Bøger om Engelsk

This book intends to analyze the influence of teacher's motivation towards learners' achievement in Rwanda, especially in Gitambi sector secondary schools located in Rusizi district. The main objective of this study included: investigating how teacher's motivation influences learners¿ achievement in Rwanda, especially at Gitambi sector secondary schools in Rusizi district. The specific objectives were; to identify the types of motivation that led to learners¿ achievement in Gitambi sector secondary schools. To explore the ways used to motivate teachers in Gitambi sector secondary schools. To assess the relationship between teachers¿ motivation and learners' achievement in Gitambi sector secondary schools.

Cette étude a examiné le lien entre le chronotype et l'acquisition du vocabulaire en langue seconde. À l'aide d'une méthode quantitative, elle a étudié l'influence du chronotype sur les résultats de l'apprentissage du vocabulaire. L'échantillon de l'étude était de 102 personnes. LeMorningness- Eveningness Questionnaire a été utilisé pour classer les apprenants en deux catégories : ceux du matin et ceux du soir . L'étude a ensuite analysé les données à l'aide de statistiques inférentielles, notamment des tests t d'échantillons indépendants , afin de comparer les capacités d'apprentissage du vocabulaire entre des individus ayant des chronotypes différents , et ellea également utilisé le test t d'échantillons appariés pour comparer les moyennes de chaque groupe dans la matinée et dans l'après-midi . Lesrésultats ont démontré des différences significatives dans l'apprentissage du vocabulaire en fonction du chronotype, les types du matin étant plus performants que les types du soir . Enoutre , le matin, les alouettes excellent, et le soir, les hiboux excellent . Lestailles d'effet indiquent des effets importants et moyens, ce qui souligne l'importance des différences observées. Cette étude recommande aux professeurs de langues d'utiliser cette connaissance du chronotype pour optimiser les résultats de l'apprentissage du vocabulaire en langue seconde.

Este estudo examinou a relação entre o cronotipo e a aquisição de vocabulário numa segunda língua . Utilizando uma abordagem de método quantitativo, investigou a forma como o cronotipo influencia os resultados da aprendizagem do vocabulário. A amostra do estudo foi de 102 alunos. O questionário "Morningness- Eveningness Questionnaire" foi utilizado para classificar os alunos em matutinos e vespertinos . O estudo analisou ainda os dados utilizando estatísticas inferenciais, incluindo testes t de amostras independentes , para comparar as capacidades de aprendizagem de vocabulário entre indivíduos com diferentes cronótipos, e utilizou também o teste t de amostras emparelhadas para comparar as médias de cada grupo de manhã e de tarde. Os resultados demonstraram diferenças significativas na aprendizagem do vocabulário com base no cronotipo, com os tipos matutinos a superarem os tipos vespertinos. Além disso, de manhã, as cotovias sobressaeme, à noite, as corujas sobressaem. Os tamanhos dos efeitos indicam efeitos grandes e médios, realçando o significado das diferenças observadas. Este estudo recomenda que os professores de línguas utilizem este conhecimento do cronótipo para otimizar os resultados da aprendizagem do vocabulário numa segunda língua.

Questo studio ha esaminato la connessione tra il cronotipo e l'acquisizione del vocabolario di una seconda lingua . Utilizzando un approccio di tipo quantitativo, ha indagato su come il cronotipo influenzi i risultati dell'apprendimento del vocabolario. Il campione dello studio era di 102 persone. Ilquestionario Morningness- Eveningness è stato utilizzato per classificare gli studenti in mattutini o serali . Lostudio ha analizzato i dati utilizzando statistiche inferenziali, tra cui il test t a campioni indipendenti , per confrontare le capacità di apprendimento del vocabolario tra individui con cronotipi diversi , e ha utilizzato il test t a campioni appaiati per confrontare le medie di ciascun gruppo al mattino e al pomeriggio. I risultati hanno dimostrato differenze significative nell'apprendimento del vocabolario in base al cronotipo, con i tipi mattutini che hanno superato quelli serali. Inoltre ,al mattino eccellono le allodole e alla sera i gufi. Ledimensioni degli effetti indicano effetti grandi e medi, evidenziando la significatività delle differenze osservate. Questo studio raccomanda agli insegnanti di lingue di utilizzare la conoscenza del cronotipo per ottimizzare i risultati dell'apprendimento del vocabolario di una seconda lingua.

