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epub Teacher Talk: How Teachers Modify Their Speech When Addressing Learners of Swedish as a Second Language download

by Gisela Hakansson

  • ISBN: 0862381576
  • Author: Gisela Hakansson
  • ePub ver: 1109 kb
  • Fb2 ver: 1109 kb
  • Rating: 4.3 of 5
  • Language: English
  • Pages: 134
  • Publisher: Chartwell-Bratt Publishing & Training Ltd (December 1989)
  • Formats: lrf mbr docx txt
  • Category: Reference
  • Subcategory: Foreign Language Study & Reference
epub Teacher Talk: How Teachers Modify Their Speech When Addressing Learners of Swedish as a Second Language download

Show downloadable dissertations only. University dissertation from Lund University Press.

By (author) Gisela Hakansson. We can notify you when this item is back in stock.

Hâkansson, . 1987, Teacher Talk: How teachers modify their speech when addressing learners of Swedish as a second .

Lund University Press: Lund. Hamann C. (eds) The Acquisition of Scrambling and Cliticization. Studies in Theoretical Psycholinguistics, vol 26.

Håkansson, G. (1987). Lund, Sweden: Lund University Press. Hengirmen, M. (2001). Turkish grammar for foreign students.

1987) Teacher talk: How teachers modify their speech when addressing learners of Swedish as a second . Håkansson, G. (2007) Teacher talk and the PT hierarchy: Is there a connection and in that case – why?

Lund: Lund University Press. Lund: Department of Linguistics, Lund University. (2007) Teacher talk and the PT hierarchy: Is there a connection and in that case – why? Paper presented at EuroSLA, Newcastle, Sept 10th 2007.

TTT (Teacher Talking Time) is the time a teacher spends talking in the classroom. It can be in the form of instructions, questions, explanations, lecturing or otherwise. However, we all have heard the feedback; You do not allocate enough student-talking time in class.

It has helped teachers to understand the factors that determine whether .

The use of these various terms has led to confusion about the training options for both prospective students and for employers.

The transcripts of NS teacher-NNS student interactions in an evening ESL course revealed a number of techniques that made teacher-student communication effective. In addition, instructors may use personal pronouns to identify with or detach themselves from their students.


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