Results 301 to 310 of about 2,217,640 (355)

Students’ Perceptions on the Use of Self-Assessment in Writing Competence

Jurnal Pendidikan Bahasa Inggris Undiksha
The use of self-assessment is not effective, this is the result of a lack of guidance or support provided by teachers during self-assessment which is a common reason.
Kadek Fradita Febyone, Ni Luh Putu Eka Sulistia Dewi, Luh Gede Eka Wahyuni, A. .. G. Y. Paramartha   +3 more
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Assessing Writing Competence in Teacher Education

Action in Teacher Education, 1994
Abstract The literacy needs of our diverse multicultural society are so compelling that writing needs to receive increased emphasis at all levels of schooling. In programs designed for the preparation of classroom teachers, writing competence as an admission or exit requirement is of importance for at least three reasons.
Izar Martinez, William Strong
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Metaphorical Competence in ESL Student Writing

RELC Journal, 2011
In language teaching, emphasis is usually placed on grammatical competence rather than metaphorical competence to improve a learner’s proficiency in the target language. Research has shown that figurative language poses a problem for second language learners whether it is in their ability to interpret, process, or produce metaphors.
Sujata S. Kathpalia, Heah Lee Hah Carmel
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Pragmatic Competence in an Email Writing Task: Influences of Situation, L1 Background, and L2 Proficiency

Written Communication
The study examines a corpus of 306 request emails written by 32 English-speaking (ES) teachers and 121 L2 learners from distinctive L1 backgrounds (i.e., Chinese, French, Spanish) and with different levels of L2 proficiency.
Wenjuan Qin, Roujia Jia, Wei Ren
semanticscholar   +1 more source

Productive Competences—Speaking, Writing, Mediating

2018
Traditionally, the content of English language teaching was conceptualised in four skills: listening and reading (receptive skills), speaking and writing (productive skills). More recently, the categorisation of language knowledge and performance has changed: Now the use of our own language, e. g.
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[Writing competence of deaf adults].

Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP), 2002
Although all over the world deaf people face the same problems acquiring spoken and written language, detailed empirical studies are missing. The aim of this study was a grammatical analysis o faxes written by deaf adults. 236 faxes were selected from two Australian institutions. Analysis dealt with lexicon, morphology and syntax.
B, Eisenwort, R, Vollmann, U, Willinger, D, Holzinger   +3 more
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The Role of Writing Apprehension in Writing Performance and Competence

The Journal of Educational Research, 1981
AbstractThe role of apprehension in the writing competency and writing performance of 110 undergraduates was investigated. The hypotheses were that high apprehensives would perform differently than low apprehensives on standardized tests of writing-related skills (competency) and on two essays of different types (performance).
Lester Faigley, John A. Daly, Stephen P. Witte   +2 more
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Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence

Reading & Writing, 2022
Yuan Yao, Xinhua Zhu
semanticscholar   +1 more source

Linguistic competence, reading, writing problems and remediation

Bulletin of the Orton Society, 1981
The nature of the relation between oral language knowledge and reading behavior has been a matter of empirical and pedagogical inquiry for some time. In recent years, old observations on postulated relations have re-emerged and been described by new terminology. The necessity of relating orthography to phonology, or letters to sounds, addressed some 50
Paula Menyuk, James Flood
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Toward Competent Writing in the Workplace

Journal of Technical Writing and Communication, 1988
Findings from a comparison of undergraduate and on-the-job writers recommend some changes in traditional methods of teaching technical writing in college. Freshmen, sophomores, juniors, and “competent” writers in business and industry were given the same composing task.
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