Sentence examples for learner population from inspiring English sources
The ongoing debate in the field of applied linguistics regarding the advanced language learner population can be summarized as follows.
Teams competing for the Adult Literacy XPRIZE had to develop an app engaging enough that learners would continue using it, effective enough that using it translates to learning, and appropriate for a learner population that struggles with technical literacy and often uses older model phones with inconsistent internet connectivity.
In China, the past thirty years or so have seen the robust development of English as a Foreign Language (hereafter EFL) testing in terms of both theory and practice so as to meet the pressing need of the rapidly expanding EFL learner population.
In mainland China, a large number of English language assessments have been developed by educational and examinations authorities at different levels to meet the demand of the huge and ever-growing English learner population (Cheng & Curtis 2010), for example, The Tsinghua English Proficiency Test (TEPT) (Tsinghua English Proficiency Test Group 2012) and The Fudan English Test (Fan & Ji 2013).
Of these, 51 (68%) are primary schools with a learner population of 25,606 from grades R to 7. The remaining 24 (32.0%) are secondary schools with a learner population of 16,546 in grades 8 to 12.
There are a total of 75 schools in this sub-district with a learner population of 42,152.
Moreover, even when contextually innovative tests are introduced, different learner populations may well behave differently.
However, differences in usage levels between native and learner populations does not show exactly when in a grmmar curriculum the feature should most critically be taught to learners.
This study surveys the design, methods and procedures reported in needs analyses (NAs) conducted for specialized English learner populations in varying contexts over the last thirty years (1984 2014).
To develop a stronger and broader validity argument, washback research with a variety of learner populations within a particular context is required.
Furthermore, the schools learner populations may differ by schools and the geographic variability in the prevalence of HIV infection is likely to be different across the district.
