Schmitt karen (38 risultati)

Condizione: very_good. Book is in very good condition and may include minimal underlining highlighting. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service.

Condizione: Good. Meets or exceeds the good condition guidelines. Nice copy. Has writing/highlighting. Five star seller - Buy with confidence.

Hardcover. Condizione: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Soft cover. Condizione: Good - Very Good. 1st Edition. 1983. 1st Edition. Good - Very Good paperback book. A square and tight copy. Some staining on back. Small area on back cover where paper is rough (sticker pulled off maybe?) 48pp. (Tt). Schmitt, Karen (illustratore).

paperback. Condizione: Very Good.

paperback. Condizione: Fine.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Brand New. 224 pages. 9.21x6.14x0.63 inches. In Stock.

Condizione: New.

Condizione: New.

Condizione: New. In English.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

= Archäologische Informationen aus Baden Württemberg, Heft 12. -Kleines Kreuz auf dem Rückendeckel, sonst gutes Exemplar ohne Stempel oder Namenszüge. (HK02a).

hardcover. Condizione: New. In shrink wrap. Looks like an interesting title.

Hardcover. First Edition; First Printing. Very Good+ in a Very Good+ dust jacket.; 9.20 X 6.20 X 0.70 inches; 320 pages.

Condizione: New.

Hardback. Condizione: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.…

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: New.

Condizione: New.

Condizione: New. In English.

Condizione: As New. Unread book in perfect condition.

Hardcover. Condizione: Brand New. 224 pages. 9.21x6.14x0.94 inches. In Stock.

Condizione: New. In English.

Condizione: New.

Condizione: New. 2016th edition NO-PA16APR2015-KAP.

Hardback. Condizione: New. In teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.…