Didactic Model : teaching the English temporal system to Arabic freshman learners of English
[Abstract] | |
النوع | مقال |
ردمد | 16570790 |
مصدر المعلومات | |
المؤلف | Hmidani, Thana. Near East University, Mersin, Turkey |
الصفحات | pp. 81-97 |
ملاحظة عامة |
Peer reviewed
|
المصدر | PROFILE : Issues in Teachers' Professional Development. Vol. 19, Supplement 1, 2017 |
الناشر |
Bogotá: Universidad Nacional de Colombia، 2017
|
عنوان الناشر |
Carrera 30 No. 45-03 Ciudad Universitaria. Bogotá. Colombia. Universidad Nacional de Colombia. T: 005713165000. F: 005713165000. rprofile_fchbog@unal.edu.co. http://www.revistas.unal.edu.co/index.php/prof.
|
ERIC رقم الوثيقة في | EJ1162535 |
المصدر الالكتروني | Full text (PDF) |
الواصفات | Didactics - Teaching models - Arabic - Native language - University students - Main subjects (higher education) - Medical education - Intensive language courses - English - Second language instruction - Grammar - Vocabulary development - Saudi Arabia |
لغة الوثيقة | الانكليزية |
البلد | كولومبيا |
This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocabulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence. (As Provided)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) : | |
Hmidani, Thana. (2017). Didactic Model : teaching the English temporal system to Arabic freshman learners of English. PROFILE : Issues in Teachers' Professional Development. Vol. 19, Supplement 1, 2017. pp. 81-97 تم استرجاعه من search.shamaa.org . |