Sentence examples for learners produce from inspiring English sources
Pedagogic relations are not only enacted orally between teachers and learners, but include relations between producers of texts and learners, the texts that learners produce for evaluation, and teachers' spoken and written evaluations of learners' texts, together with relations between learners.
The ultimate goal of both the learners and the teachers is to have learners produce writing that effectively communicates a message.
Teachers need to adopt research based methods of L2 teaching since research based methods have been successful in helping L2 learners produce writing that is a satisfactory level of linguistic proficiency and mastery of academic writing.
Therefore, on day one, the effort was focused on affording a suitable context in which enough input could be presented to the learners; however, on the next lesson, it was attempted to make learners produce an output which required the use of previously acquired target forms.
five learners produced a rising pitch movement.
While the native speakers all produced a fall, ten out of the twelve L2 learners produced a rise.
While dynamic learning stresses the idea of joint interactions between learners, it fails to account for the pauses of silence where learners produced no output.
The researcher found that in both FFPR and synchronous CAPR modes, the learners produced a higher number of global feedback than they did in the asynchronous CAPR mode.
However, in single gender pairs, the interaction looked more natural and more dynamic, and the learners produced more interaction, interrupted each other more often, used more informal language and more frequently challenged each other.
Yet, this contradicts results of other two studies Anderson et al., 2010 & Chang, 2010) showing that learners produced a higher number of local comments focusing on the language issues.
It was observed that while performing the reasoning-gap tasks applied in this study, the EFL learners produced four types of private speech, repetition, translation, filler, and question, in both their L1 and L2.
