Results for 'English language'

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  1. Needed Words.Logan Pearsall Smith, Roger Eliot Fry, Graham Wallas & Society for Pure English - 1928 - Clarendon Press.
     
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  2. What We Say, Who We Are: Leopold Senghor, Zora Neale Hurston, and the Philosophy of Language.Parker English - 2009 - Lexington Books.
    In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.
     
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  3.  21
    Adopting a Musical Intelligence and E-Learning Approach to Improve the English Language Pronunciation of Chinese Students.Luqi Wu & Michael McMahon - 2014 - AI and Society 29 (2):231-240.
    This study investigates the use of musical intelligence to improve the English pronunciation of Chinese third level students. It is relevant for a human-centred systems engineering approach to cross-cultural interaction. Language learning is important as valid communication can help interactions and cultural understanding between countries, this also may benefit international stability. There are natural barriers between the English and Chinese language which are reflected in teaching approaches. The teaching of English in Chinese classrooms is removed (...)
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  4. Meaning and Change of Meaning: With Special Reference to the English Language.Gustaf Stern - 1975 - Greenwood Press.
     
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  5. Grammar and Logic in the Nineteenth Century as Seen in a Syntactical Analysis of the English Language / by J.W.F. Rogers. [REVIEW]J. W. F. Rogers - 1883 - Trübner and Co. George Robertson.
     
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  6.  1
    How to Help the Iranian Students of First Grade of Secondary Schools with Their Problems of English as a Foreign Language.Ghaderi Doust Elham - 2017 - International Letters of Social and Humanistic Sciences 78:10-17.
    Publication date: 30 August 2017 Source: Author: Elham Ghaderi Doust Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education (...)
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  7.  17
    The Awful English Language.Hans Johann Glock - forthcoming - Philosophical Papers.
    The ever-increasing dominance of English within analytic philosophy is an aspect of linguistic globalisation. To assess it, I first address fundamental issues in the philosophy of language. Steering a middle course between linguistic universalism and linguistic relativism, I deny that some languages might be philosophically superior to others, notably by capturing the essential categories of reality. On this background I next consider both the pros and cons of the Anglicisation of philosophy. I shall defend the value of (...) as a lingua franca, while denying both the feasibility and the desirability of English as the sole universal language of philosophy. Finally I turn to the linguistic inequality in contemporary analytic philosophy. While it does not per se amount to an injustice, there is a need to level the playing field. But the remedy does not lie in linguistic academic sectarianism. Instead, what might be called for are piecemeal measures to reduce explicit and implicit biases against analytic philosophers on the geographic fringes, biases that are only partly connected to the predominance of English. (shrink)
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  8.  8
    Assessing the Readability of Non-English-Language Consent Forms: The Case of Kiswahili for Research Conducted in Kenya.Caroline Kithinji & Nancy E. Kass - 2010 - IRB: Ethics & Human Research 32 (4):10.
    A large body of literature supports the notion that the language used in informed consent forms is not comprehensible to most research participants. Creating comprehensible informed consent forms for international research presents a further challenge because they are generally written first in English and then translated into the local language. The Kenya Medical Research National Ethical Review Committee determines readability of English consent forms before translation; however, it is neither their policy nor practice to determine whether (...)
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  9.  8
    Publishing in English-Language Journals.Anne J. Davis & Verena Tschudin - 2007 - Nursing Ethics 14 (3):425-430.
    The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, (...)
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  10.  31
    Leibniz and the English Language.Nicholas Rescher - 2013 - The Leibniz Review 23:7-11.
    The only extensive study that Leibniz ever made of an English-language book, his New Essays on John Locke’s 1690 Essay Concerning Human Understanding, was based not on the English original, but on a French translation. And his correspondence with English scholars and political figures was invariably written in Latin or French. In consequence the impression is widespread among Anglophone Leibnizians that he did not know English. However, considerable evidence has come to light in recent years (...)
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  11. The Significance of Doctrine in Kierkegaard's Journals: Beyond an Impasse in English Language Kierkegaard Scholarship.Lee C. Barrett - 2008 - Zeitschrift Für Neuere Theologiegeschichte 15 (1):16-31.
    Ever since the work of Louis Mackey, Kierkegaard: A Kind of Poet, English-language Kierkegaard scholarship has struggled to do justice to the literary-poetic as well as theological-philosophical aspects of the Danish authorship. The first part of this paper traces the development of this debate, noting how Kierkegaard, often in the journals and papers, comments on specific intellectual and doctrinal claims of the Christian faith. The debate between these two ways of reading and understanding is frequently viewed as an (...)
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  12.  3
    Classical Indian Thought and the English Language: Perspectives and Problems Ed. By Mohini Mullick and Madhuri Santanam Sondhi.Alessandro Graheli - 2017 - Philosophy East and West 68 (1):306-312.
    Classical Indian Thought and the English Language: Perspectives and Problems, edited by Mohini Mullick and Madhuri Santanam Sondhi, contains the proceedings of the workshop "Rendering of the Categories of Classical Indian Thought in the English Language: Perspectives and Problems," held in New Delhi in December 2011. Of the ten papers included in this volume, those by Sudipta Kaviraj, S. N. Balagangadhara, and Claus Oetke concern methodological issues of broader application, so they will be reviewed here in (...)
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  13. English-Language Philosophy, 1750 to 1945.John Skorupski - 1993 - Oxford University Press.
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming ever clearer. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century, English-language philosophy. The story begins with Reid, Coleridge, and Bentham--who set the agenda for much that followed--and continues with a portrait of the nineteenth century's greatest British (...)
     
