منابع مشابه
the effect of efl teachers beliefs about teaching reading strategies on their students success and motivation in reading comprehension
previous studies regarding teachers’ beliefs have revealed that teachers’ beliefs have influence on their classroom practices. the current study aimed to investigate the effect of teachers’ beliefs about teaching reading strategies on students’ motivation and success in reading comprehension in the context of english teaching as a foreign language in high schools of mazandaran, iran. data were ...
Teaching writing through reading:
The aim of this article is to establish the relevance of teaching reading and writing skills to students at Madrid Polytechnic University, and to show the relationship and interdependence of these activities in EAP courses. The skills involved in reading and writing processes for academic purposes for L2 students are compared and commented on from a rhetorical point of view. Learning tasks base...
متن کاملReading and Teaching
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متن کاملFabricating Unease: Intertextuality,
The subject matter of the nation is a usual staple on the menu of postcolonial Nigerian fiction. In this sense, the repertoire of Chinua Achebe’s art echoes an incurable preoccupation with Nigeria’s postcolonial condition as a nation. Also, this paper explores the centrality of intertextuality in the production of Achebe’s fiction, primarily his political novel about crisis plaguing intellectua...
متن کاملiranian eap teachers cognition regarding teaching reading comprehension
abstract the primary purpose of this study was to explore the actual practices and cognitions of two groups of iranian eap teachers, i.e. language teachers and content teachers, with respect to teaching reading-comprehension and vocabulary. to this end, tehran university of medical sciences which authorizes both groups of teachers to teach eap courses was selected as the context of the study s...
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ژورنال
عنوان ژورنال: DEStech Transactions on Social Science, Education and Human Science
سال: 2018
ISSN: 2475-0042
DOI: 10.12783/dtssehs/esem2018/23895