Links & Letters

Links & Letters 21 registres trobats  La cerca s'ha fet en 0.01 segons. 
1.
6 p, 56.3 KB Contents
2000
Links & Letters, N. 7 (2 000) , p. 1-6  
2.
3 p, 18.0 KB Foreword / Victori Blaya, Mia (Universitat Autònoma de Barcelona. Departament de Filologia Anglesa i de Germanística)
2000
Links & Letters, N. 7 (2 000) , p. 7-9  
3.
15 p, 63.6 KB Fostering the autonomous use of communication strategies in the foreign language classroom / Manchón, Rosa María
This paper focuses on one criterial aspect of learner autonomy generally referred to as 'learner training'. More specifically, the aim of the paper is to review both the proposals suggesting a beneficial effect of training learners in the use of one specific group of language- use strategies known as Communication Strategies (CS), and the suggestions concerning how to implement such training. [...]
2000
Links & Letters, N. 7 (2 000) , p. 13-27  
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4 p, 25.6 KB Reviews / Bradbury, John (Universitat Autònoma de Barcelona)
Obra ressenyada: Andrew D. COHEN. Strategies in learning and using a second language. Harlow, Essex: Longman, 1998.
2000
Links & Letters, N. 7 (2000) , p. 205-208  
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3 p, 21.5 KB Reviews / Martínez, Montse (Universitat Autònoma de Barcelona)
Obra ressenyada: Phil BENSON & Peter VOLLER (eds. ). Autonomy & independence in language learning. New York: Longman, 1997.
2000
Links & Letters, N. 7 (2000) , p. 208-210  
6.
3 p, 21.5 KB Reviews / O'Brien de Ramírez, Kathleen (The University of Arizona)
Obra ressenyada: Michael D. BUSH and Robert M. TERRY (eds. ). Technology-enhanced language learning. Lincolnwood, IL: National Textbook Company, 1997.
2000
Links & Letters, N. 7 (2000) , p. 211-213  
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3 p, 17.6 KB Reviews / Nicholson, Anthony (City Council of Barcelona)
Obra ressenyada: Leni DAM, Learner autonomy 3: from theory to classroom practice. Dublin: Authentik, 1995.
2000
Links & Letters, N. 7 (2000) , p. 213-215  
8.
3 p, 21.3 KB Reviews / Morillas Millán, Anna (Universitat Autònoma de Barcelona)
Obra ressenyada: Neil SMITH & Ianthi-Maria TSIMPLI. The mind of a savant: language learning and modularity. Blackwell: Oxford, 1998.
2000
Links & Letters, N. 7 (2000) , p. 216-218  
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3 p, 20.5 KB Reviews / Cortés, Susana (Universitat Autònoma de Barcelona)
Obra ressenyada: Alessandro DURANTI, Linguistic anthropology. Cambridge: Cambridge University Press, 1997.
2000
Links & Letters, N. 7 (2000) , p. 218-220  
10.
20 p, 83.3 KB The thick end of the wedge : encouraging autonomous learning by advanced-level ESL university students / Lynch, Tony
Much of the literature on language learner autonomy has its roots in foreign language contexts, where learners have limited opportunities for interaction with the target language. It is generally assumed that learners and teachers working in an English as a Second Language (ESL) setting are in a relatively privileged position to take advantage of the greater opportunities for language practice beyond the language classroom. [...]
2000
Links & Letters, N. 7 (2 000) , p. 29-48  
11.
12 p, 52.5 KB Self-assessment for autonomous language learners / Gardner, David
This paper discusses why self-assessment is an important tool in the toolkit of autonomous language learners. It can be used both as a testing device leading to accreditation and as a device for personal self-monitoring. [...]
2000
Links & Letters, N. 7 (2 000) , p. 49-60  
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20 p, 85.7 KB Distance language learners and learner support : beliefs, difficulties and use of strategies / Hurd, Stella
Evidence is mounting from a number of studies undertaken with groups of learners of all ages and all abilities that there is a particular factor common to successful language learners: strategic competence involving the use of appropriate learning strategies. [...]
2000
Links & Letters, N. 7 (2 000) , p. 61-80  
13.
13 p, 57.9 KB The need for a focused approach : a case study / Aldred, Deborah ; Williams, Gareth
This paper outlines how the self-access programme of an Intensive English Language Programme evolved over a number of years. It documents the changes which were incorporated into the programme in order to ensure that it would provide a positive relevant learning experience for students which would enable them to develop new learning skills and strategies. [...]
2000
Links & Letters, N. 7 (2 000) , p. 81-93  
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15 p, 63.3 KB Integrating a self-access system in a language learning institution : a model for implementation / Serra Salvia, Oscar
This paper presents a model designed to integrate a self-access system in a language learning institution. This model is based on the different tasks that need to be accomplished for such a system to work efficiently. [...]
2000
Links & Letters, N. 7 (2 000) , p. 95-109  
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16 p, 66.2 KB An analysis of the skills and functions of language learning advisers / Mozzon-McPherson, Marina
This article analyses how the increased importance of self-access centres and independent learning has given rise to a new profession: the language learning adviser. It does this by identifying and examining the distinctive features of advising in relation to teaching and learning, and by comparing the advising model - used at the University of Hull and adopted by other Higher Education institutions (Project SMILE)1 with the person-centred counselling model. [...]
2000
Links & Letters, N. 7 (2 000) , p. 111-126  
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15 p, 70.1 KB Revisiting the gap between SLA researchers and language teachers / Block, David (University of London)
This paper is a reflection on the gap between SLA researchers and language teachers. It begins with a brief look at how SLA publications are often about issues which are not of particular interest to language teachers. [...]
2000
Links & Letters, N. 7 (2 000) , p. 129-143  
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17 p, 70.1 KB Conceptual fluency and the use of situation-bound utterances in L2 / Kecskes, Istvan
Recent research has found that L2 learners of high grammatical proficiency will not necessarily show concomitant pragmatic skills. Some scholars explained non-native-like production by the lack or low level of conceptual fluency and metaphorical competence in the target language. [...]
2000
Links & Letters, N. 7 (2 000) , p. 145-161  
18.
16 p, 67.7 KB Views on self-access language learning : a talk with Leslie Dickinson, Lindsay Miller, Gill Sturtridge and Radha Ravindran / Victori Blaya, Mia (Universitat Autònoma de Barcelona. Departament de Filologia Anglesa i de Germanística)
2000
Links & Letters, N. 7 (2 000) , p. 165-180  
19.
18 p, 73.0 KB A selected and annotated bibliography on autonomy in language learning / Victori Blaya, Mia (Universitat Autònoma de Barcelona. Departament de Filologia Anglesa i de Germanística)
2000
Links & Letters, N. 7 (2 000) , p. 183-200  
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18 p, 95.7 KB Reviews / O'Dell, Felicity (Eurocentre Cambridge)
Obra ressenyada: David GARDNER and Lindsay MILLER. Establishing self-access: from theory to practice. Cambridge: Cambridge University Press, 1999.
2000
Links & Letters, N. 7 (2000) , p. 203-205  
21.
12 p, 55.7 KB Previous Issues of Links & Letters
2000
Links & Letters, N. 7 (2000) , p. 223-233  

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