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1.A modern language journal. (BURNETT, J. (2011), Two Case Studies of Secondary Language Teaching: A Critical Look at the Intersection of Management and the Local and Social Realities that Shape our Classrooms. The Modern Language Journal, 95: 4–26. doi: 10.1111/j.1540-4781.2011.01240.x)
This qualitative study followed two graduates from a master of arts in the teaching of languages program, who had taught for at least 3 years, into their domain of work in public school teaching. The study was carried out to better understand the day-to-day work, challenges, and social and interactive contexts in which language teachers engage. It is of particular significance and relevance to teaching in today's language classroom and to teacher education programs as it examines and questions one of the most critical issues for classroom teachers: classroom management and student behavior, and in this case, in an economically disadvantaged and a high achieving school. The researcher must confront and reframe communicative language teaching as she sees it carried out and lived in these classrooms. In analyzing and interpreting classroom events and interactions, the researcher relied on literature in classroom management, classroom discourse, and teaching diverse populations and the economically disadvantaged. For teacher educators it seems critical to better understand both the local and social realities of secondary language classrooms so that teacher education programs may more broadly serve their prospective teachers’ needs and the communities in which they will live and teach.

2.Language learning---a journal of research in language studies. (Susan Gass1,*, Alison Mackey2, Lauren Ross-Feldman2; Article first published online: 8 NOV 2005)
While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy-four university-level students learning Spanish as a foreign language worked in dyads to complete 3 different communicative activities in classroom and laboratory settings. Analysis of the interactional patterns of each dyad provided insights into the nature of the interaction in each setting. The data suggest few differences in interactional patterns between the settings. Instead, there were differences depending on the type of task that the learners carried out.

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