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The information of the participants will be presented in section 3.1
... Table 3-9: An Example of Part III: Listening to Monologues You will hear: Welcome, ...that will save you money. It’s called the Handy ...start the machine and drop the ... 完全なドキュメントを参照
We will first describe the participants of the study in Section 3.1
... during the class period. By doing this, we helped narrow down the information to an amount that the learners were able to digest in a fifty-minute class ...period. The question ... 完全なドキュメントを参照
Section 3.1 describes the participants of the study
... Instead of a multiple choice format, an interview can avoid reminding the participants of any metacognitive ...avoid the prompt of one listener’s suggestion of strategy ... 完全なドキュメントを参照
first presents the background information of the participants, along with the research
... presents the background information of the participants, along with the research instruments, including the ESL Version of Daly-Miller Writing Apprehension Test, ... 完全なドキュメントを参照
In section 3.1, I will describe the background information of the subjects
... on the interpretation of ambiguity property of QNPs, which is however one purpose of the present ...result, the tasks adopted by previous researchers are not suitable for ... 完全なドキュメントを参照
The major findings of the present study will be summarized in Section 5.1
... CONCLUSION In the present study, the differences between male and female speech in TV talk shows in Taiwan were ...examined. The major findings of the present study ... 完全なドキュメントを参照
First, the overview of the study will be presented
... done in the current studies, other forms of contact, such as exchanging class letters, video-conferencing and on-line talking with SKYPE, could be added in to increase the ... 完全なドキュメントを参照
Finally, the summary of this chapter will be presented.
... different participants, it is presumable that women may adjust their linguistic behavior in socio-political talk shows in order to have the same performance as male ...women in public ... 完全なドキュメントを参照
Finally, a summary of the chapter will be given in section 2.4
... while the purpose of testing dialogues was to evaluate listeners’ comprehension ability of continual talks and the ability to ...to the results of the pretest, listeners ... 完全なドキュメントを参照
major findings are presented in section 5.1. The impact of the results on practical
... students learn than text-only glosses. Therefore, if visual cues are available, it is worthwhile to put visual cues beside textual information. The study shows that glosses are better remembered when they ... 完全なドキュメントを参照
The first section is a brief description of the participants
... all the participants did the reading section of a mock GEPT-Intermediate Level to have their English reading proficiency ...within the same week, the pre-test and ... 完全なドキュメントを参照
Then, the results derived from the on-line searching task phase will be presented.
... that the four variables regarding students’ cognitive structures, including “extent”, “Richness”, “integratedness” and the usage of the “comparing” information processing modes, were ... 完全なドキュメントを参照
Conclusions will be provided in the end
... ideas. In this study, the teacher-researcher used discussion moves to help students build meaning of the text and perform deep ...E in the study to notice key information; ... 完全なドキュメントを参照
Section 2.1.1 will discuss linguistic features of Chinese topics from the semantic perspective while section 2.1.2 the syntactic perspective
... topics. In addition to syntactic features, semantic features such as definite NPs, generic NPs, and indefinite NPs were also ...participated in the study. To elicit the topic constructions by ... 完全なドキュメントを参照
Finally, the background information of the subjects is given in section 4.4
... because of its salient form is partly supported 5.3 Two Methodological Concerns: Task Effect and Group Effect In this section we will take a look at two important issues in SLA ... 完全なドキュメントを参照
Then in section 2.3, we will examine the role of formulaic sequences in second/foreign language learning contexts. Later, in section 2.4, previous
... present the sequences in various contexts and to learn more about their ...followed the reading classes. The participants wrote four essay articles with lists of frequently used ... 完全なドキュメントを参照
Next, the introduction of the backshifted tense principle in counterfactual conditionals will be given in section 2.1.3
... (9)假如所有的圓圈都很大，如果這個小三角形 ”△”是一個圓圈，那麼這個三角形是不是很大？ Jia ru suo you de yuan cyuan dou hen da，ru guo jhe ge ge siao san jiao sing shih yi ge yuan cyuan na me jhe ge san jiao sing shih bu shih heh da？ “If all circles were large ... 完全なドキュメントを参照
In section 1, the background profiles of the participants are stated
... After the construction of target choices and the accompanying distractors, all these alternatives were subject to analyses of lexical frequency via a combination of three word lists, to ... 完全なドキュメントを参照
Finally, the limitations of the present study and suggestions for further research will be reported in section 5.3.
... Finally, the limitations of the present study and suggestions for further research will be reported in section ...Summary The present study investigates the ... 完全なドキュメントを参照
of four parts. The participants and their background are introduced in section 3.1.
... items in total. It was designed by professors of the English Department in National Taiwan Normal ...University. In part I, students would hear a dialogue between two ...selected ... 完全なドキュメントを参照
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