Diese Studie untersuchte den Zusammenhang zwischen dem Chronotyp und dem Wortschatzerwerb in der Zweitsprache . Mithilfe eines quantitativen Methodenansatzes wurde untersucht, wie der Chronotyp die Ergebnisse des Vokabellernens beeinflusst . Die Stichprobengröße der Studie betrug 102 Personen. Der Morningness- Eveningness Questionnaire wurde verwendet, um die Lernenden in Morgen- oder Abendtypen zukategorisieren . DieStudie analysierte die Daten mit Hilfe von Inferenzstatistiken, einschließlich t-Tests für unabhängige Stichproben, um die Vokabellernfähigkeiten von Personen mit unterschiedlichen Chronotypen zu vergleichen , und verwendete außerdem den t-Test für gepaarte Stichproben, um die Mittelwerte jeder Gruppe amMorgen und am Nachmittag zu vergleichen . Die Ergebnisse zeigten signifikante Unterschiede beim Vokabellernen in Abhängigkeit vom Chronotyp, wobei die Morgentypen besser abschnitten als die Abendtypen. Außerdem sind morgens die Lerchen besser und abends die Eulen besser. DieEffektgrößen weisen auf große und mittlere Effekte hin, was die Aussagekraft der beobachteten Unterschiede unterstreicht. DieStudie empfiehlt Sprachlehrern, das Wissen über den Chronotyp zu nutzen, um die Lernergebnisse beim Vokabellernen in der Zweitsprache zuoptimieren .

V dannom issledowanii izuchalas' swqz' mezhdu hronotipom i uswoeniem lexiki wtorogo qzyka . S pomosch'ü kolichestwennogo metoda izuchalos', kak hronotip wliqet na rezul'taty uswoeniq lexiki. Ob#em wyborki issledowaniq sostawil 102 cheloweka. Spomosch'ü oprosnika "Utro-wecher "uchaschiesq byli razdeleny na utrennij i wechernij tipy. Dalee w issledowanii byl proweden analiz dannyh s pomosch'ü inferencial'noj statistiki, wklüchaq nezawisimye wyborochnye t-testy, dlq srawneniq sposobnostej k izucheniü lexiki mezhdu lüd'mi s raznymi hronotipami, a takzhe ispol'zowalsq parnyj wyborochnyj t-test dlq srawneniq srednih pokazatelej kazhdoj gruppy w utrennee i dnewnoe wremq. Poluchennye rezul'taty prodemonstrirowali znachitel'nye razlichiq w uswoenii lexiki w zawisimostiot hronotipa: utrennie tipy prewoshodqt wechernie. Krome togo , poutram preuspewaüt zhaworonki, a po wecheram - sowy. Razmery äffektow ukazywaüt na bol'shie i srednie äffekty, chto podcherkiwaet znachimost' nablüdaemyh razlichij. Dannoe issledowanie rekomenduet prepodawatelqm inostrannyh qzykow ispol'zowat' znaniq o hronotipe dlq optimizacii rezul'tatow obucheniq lexike wtorogo qzyka.

This manual is based on the topics of the sample program of the subject of practical aspects of the English language, educational direction: 60230100 - Philology and language teaching (German language) second-year students and young teachers. They can use it in English language practice aspects. In the manual various lexical-grammatical exercises (Matching, Read and discuss, Complete the sentences, Fill in the gaps, Answer the questions, Correct the words in bold, Write the correct word, Change the form of the word in capitals, Circle the correct word, Underline the incorrect word and write the correct) and test questions are given. English proverbs and sayings with their meanings are included at the end of the manual.

This is the true story of Nellie Bly, a bold woman, reporter, and adventurer who set a world record for her famous journey around the globe.Nellie Bly was a nineteenth century newspaper reporter for the New York World, but instead of writing about "ladylike" subjects like tea parties and charity balls, Nellie wrote about critical social problems of her day—poor job conditions, dilapidated housing, and dishonest politicians. If someone told her "It can't be done, Nellie Bly," she went right ahead and did it anyway.So when Nellie read Jules Verne's novel, Around the World in Eighty Days, she was inspired to circle the globe herself in an attempt to beat the record of the fictional character Phileas Fogg. But would she go too far in her quest?Young fans of history will cheer for Nellie Bly as she embarks on her 22,000-mile trip. Equipped only with one sturdy travel dress, a small satchel, and a pet monkey she picks up in Singapore, Bly travels by ship, train, and foot, experiencing incredible events and places—from a monsoon at sea to a leper colony in China.This delightful true story of a woman with an indomitable spirit will inspire a new generation of young women and adventurers. Back matter includes additional information about Nellie Bly's life.

Explores the ways in which human and forest futures are interdependent, and the need to recognize its multiple meanings equally with its wealth of natural resources.

