عنوان

Success with languages

9786610314850

IR

ebook4017

انگلیسی

IR

Success with languages

[Electronic Resource]

/ edited by Stella Hurd and Linda Murphy

xiii, 238 pages

: illustrations ; 25 cm

Title from e-book title screen (viewed October 16, 2007).

GMD: electronic resource.

e

Language learning and language learners / Tim Lewis, Christine Pleines, Stella Hurd -- Why learn a language as an adult? -- Which language to choose? -- What does learning a language involve? -- How far do you want to take it? -- What do you hope to get out of your language learning? -- What sort of a learner are you? -- Individual differences -- Self-awareness -- Learner independence -- Modes of study -- Opportunities and providers -- Choosing the right course -- Importance of past experience -- Matching your requirements with what the course offers -- Choosing your starting level -- Amount of contact with the language -- Placement and diagnostic tests -- Choosing and organizing your learning resources -- Dictionaries, grammar books -- VCR and DVD players -- CD players and cassette recorders -- Computers -- Organizing your physical resources -- Where to study -- Study environment -- Storage and filing -- Working with and around friends and family -- Managing your time -- Making the best use of your time -- Low and high concentration times -- Establishing priorities and making selections -- Opportunities for study -- Keeping records -- Becoming an effective learner / Margaret Nicolson, Helga Adams, Concha Furnborough, Lina Adinolfi, Mike Truman -- Learning on your own -- Learning with others -- Learning with others in a language classroom -- Studying independently -- Building on previous experience -- Making use of prior knowledge -- Developing skills to help you learn -- Making and keeping notes -- Different ways of making notes -- Using a dictionary -- Dictionary features -- Developing strategies to improve your learning -- Knowing how to prepare yourself -- Maintaining your confidence -- Working with model answers and keys -- Taking risks and learning from mistakes -- The advantages of risk-taking -- Developing an independent approach and taking responsibility -- Reflection and self-evaluation / Linda Murphy, Mirjam Hauck, Margaret Nicolson, Helga Adams -- What does reflection mean? -- Developing awareness -- Awareness of yourself as a language learner -- Awareness of the context in which you are learning -- Awareness of features of the language you are learning -- How the language sounds -- Word formation and sentence patterns -- The social and cultural role of the language -- Monitoring your progress -- Keeping a learner diary or learning log -- Using checklists -- Using the language you have learned -- Assessing your strengths and weaknesses: setting goals -- Defining your priorities in order to draw up an action plan -- Reviewing your goals -- Developing good learning habits -- Personal development planning -- Developing competence in the language (1): reading and listening skills / Felicity Harper, Pete Smith, Tita Beaven -- Being a reflective learner in the context of reading and listening -- What do reading and listening involve? -- Reading and listening as processes -- What do reading and listening have in common and how do they differ? -- Why do we read or listen and what material do we choose? -- Listening -- How reading and listening are approached in coursebooks -- Reading or listening for information -- Exposure to new styles, vocabulary and linguistic practice -- Before and after you read or listen -- Active reading and listening -- Prior knowledge of the topic, vocabulary and type of material -- Prior knowledge of commonly used words and phrases -- Using clues and exercises to aid comprehension -- Making predictions -- Hypothesis-testing -- Strategies for understanding written material -- Becoming familiar with the sound of the language -- Reconciling sound and spelling of the target language -- Changes in pronunciation of words in different contexts -- The importance of stress patterns for recognizing word boundaries -- Engaging with the cultural content -- Awareness and appreciation of linguistic varieties -- Awareness of style and register when reading and listening -- Discovering and analysing linguistic and cultural content -- Understanding socio-cultural references and their implications -- Developing strategies -- Creating your own activities for extra practice -- Selecting and evaluating your strategies -- Developing competence in the language (2): writing and speaking skills / Lina Adinolfi, Christine Pleines, Felicity Harper, Tita Beaven, Pete Smith, Xaviere Hassan, Helga Adams, Margaret Nicolson -- Remembering and activating your vocabulary -- Passive