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  14.  3
    English-Language Philosophy 1750-1945.Stuart Brown & John Skorupski - 1993 - Philosophical Quarterly 45 (181):540.
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...)
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  15.  15
    From Pre-Service to in-Service Teachers: A Longitudinal Investigation of the Professional Development of English Language Teachers in Secondary Schools.Mingyue Michelle Gu - 2013 - Educational Studies 39 (5):503-521.
    This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, (...)
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  16.  11
    The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools.Theophilus Mooko * - 2005 - Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and (...)
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  17.  3
    Leibniz and the English Language.Nicholas Rescher - 2013 - The Leibniz Review 23:7-11.
    The only extensive study that Leibniz ever made of an English-language book, his New Essays on John Locke’s 1690 Essay Concerning Human Understanding, was based not on the English original, but on a French translation. And his correspondence with English scholars and political figures was invariably written in Latin or French. In consequence the impression is widespread among Anglophone Leibnizians that he did not know English. However, considerable evidence has come to light in recent years (...)
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  18.  3
    Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language.Liliya Ponomaryova & Elena Osadcha - 2016 - International Letters of Social and Humanistic Sciences 70:62-69.
    Source: Author: Liliya Ponomaryova, Elena Osadcha The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, (...), Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound. ]]>. (shrink)
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  19.  4
    Motivation and Mode: An Attempt to Measure the Attitudes of 'O' Level GCE Candidates to English Language.Carolyn M. Ferguson & J. G. Francis - 1979 - Educational Studies 5 (3):231-239.
    (1979). Motivation and Mode: an attempt to measure the attitudes of ‘O’ level GCE candidates to English language. Educational Studies: Vol. 5, No. 3, pp. 231-239.
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  20.  2
    The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools.Theophilus Mooko* - 2005 - Educational Studies 31 (1):39-53.
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and (...)
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  21.  2
    Point of View in British Sign Language and Spoken English Narrative Discourse: The Example of “The Tortoise and the Hare”.Helen Earis & Kearsy Cormier - 2013 - Language and Cognition 5 (4):313-343.
    Name der Zeitschrift: Language and Cognition - An Interdisciplinary Journal of Language and Cognitive Science Jahrgang: 5 Heft: 4 Seiten: 313-343.
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  22. The English Language Teacher in Global Civil Society.Barbara M. Birch - 2009 - Routledge.
    How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often (...)
     
