley, and Mindy Spearman. "Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch006.

Full text
Abstract:
This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.
APA, Harvard, Vancouver, ISO, and other styles
3

Dizon, Gilbert, and Daniel Tang. "A pilot study of Alexa for autonomous second language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.994.

Full text
Abstract:
Although initial research involving Intelligent Personal Assistants (IPAs) for language learning have yielded promising results, no study has examined their use in the context of Autonomous Second Language Learning (ASLL). Thus, the main goal of this pilot study was to investigate the use of an IPA, specifically Alexa, for ASLL. Two Japanese university second language (L2) English students participated in a four-week study, which involved the learners interacting with Alexa through the Echo Dot speaker in their respective homes. Learner usage data was collected via the Alexa website and the students’ attitudes toward the IPA for ASLL were evaluated through a survey consisting of 12 Likert-scale items and four open-ended questions. It was found that while the L2 students had positive opinions toward the use of Alexa for ASLL, the learners did not make active use of the technology.
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Congcong. "Teachers' Experience as Foreign Language Online Learners." In Pedagogical Considerations and Opportunities for Teaching and Learning on the Web. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4611-7.ch003.

Full text
Abstract:
Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Congcong. "Teachers' Experience as Foreign Language Online Learners." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch095.

Full text
Abstract:
Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.
APA, Harvard, Vancouver, ISO, and other styles
6

Lin, Chia-An, Yen-Liang Lin, and Pei-Shan Tsai. "Assessing Foreign Language Narrative Writing Through Automated Writing Evaluation." In ICT-Based Assessment, Methods, and Programs in Tertiary Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch006.

Full text
Abstract:
Automated writing evaluation (AWE) has become increasingly popular in the assessment of writing. The study in this chapter examines the extent to which EFL learners' overall narrative writing performance improves through the AWE feedback system (i.e., Pigai). Eighteen university participants were required to write one paragraph narratives on the web-based Pigai system every week over the course of a month. Findings show a significant improvement in overall scores between the first and last writing task. The analysis of lexical profile further shows a significant improvement in lexical richness, clause density, and paragraph length between the first and last narrative task. The study also reported that the primary error types that occurred in learner narrative writing were lexical, mechanical, and syntactic errors. Results of post-writing interviews also showed a positive attitude towards Pigai. Finally, a positive correlation was observed between automated Pigai scores and human rating scores, supporting the reliability of the AWE system.
APA, Harvard, Vancouver, ISO, and other styles
7

Feng, Ruiling, and Sheida Shirvani. "Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers." In Virtual exchange: towards digital equity in internationalisation. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1290.

Full text
Abstract:
Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Fincham, Naiyi Xie, and Guofang Li. "Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context." In Handbook of Research on Cross-Cultural Online Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8286-1.ch016.

Full text
Abstract:
This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.
APA, Harvard, Vancouver, ISO, and other styles
9

Jurkovič, Violeta, Vita Kilar, Nives Lenassi, and Darja Mertelj. "Online Informal Language Learning Among Foreign Language Teachers." In Examining the Roles of Teachers and Students in Mastering New Technologies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2104-5.ch017.

Full text
Abstract:
Today's online world provides foreign language users and learners with a multitude of opportunities to engage in a variety of language activities. A social group that can derive major benefits from the availability of online resources in different languages is foreign language teachers. Based on an ‘emic' approach, this study involves case studies of three experienced foreign language teachers that used diaries over a period of eight weeks to report on every instance of online use of their predominant foreign language and English. Semi-structured interviews were used to obtain insight into online behaviour that was not specifically related to the eight-week period of diary-keeping. The results indicate that the online uses of the three participants, although they belong to the same social and age groups, display great variety in terms of online activities and the predominant language used to perform these activities.
APA, Harvard, Vancouver, ISO, and other styles
10

Chotipaktanasook, Nuttakritta, and Hayo Reinders. "A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch023.

Full text
Abstract:
Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Weak language learner"

1

Gaspers, Judith, Philipp Cimiano, and Britta Wrede. "Semantic parsing of speech using grammars learned with weak supervision." In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/n15-1088.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kairiene, Aida. "The Relationship between English Language Skills and Learning Needs of Secondary School Students." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.010.

Full text
Abstract:
Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated bet
APA, Harvard, Vancouver, ISO, and other styles
3

Tóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.

Full text
Abstract:
A kutatás célja egy olyan tanulást segítő alkalmazás megvalósítása, amely segítségével a magyar diákok számára könnyebbé tehető az olyan anyanyelvi alapok megértése, mint például, hogy miként épülnek fel a mondatok, milyen egységekből állnak össze és azok hogyan viszonyulnak egymáshoz. A száraz nyelvtani anyagok helyett önállóságot növelő, játékos és interaktív feladatokkal több diák is közelebb kerülhetne a magyar nyelvhez és annak mélyebb megértéséhez. Tapasztalat, hogy a tanulók számára a nyelvtan, mint tanóra, sokszor okoz nehézségeket a tanulás során. Bár az évek alatt átfogó anyagot kapn
APA, Harvard, Vancouver, ISO, and other styles
4

"Learning Entrepreneurship through Virtual Multicultural Teamwork." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4364.

Full text
Abstract:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This paper explores the benefits and challenges of experiencing virtual multi-cultural teamwork in order to learn entrepreneurship. Background: Entrepreneurial eco-system usually requires working in international, virtual multi-cultural diverse teams. Higher education institutes are trying to educate future generation of entrepreneurs, coping with challenges derived from the virtual work and cultural diversity. Prior research shows t
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Weak language learner' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography