![]() ![]() Most such courses are intended for complete beginners or people with only minimal knowledge of the language. Accompanying cassettes, CDs and/or mp3s are often available. The traditional ones tend to consist of textbooks containing dialogues, exercises, notes on grammar, and maybe cultural information. Language courses come in a variety of guises, including traditional ones, all audio ones, CD-ROMs and online ones. Language courses | Dictionaries | Grammars | Phrasebooks | Flash cards | Audio books | Recording devices | Sound editors | Electronic translators Language courses All of them can help you in different ways, and your language learning goals will determine, to some extent, which ones are most useful to you.īelow is a guide to the types of some of the language learning materials and tools currently available. From language courses and dictionaries, to mp3 players and portable translators. The range of other materials and tools available to help you with your language studies is huge. You can use them not only to make notes and lists of vocabulary, phrases, etc, but also to practise writing in your L2. Possibly the most useful tools there are for learning a language are writing implements, such as pens and pencils, and something to write on, such as paper or a notebook. We suggest that CI textbooks be considered by teachers and learners who want to benefit from innovative commercial teaching materials (i.e., corpus-informed textbooks), especially in locations where innovative teaching practices (computer-based or datadriven learning) are restricted due to infrastructure limitations.What materials and tools do I need to study a language? The effect was larger for the CI group than the NCI group, providing evidence for the potential advantage of CI material use for homework as a supplement for instruction. The results from pretest, post-test, and delayed test showed that both groups displayed significant gains in terms of their knowledge of the target construction. The learners were randomly assigned to two treatments: CI and NCI material for homework. This classroom-based study addressed this gap by examining what effect two types of published materials-corpus-informed (CI) and non-corpus informed (NCI) grammar textbooks-have on the learning of one grammatical construction (post-predicate-ing and infinitive clauses controlled by verbs) in a group of 89 EFL learners in Colombia. Little is known, however, about the effectiveness of different types of homework materials on students' grammatical performance. ![]() Much research has been conducted on whether and to what extent corpus-based materials support more effective EFL learning in comparison to traditional materials. ![]()
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