Are you tired of feeling uncertain about whether to use "affect" or "effect," or perplexed by the nuances of "who" versus "whom"? Fear not, for this book is your compass through the grammatical maze, offering clarity and finesse in every turn of phrase. Each mistake is dissected with precision, providing not just an understanding of the error but also practical tips on how to avoid it in your own writing.Understanding and avoiding these common grammatical mistakes is crucial for effective communication in your daily life, whether in writing or speaking. Clear and accurate communication helps convey your intended message and can enhance your credibility in various contexts.This book is to help you develop your communication skills and enhance your writing skills.

Systematische Schulung im Umgang mit den wichtigsten TextsortenGezieltes Training der kommunikativen TeilkompetenzenAufbau eines thematischen WortschatzesWiederholung und Vertiefung wichtiger grammatischer PhänomeneAusgeklügeltes DifferenzierungskonzeptVermittlung von interkultureller Kompetenz und SprachbewusstheitAktuelle Texte und umfangreiche audiovisuelle Materialien

Behandelt sämtliche verpflichtende Materialien für das erhöhte Anforderungsniveau an allgemeinbildenden Schulen und beruflichen Gymnasien Enthält die Kurzgeschichten "The Yellow Wallpaper", "The Story of an Hour", "Weekend" und "The First Feminists" Behandelt die verpflichtenden Unterrichtsaspekte zu allen Pflichtmaterialien Bietet Verknüpfungen zu den verbindlichen Themenfeldern des Kerncurriculums Enthält Auszüge aus Shakespeares "A Midsummer Night's Dream"

Das Paket enthält: das Arbeitsheft für das grundlegende Anforderungsniveau (978-3-425-73699-0) die Lektüre seven methods of killing kylie jenner (978-3-425-73070-7) die annotierte Lektüre zu Behold the Dreamers (978-3-425-73073-8)

This edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic texts¿"memes"¿in the classroom.

. Passgenau entwickelt zum bayerischen LehrplanPLUS . Systematische Schulung im Umgang mit den wichtigsten Textsorten . Gezieltes Training der kommunikativen Teilkompetenzen . Aufbau eines thematischen Wortschatzes . Wiederholung und Vertiefung wichtiger grammatischer Phänomene . Ausgeklügeltes Differenzierungskonzept . Vermittlung von interkultureller Kompetenz und Sprachbewusstheit . Differenzierung nach grundlegendem und erhöhtem Anforderungsniveau

The Big Book, with its full colour illustrations of fun characters and lively action scenes, is a really attractive component for young children. The Big Book includes six stories, which act as the main focus for each of the six main units.

L'ouvrage donne un aperçu des stratégies de réponse aux compliments utilisées pour répondre aux compliments, des normes culturelles régissant ces stratégies, des facteurs contextuels déterminant les réponses aux compliments et des stratégies et perceptions spécifiques à la culture que les participants américains et tunisiens semblaient avoir lorsqu'ils répondaient aux compliments. Les résultats peuvent être intégrés dans un cadre qui utilise les stratégies spécifiques à la culture employées par les deux groupes comme référence pour les enseignants qui souhaitent concevoir des activités d'enseignement qui prennent en compte les aspects pragmatiques de la langue utilisée par les deux groupes de participants.

Il libro fornisce informazioni sulle strategie di risposta ai complimenti, sulle norme culturali che regolano queste strategie, sui fattori contestuali che determinano le risposte ai complimenti e sulle strategie e percezioni specifiche della cultura che i partecipanti americani e tunisini sembrano avere quando rispondono ai complimenti. I risultati possono essere incorporati in un quadro che utilizza le strategie specifiche della cultura impiegate dai due gruppi come riferimento per gli insegnanti che desiderano progettare attività didattiche che tengano conto degli aspetti pragmatici della lingua in uso nei due gruppi di partecipanti.

Kniga daet predstawlenie o strategiqh reagirowaniq na komplimenty, ispol'zuemyh dlq otweta na komplimenty, kul'turnyh normah, reguliruüschih äti strategii, kontextual'nyh faktorah, opredelqüschih KR, a takzhe o kul'turno-specificheskih strategiqh i wospriqtii, kotoryh priderzhiwalis' amerikanskie i tunisskie uchastniki pri otwete na komplimenty. Poluchennye rezul'taty mogut byt' wklücheny w sistemu, ispol'zuüschuü kul'turno-specificheskie strategii, primenqemye dwumq gruppami, w kachestwe orientira dlq prepodawatelej, kotorye hotqt razrabotat' uchebnye meropriqtiq, uchitywaüschie pragmaticheskie aspekty qzyka, ispol'zuemogo dwumq gruppami uchastnikow.