Sentence examples for aimed at learners from inspiring English sources
Referential activities are aimed at learners' structural patterns of language.
Such enhancements are in fact essential for systems aimed at learners with disabilities like deafness (where mouth and tongue movements of the virtual agent observed by the learner can help with articulation), autism, or aphasia (Massaro et al. 2012; Cole et al. 2007).
This teaching step is aimed at providing learners with language knowledge and intercultural knowledge by exposing learners to a wide range of authentic texts and sources (oral, written, and visual) about language and different cultures.
Researchers and foreign language (FL) educators alike have investigated changes in learners' intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters.
The first conception, called normalization, is aimed at making learners with impairments similar to other classmates.
The second research question aimed at assessing learners' cognitive load in the presence of Reciprocative Dynamic Linking.
More importantly, varying degrees of emphasis need to be placed on different rhetorical steps while language instructors design teaching materials aimed at guiding learners in the writing of research introductions in courses on English for Research Purposes (ERP).
This also reflects the fact that most of these studies focused on skills training and basic knowledge comprehension, while few were conducted in the domains aimed at fostering learners' higher order thinking competences, such as problem solving or critical thinking.
The findings of this study have contributed to the advancement of genre knowledge in that they have shed some light on how instructors can design relevant teaching materials aimed at helping learners to foreground the value of their studies in the later portions of their research reports.
Today's postgraduate training programmes increasingly incorporate educational elements specifically aimed at stimulating learners' self-regulation, such as reflection on experiences, formulating learning goals and documentation of learning in a portfolio [ 24- 26].
Stegmann, Wecker, Weinberger, and Fischer (2012) employed an external collaboration script aimed at supporting learners in online discussions to construct arguments on a scriptlet level with a claim, ground, and qualification.
