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Literatura académica sobre el tema "Hirvelän Hirvet"

Autor: Grafiati

Publicado: 27 de julio de 2024

Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Hirvelän Hirvet"

Rodgers, Ornaith, Angela Chambers, and Florence Le Baron-Earle. "Corpora in the LSP classroom." International Journal of Corpus Linguistics 16, no. 3 (2011): 391–411. http://dx.doi.org/10.1075/ijcl.16.3.06rod.

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While there is a growing body of research in the use of corpora in the teaching of languages for specific purposes (LSP) since the late 1960’s, learner evaluations of the activity are rarer (see, for example, Yoon & Hirvela 2004 and O’Sullivan & Chambers 2006). This study investigates the use of a corpus of articles on biotechnology in French with native English-speaking university students of biotechnology. After situating the study in the research context, we investigate the issues involved in the creation of an appropriate corpus, describe the integration of the corpus in the French

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Kato, Makiko. "Good and Poor Summary Writers' Strategies: The Case of Japanese High School EFL Learners." Journal of Language Teaching and Research 9, no. 6 (2018): 1199. http://dx.doi.org/10.17507/jltr.0906.09.

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Despite general belief about the importance of summary writing in foreign language education, and in the field of teaching Language for Academic Purposes (LAP) (e.g., Swales, 1981; 2000), it is shown that the development of this skill is one of the most difficult skills for learners (e.g., Brown and Day, 1980; Hirvela & Du, 2013; Shi, 2012). This study is part of a larger project and its main purpose is to open the black box by exploring the relationship between performances of summary writing in English as a Foreign Language (EFL) and the strategies used for summary writing in EFL. A tota

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Thayer, D. "The Church of Jesus Christ of Latter-day Saints v The United Kingdom: (Application no 7552/09): European Court of Human Rights (Fourth Section): Ziemele (President), Hirvela, Bianku, Tsotsoria, Mahoney, Wojtyczek, Vehabovi JJ; Ziemele and Hirvela JJ joint concurring opinion: 4 March 2013." Oxford Journal of Law and Religion 3, no. 2 (2014): 357–58. http://dx.doi.org/10.1093/ojlr/rwu018.

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Puusaari, Maria. "'Leading' as a strategy in the performance-practice of contemporary solo violin music." Music Performance Research 11 (2024): 85–107. http://dx.doi.org/10.14439/mpr.11.4.

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The starting point for the present practice-based study was my observation of the diverse conditions regarding the focus-of-attention that occurs during chamber ensemble and solo performances of contemporary art music. As the violinist leader of a contemporary music ensemble, I focus my attention externally on multidirectional musical interactions with my fellow musicians and the audience. In contrast, when I am in a solo performance, I tend to focus more on my own internal, physical actions. More satisfactory musical results in leading interactive ensemble performances induced a hypothesis th

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Jeffers, Lindsay, and Ken Lindblom. "Book Reviews: Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms: George E. Newell, David Bloome, and Alan Hirvela. Routledge, 2015." English Journal 107, no. 5 (2018): 72–75. http://dx.doi.org/10.58680/ej201829611.

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Brady, John. "Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk." Acta Paedagogica Vilnensia 40 (October 12, 2018): 94–110. http://dx.doi.org/10.15388/actpaed.2018.0.11890.

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[full article in English] In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein &a

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García-Pastor, María Dolores. "Teaching writing to learn languages in primary, secondary and tertiary education." Didacticae. Journal of Research in Specific Didactics 16 (November 26, 2024): 1–6. https://doi.org/10.1344/did.47787.

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Writing is a complex process that develops over the life span (Bazerman et al., 2018), and is difficult to teach and learn, but essential to master in order to be considered literate in any language (Williams, 2012), and successful in life (Bazerman, 2009; Graham, 2019). The role of writing in learning to write, as well as learning content and language has been acknowledged in writing studies, language education, and second language acquisition (Hirvela et al., 2016; MacArthur et al., 2016). These three orientations to the study of writing have been informed by distinct theoretical frameworks

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Thayer, D. "H v Finland: (Application no 37359/09): European Court of Human Rights (Fourth Section): Garlicki (President), Hirvela, Nicolaou, Bianku, Kalaydjieva, Vucinic, De Gaetano, JJ (unanimous): 13 November 2012." Oxford Journal of Law and Religion 2, no. 1 (2013): 236. http://dx.doi.org/10.1093/ojlr/rws069.

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Cranmer, F. "Begheluri and Others v Georgia: Application no 28490/02: European Court of Human Rights (Fourth Section): Ziemele (President), Hirvela, Nicolaou, Tsotsoria, Mahoney, Wojtyczek, Vehabovi JJ: 2 October 2014." Oxford Journal of Law and Religion 4, no. 1 (2015): 156–58. http://dx.doi.org/10.1093/ojlr/rwu062.

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Ankawi, Ayman. "Academic Vocabulary Acquisition Difficulties for Saudi Postgraduate Students in New Zealand Universities." English Language Teaching 15, no. 9 (2022): 138. http://dx.doi.org/10.5539/elt.v15n9p138.

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Education outcomes for L2 students in academic preparation programs, undergraduate studies, and graduate work are directly influenced by the learning and use of academic vocabulary. Among 15 Saudi graduate students studying in New Zealand, this study investigated at their perspectives with academic vocabulary learning. Students in Saudi Arabia who are enrolled at New Zealand universities were asked about their difficulties in learning academic vocabulary. According to this study, a new perspective on academic vocabulary can be gained by studying students&#39; assessments of their problems

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Tesis sobre el tema "Hirvelän Hirvet"

Härkönen, L. (Laura). "Seasonal variation in the life histories of a viviparous ectoparasite, the deer ked." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789514298967.

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Abstract The life histories of ectoparasites are shaped by both host and off-host environment. A suitable host is primarily needed during reproduction, whereas juvenile stages outside the host are directly exposed to environmental variability. Viviparity, i.e. the development of an embryo inside the body of the mother resulting in large offspring size, increases offspring survival. The production of large offspring has its consequences in terms of high variation in offspring age and in the environment that each young individual will face. I used a viviparous ectoparasite, the deer ked (Lipopte

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Libros sobre el tema "Hirvelän Hirvet"

Pärttö, Erkki. Muistojen Hirvelä. Hirvelän Hirvet, 2008.

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Willamo, Heikki. Hirven klaani. Otava, 2005.

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Capítulos de libros sobre el tema "Hirvelän Hirvet"

Karagöz, Inanç, and John I. Liontas. "Chapter 7. Developing digital social reading in source‑based writing." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/aals.21.07kar.

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This chapter introduces eight digital social reading tasks to facilitate second language source-based reading and writing (Hirvela & Du, 2013): noticing grammatical structures, applying vocabulary glossing, instigating conversations on reading content, engaging critical thinking on arguments, making inferences, dissecting model texts, reconstructing ideas, and crafting source-based writing. They aim to support learners in acquiring grammatical forms and vocabulary for writing, constructing topical knowledge, and transforming reading-derived knowledge into writing. The tasks are divided int

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