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language.” Applied Linguistics, 14(2).
Hall, J. K. (1995), “(Re)creating our words with words: A sociohistorical perspective of face to face interaction.” Applied Linguistics, 16(2).
Hughes, R. (2002), Teaching and Researching Speaking, Longman.
Young, R. (1995), “Conversational styles in language
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Languages are Learned, Oxford University Press
5. Eliason, P. 1995. Difficulties with cross-cultural learning styles assessment. In Learning Styles in the EFL Classroom. Ed. J. Reid. Boston, MA: Heinle and Heinle Publishers.
6. Ellis, Rod. 1985. Understanding Second Language Acquisition. Oxford, Eng
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, 2021.11.24 영유아발달 관련 주제
특이사항 - 글 또는 기사를 2가지 찾아 각자 요약한 내용을 작성하고 평론해야합니다.
1.Introduction
2.Summary and critique of the first article
3.Summary and critique of the second article
4.Discussion and conclusion
5.References
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language arts, ③ Building of curriculum and textbooks focused on the integration of language arts When new curriculum are development. ④ The methods of language arts in conventional contexts(as now), ⑤ The development of evaluation methods and contents focused on the integration of language arts.&nb
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nd Language Acquisition, Amsterdam: John Benjamins.
______________(1985). The markedness differential hypothesis theory and applications, In Wheatley, B., Hastings, A., Eckman, F., Bell, L., Krukar, G. and Rutkowski, R.(eds.), Current Approaches to Second Language Acquisition: Proceedings of the 198
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second language learners. For this reason, grammar instruction is essential for EFL students like Korean learners who have difficulties in speaking English.
Considering the fact that grammatical competence is a crucial part of communicative competence, grammar teaching needs to be properly performed
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language learning. Language Learning, 30, 1-42.
Long, M. H. & Crookes, G. (1986). Intervention points in second language acquisition. Paper presented at the RELC Seminar.
Maslow. (1968). Some educational implications of the humanistic psychology. Harvard Educational Review. 38. 1-9.
McLaughlin, B. (
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speaking-related activities made up the greatest part of instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing 'environment and living'. Third, the order of the frequent language instru
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speaking-related activities made up the greatest part of instruction, followed by listening and having interest in writing and reading. Second, the language instruction activity was carried out most frequently when discussing 'environment and living'. Third, the order of the frequent language instru
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