and active vocabulary -- Being selective -- Pairs and strings of words -- Remembering and recalling words and phrases -- Pronunciation and intonation -- Pronunciation -- Intonation -- Improving your pronunciation and intonation -- Accuracy and fluency -- Using model texts -- Interacting with others -- Sounding and looking like a competent speaker of the target language -- Giving yourself thinking time: using fillers -- Improving your accuracy and range -- Getting the message across -- Using language in context -- Using the language you know -- How not to get your message across -- Understanding the reply -- Preparing what you want to say or write -- Making time to prepare -- Conventions in speaking and writing -- Thinking about the content -- Thinking about the structure -- Beginning with the basics: a beginning, middle and end -- Awareness of audience and purpose -- Speaking and writing from notes -- Making notes to organize your thoughts -- Using your notes -- Incorporating language from other sources into your speech or writing -- Delivering oral presentations -- Making your speech and writing flow -- Keeping to the point and presenting a coherent argument -- Using 'discourse markers' to help your audience find their way through -- Style and register -- Style -- Register -- Evaluating your writing and speaking -- The world as a classroom / James A. Coleman, Uwe Baumann -- Why use real-life materials? -- A few principles -- Television and video -- Types of TV broadcast -- Working with video clips of all kinds -- Predicting with and without sound -- Predicting with a partner -- Predicting headlines and what happens next -- Using video for speaking practice -- Other active ways of using video -- Radio and other audio -- Radio -- Types of radio broadcast -- Audio books -- Newspapers and magazines -- The Internet -- People are resources too! -- Embassies and institutes -- Clubs and associations -- Libraries -- Using ICT to support your language learning / Lesley Shield, Klaus-Dieter Rossade, Fernando Rosell-Aguilar, Tita Beaven -- Types of ICT to support language learning -- Using electronic resources in your studies -- Computer Assisted Language Learning (CALL) materials -- Advantages and disadvantages of CALL materials -- The Web -- What sorts of resources are available on the Web for language learners? -- Finding materials and resources on the Web -- Evaluating Web materials and resources -- Publishing your own material on the Web -- E-books -- Electronic dictionaries and grammars -- Concordancers -- Using productivity tools in your studies -- Word-processing -- Presentation tools -- Spreadsheets, databases and referencing tools -- Using CMC in your studies -- Types of CMC -- Communicating in text -- Audiographic conferencing -- Instant messaging -- Assessment / Concha Furnborough, Annette Duensing, Mike Truman -- The purpose of assessment -- Assessment for accreditation, to gain a qualification -- Assessment to help you with your learning -- Formative and summative assessment -- How are you going to be assessed? -- When will you be assessed? -- Who will assess you? -- What tasks constitute the assessment? -- Doing an assignment -- Preparing an assignment -- Completing your assignment -- Getting your assignment back -- Making the most of marked assignments -- Corrections and what they can tell you -- How to work with corrected assignments -- Using feedback to become a better language learner -- Maintaining a positive attitude: coping with setbacks -- Keeping positive: some solutions -- Examinations: How can I make sure I do my best in an exam? -- What makes an exam different from assignments? -- Work throughout the year -- Revision -- Trial run -- On the day -- Making the most of support / Annie Eardley, Cecilia Garrido -- Making the most of support from your tutor or language adviser -- The role of tutors and language advisers -- Seeking and using support -- Contacting your tutor -- Making the most of support from your fellow students -- Practising your oral skills -- Mutual support and encouragement -- Study buddies and groups -- Making the most of support from friends and family -- Making the most of support in the workplace -- Benefits of languages in the workplace -- Support from employer -- Support from work colleagues -- Support from careers advice services -- Making the most of support from other speakers of the language -- TANDEM learning -- Local resident speakers of the language -- Visiting the country -- Putting your learning into practice.

CRKN - Taylor & Francis ebooks

Language and languages--Self-instruction

Electronic books.--local

Hurd, Stella

Murphy, Linda

Taylor & Francis

MyiLibrary

ایران

418,0071

0203028376.pdf

0

old catalog

e

BL

1

a

Y