41. Extends Language Learning Time and Place:
As many researchers have noted, e - mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e - mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e - mails from the comfort of their own room, from a public library or from a cyber - cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
42. Provides a Context for Real - world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e - mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e - mail lends a fe
41. Extends Language Learning Time and Place:
As many researchers have noted, e - mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e - mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e - mails from the comfort of their own room, from a public library or from a cyber - cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
42. Provides a Context for Real - world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e - mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e - mail lends a fe
| Language learning begins with
listening. Individual children vary greatly in the amount of listening they do
before they start speaking, and late starters are often long listeners. Most
children will "obey" spoken instructions some time before they Can speak, though
the word "obey" is hardly accurate as a description of the eager and delighted
cooperation usually shown by the child. Before they can speak, many children
will also ask questions by gestures and by making questioning noises. Any attempt to trace the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves out as particularly indicative of delight, distress, sociability, and so on. But since these cannot be A. may have problems with their hearing B. usually pay close attention to what they hear C. often take a long time in learning to listen properly D. probably do not hear enough language spoken around them [简答题]People employ different language learning strategies while they are learning English. Please describe, and evaluate three language-learning strategies you often use from your learning experience.
[填空题]Suggestopaedia believes that language learning can occur at a much faster rate than it is often expected if learners can make better use of their______ powers.
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