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ЯЗЫКОВАЯ КОМПЕТЕНТНОСТЬ КАК СОСТАВЛЯЮЩАЯ ПРОФЕССИИ СОВРЕМЕННОГО ЖУРНАЛИСТА
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Беглова, Е.. - : Государственное образовательное учреждение высшего профессионального образования "Нижегородский государственный университет им. Н.И. Лобачевского", 2014
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Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes ...
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Inputspezifizierung in der Sprachförderung – eine effektive Methode zur Verbesserung der Pluralbildung bei bilingualen Kindern? ...
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Native language self-concept and reading self-concept. Same or different? ...
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Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 378-389 (2014)
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Inputspezifizierung in der Sprachförderung – eine effektive Methode zur Verbesserung der Pluralbildung bei bilingualen Kindern?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 356-360 (2014)
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English communication skills in the ready-made garments industry in Bangladesh: a case study
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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Language and communication in mathematics education: an overview of research in the field
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In: ZDM , 46 (6) pp. 843-853. (2014) (2014)
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Perfil plurilingüe del alumnado de nuevo ingreso en el Campus de Melilla de la Universidad de Granada
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Beyond Translating French into English: Experiences of a Non-Native Translator
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In: TranscUlturAl: A Journal of Translation and Cultural Studies; Vol 5, No 1-2 (2013): Translating Peripheries; 61-79 ; ISSN 1920-0323 (2014)
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ОЦІНКА ЧИННИКІВ БАНКІВСЬКОГО КРЕДИТУВАННЯ ІНВЕСТИЦІЙНОЇ ДІЯЛЬНОСТІ В УКРАЇНІ ТА ЇХНІХ
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In: Financial and credit activity: problems of theory and practice; Том 1, № 8 (2010) ; Финансово-кредитная деятельность: проблемы теории и практики; Том 1, № 8 (2010) ; Фінансово-кредитна діяльність: проблеми теорії та практики; Том 1, № 8 (2010) ; 2310-8770 ; 2306-4994 (2014)
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МОВНІ КОМПЕТЕНЦІЇ ЯК ОСНОВА РОЗВИТКУ КОМУНІКАТИВНИХ УМІНЬ СТУДЕНТА ЕКОНОМІЧНОГО ВНЗ
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In: Financial and credit activity: problems of theory and practice; Том 1, № 8 (2010) ; Финансово-кредитная деятельность: проблемы теории и практики; Том 1, № 8 (2010) ; Фінансово-кредитна діяльність: проблеми теорії та практики; Том 1, № 8 (2010) ; 2310-8770 ; 2306-4994 (2014)
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O Cinema na aula de inglês: a utilização de filmes em contexto de sala de aula
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The Relationship of Language Proficiency to the Lexical Availability of Learners of Spanish
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In: Lexical Availability in English and Spanish as a Second Language. Educational Linguistics [ISSN 1572-0292], v. 17, p. 103-124 (2014)
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Abstract:
In a classical study under PanHispanic research, the author performs detailed descriptive analyses on the lexical availability output of Spanish foreign language learners. These were distributed on the basis of their language proficiency level on Spanish: basic and advanced. In her study, advanced learners produced a larger number of words than learners in the basic group, in practically all the cue words under examination. The exceptions were ‘The City’ and ‘Games and Entertainment’, where learners at the basic level either outperformed learners at the advanced level or behaved in a similar way. Results for these cue words show that a higher language level does not always result in a higher number of words. Other factors such as the kind of instruction, course input, or learners’ experiences should be taken into account. ; 124 ; 103 ; 22
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Keyword:
5701 Lingüística aplicada; 570111 Enseñanza de lenguas; Advanced Learner; Foreign Language; Lexical Unit; Linguistic Competence; Word Type
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URL: http://hdl.handle.net/10553/74640 https://doi.org/10.1007/978-94-007-7158-1_7
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Navigating through the Australian workplace: mapping the experience of working holiday makers (WHMs) in Brisbane
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English language students’ productive and receptive knowledge of collocations
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In: ExELL (Explorations in English Language and Linguistics), Vol 2, Iss 1, Pp 46-67 (2014) (2014)
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Opinión del profesorado de Lengua extranjera en torno a la integración del componente cultural en el aula de idiomas
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, pags. 265-280 (2014)
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