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  23. English-Language Philosophy 1750-1945.John Skorupski - 1993 - Oxford University Press.
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...)
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  24.  21
    EFL Teachers' Perceptions of English Language Policy at the Elementary Level in Taiwan.Ya‐Chen Su - 2006 - Educational Studies 32 (3):265-283.
    Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan?s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy?s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected (...)
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  25.  16
    English Language Acquisition and Educational Attainment at the End of Primary School.Steve Strand & Feyisa Demie - 2005 - Educational Studies 31 (3):275-291.
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent (...)
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  26.  2
    The Role of Learner Subjectivity and Korean English Language Learners’ Pragmatic Choices.Lynn M. Burlbaw, Katherine L. Wright, Heekyoung Kim & Zohreh R. Eslami - 2014 - Lodz Papers in Pragmatics 10 (1):117-146.
    The main goal of this study was to identify factors motivating pragmatic transfer in advanced learners of English. Based on a cross-cultural comparison of requesting behavior between Koreans and Americans, this study determined the impact of individual subjective motives on pragmatic language choice. Two different groups of subjects participated in this study: 30 Korean participants and 30 American college students. Data were collected by using a Discourse Completion Task. Korean participants provided the data for Korean and English (...)
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  27. Wordsmiths and Warriors: The English-Language Tourist's Guide to Britain.David Crystal & Hilary Crystal - 2013 - Oxford University Press UK.
    Wordsmiths and Warriors explores the heritage of English through the places in Britain that shaped it. It unites the warriors, whose invasions transformed the language, with the poets, scholars, reformers, and others who helped create its character. David and Hilary Crystal drove thousands of miles to locations throughout Britain, David providing the descriptions, Hilary the full-colour photographs. Their book reflects the language's history starting with Anglo-Saxon arrivals and ending in London with apps for grammar. In between lie (...)
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  28.  36
    Poets of the English Language.Joseph P. Clancy - 1952 - Thought: Fordham University Quarterly 27 (3):458-460.
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  29.  4
    English Language Acquisition and Educational Attainment at the End of Secondary School.Feysa Demie & Steve Strand - 2006 - Educational Studies 32 (2):215-231.
    There has been relatively little empirical research on the impact of stage of fluency in English of bilingual pupils. However, this issue is increasingly important given growth in the bilingual school population in England of over one‐third between 1997 and 2004 to around 10% of the school population. This study evaluates the relationship between stage of English fluency and performance in public examinations at age 16 for all pupils within an inner London local education authority. Two methodological approaches (...)
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  30.  21
    The Awful English Language.Hans-Johann Glock - 2018 - Philosophical Papers 47 (1):123-154.
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  31.  12
    The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement.Karen D. Johnson-Webb - 2004 - Inquiry: Critical Thinking Across the Disciplines 24 (1-2):21-31.
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  32.  2
    The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement.Karen D. Johnson-Webb - 2004 - Inquiry: Critical Thinking Across the Disciplines 24 (1-2):21-31.
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  33.  1
    The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement.Karen D. Johnson-Webb - 2004 - Inquiry: Critical Thinking Across the Disciplines 24 (1/2):21-31.
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  34. The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement.Karen D. Johnson-Webb - 2004 - Inquiry: Critical Thinking Across the Disciplines 24 (1/2):21-31.
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  35. English-Language History and the Creation of Historical Paradigm.Catherine Merridale - 1996 - History of the Human Sciences 9 (4):81-98.
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  36.  4
    Alice Jorgensen, Frances McCormack, and Jonathan Wilcox, Eds., Anglo-Saxon Emotions: Reading the Heart in Old English Language, Literature and Culture. Farnham, UK, and Burlington, VT: Ashgate, 2015. Pp. X, 308. $134.95. ISBN: 978-1-4724-2169-2.Table of Contents Available Online at Https://Www.Routledge.Com/Products/9781317180876. [REVIEW]Johanna Kramer - 2018 - Speculum 93 (2):523-525.
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  37.  8
    The Use of English: Language, Law, and Political Culture in Fourteenth-Century England.W. M. Ormrod - 2003 - Speculum 78 (3):750-787.
  38.  5
    Review of Evans, Stephen The English Language in Hong Kong: Diachronic and Synchronic Perspectives. [REVIEW]Xuanzhi Shi & Mark Nartey - 2018 - Pragmatics and Society 9 (1):162-167.
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  39.  4
    Communication Barriers Faced by English Language Learners at a University Level: Factors and Solutions.Polishchuk Oleksandr - 2017 - Science and Education 23 (8):44-48.
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  40.  2
    Stephen Evans The English Language in Hong Kong: Diachronic and Synchronic Perspectives.Xuanzhi Shi & Mark Nartey - 2018 - Pragmatics and Society 9 (1):162-167.
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  41.  61
    From Latin to Linguistic Confusion to English: Language Shifts in Philosophy.Sven Ove Hansson - 2012 - Theoria 78 (1):1-5.
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  42.  37
    An Essay in Comparative Literature God, Man, and Epic Poetry. A Study in Comparative Literature. By H. V. Routh, M.A., University Reader in English Language and Literature, London. Vol. I., Pp. X + 232 (Classical); Vol. II., Pp. Xii + 283 (Medieval). Cambridge: The University Press, 1927. 12s. 6d. Each Volume. [REVIEW]R. B. Onians - 1929 - The Classical Review 43 (06):215-217.
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  43.  26
    The Emergence of World Englishes: Implications for English Language Teaching.Naratip Jindapitak & Adisa Teo - 2013 - Emergence: Complexity and Organization 2 (2).
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  44. John Skorupski, "English-Language Philosophy, 1750-1945". [REVIEW]James Levine - 1995 - International Journal of Philosophical Studies 3 (1):209.
     
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  45.  2
    “The Good Start Method for English” or How to Support Development, Prevent and Treat Risk of Dyslexia in Children Learning English as a Second Language.Marta Bogdanowicz & Katarzyna M. Bogdanowicz - 2016 - Polish Psychological Bulletin 47 (3):265-269.
    Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment (...)
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  46.  2
    Sex Differences in Answers to English Language Comprehension Items.R. Wood - 1978 - Educational Studies 4 (2):157-165.
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  47.  1
    Overcoming Language Anxiety Among the English Language Learners: Psycho-Pedagogical Aspect.Tsymbal Svitlana - 2017 - Science and Education 23 (7):102-106.
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  48.  11
    Lars Malmberg, Ed., Resignation, Durham: Department of English Language and Medieval Literature, 1979. Paper. Pp. 45. £1. [REVIEW]Allen J. Frantzen - 1980 - Speculum 55 (4):872.
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  49. Japanese English Students 'Knowledge of and Attitudes Towards the English Language'.Ilic Peter - 2012 - Fenomenologia. Diálogos Possíveis Campinas: Alínea/Goiânia: Editora da Puc Goiás 12:13-40.
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  50.  14
    Formative Assessment in English Language Education In.Pik-yee Lo & 盧碧儀 - 1993 - Complexity 35 (2.3):3-4.
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