Metacognitive language-learning strategy and language-learning style - A study of English L2 learners at a vocational education institute in Hong Kong
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Metacognitive language-learning strategy and language-learning style: A study of English L2 learners at a vocational education institute in Hong Kong (2009)
EN PB NWISBN: 9783639115345 bzw. 3639115341, in Englisch, 208 Seiten, VDM Verlag Dr. Müller, Taschenbuch, neu.
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Von Händler/Antiquariat, M + L.
This study identifies the relationship between preferred MCLLSs and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. The quantitative data reveal a medium to high use of MCLLSs among learners and a prevalence of multiple major preferences. The qualitative data show the reasons for using and not using particular MCLLSs, the reasons for preferring and not preferring particular LLSYs, situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. Despite the existence of the discrepancies between the quantitative and qualitative data, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. The target groups for this book include practitioners, students, teacher trainees, researchers and policy makers in TESOL or related field. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Product group: Book, Published: 2009-01-08, Studio: VDM Verlag Dr. Müller, Sales rank: 15094978.
Von Händler/Antiquariat, M + L.
This study identifies the relationship between preferred MCLLSs and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. The quantitative data reveal a medium to high use of MCLLSs among learners and a prevalence of multiple major preferences. The qualitative data show the reasons for using and not using particular MCLLSs, the reasons for preferring and not preferring particular LLSYs, situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. Despite the existence of the discrepancies between the quantitative and qualitative data, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. The target groups for this book include practitioners, students, teacher trainees, researchers and policy makers in TESOL or related field. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Product group: Book, Published: 2009-01-08, Studio: VDM Verlag Dr. Müller, Sales rank: 15094978.
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Metacognitive language-learning strategy and language-learning style, A study of English L2 learners at a vocational education institute in Hong Kong
DE PB USISBN: 9783639115345 bzw. 3639115341, in Deutsch, Vdm Verlag, Taschenbuch, gebraucht.
Lieferung aus: Niederlande, 1 - 8 dagen.
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Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Berg Bookstore.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
3
Metacognitive language-learning strategy and language-learning style (2009)
DE NWISBN: 9783639115345 bzw. 3639115341, in Deutsch, VDM Verlag Dr. Müller, neu.
Lieferung aus: Deutschland, zzgl. Versandkosten, sofort lieferbar.
A study of English L2 learners at a vocational education institute in Hong Kong, Buch, unbekannt.
A study of English L2 learners at a vocational education institute in Hong Kong, Buch, unbekannt.
4
Metacognitive language-learning strategy and language-learning style
DE NWISBN: 9783639115345 bzw. 3639115341, in Deutsch, VDM Verlag, neu.
Lieferung aus: Deutschland, zzgl. Versandkosten.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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