lemma michael (20 risultati)

Condizione: good. Condition: Good â" Used book with some visible wear. May include stickers on the cover, wear or absence of the dust jacket, wear to the spine or inside cover, slight corner curling, minor staining, and wear along the fore edge. All orders are shipped via UPS Mail Innovations and may take up to 10 business days from the initial scan to be delivered.

Paperback. Condizione: Brand New. 56 pages. 10.79x8.35x0.24 inches. In Stock.

Condizione: New.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Brand New. 100 pages. 8.66x5.91x0.23 inches. In Stock.

Condizione: New. Lemma, Michael, arr.|Concerto in A (RV 82) - Movement I |Concerto in A (RV 82) - Movement II |Concerto in A (RV 82) - Movement III |Concerto in C (RV 425) - Movement I |Concerto in C (RV 425) - Movement II |Concerto in C (RV 425) - Movement I.

Taschenbuch. Condizione: Neu. Neuware -The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners.

Condizione: New. pp. 100.

Taschenbuch. Condizione: Neu. Neuware -The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners. 100 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners. 100 pp. Englisch.

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners. 100 pp. Englisch.

Condizione: New. Print on Demand pp. 100 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam.

Condizione: New. PRINT ON DEMAND pp. 100.

Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: W/Michael LemmaLemma W/Michael has obtained his MA in Teaching English as a Foreign Language (TFEL) from Bahir Dar University. Currently, he is working as a lecturer at Bule Hora University, Ethiopia.The aim of this study is to i.

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 100 pp. Englisch.

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The aim of this study is to investigate the listening strategies use of English major students and their learning preference. The study used descriptive statistics and inferential statistics to analyze the data. The result of analysis revealed that the participants employed meta-cognitive listening strategies the most, followed by cognitive and socio-affective listening strategies, and in terms of learning styles, they preferred communicative styles the most and concrete styles the least. Their second and third styles were analytical and authority-oriented. The finding also indicated that both male and female learners utilized meta-cognitive, cognitive and socio-affective listening strategies sequentially. Whereas, the mean scores indicated that male students employed each listening strategy more often than females. The Pearson correlation analysis showed that there was a statistically significant relationship between learning styles and listening strategies employed by the students. Therefore, EFL teachers should involve learning styles into listening strategy instruction. This would help them which kinds of listening strategies should be focused and how to deal with learners.