|
자신감 충만 ㉢내재적 동기부여 ㉣협동학습을 통한 성장 ㉤왼쪽 뇌의 사용 ㉥애매하더라도 지나가라 ㉦직관을 사용하여 배우라 ㉧실수를 함으로써 발판으로 삼아라 ㉨학생들 스스로 목표를 확립하게 하라 ㉩틀려도 좋으니 자유롭게 하라
|
|
|
of Meaning
2) Small Group Work
3) Task Types and Discourse
5. What Is the Relationship between Learning Strategies and Acquisition?
1) Defining Learning Strategies
2) Strategy Preferences and Biographical Variables
3) Learner Types
4) The Good Language Learner
5) Strategy Training and Task
|
|
|
learner characteristics such as learning capability and age. Second, in case of three-pool drills, there is a need to modify instructional design and reexamine learning effectiveness. In modifying three-pool drills, the focus should be on how to realize basic principles faithfully and induce active
|
|
|
Learner Anxiety in Beginning, Intermediate, and Advanced-Level College Students of Japanese. Foreign Language Annals, 29, 239-251.
Susan, Kay. (1997). Move Up Pre-intermediate Resource Pack. Heineman.
Susan, Kay.(1995). Move Up Intermediate Resource Pack. Heineman. [ 목 차 ]
Ⅰ. 서론:학습과 동
|
|
메뉴펼치기
