Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/1686
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dc.contributor.authorKonieczna, Anna-
dc.date.accessioned2012-01-05T09:20:59Z-
dc.date.available2012-01-05T09:20:59Z-
dc.date.issued2011-
dc.identifier.citationGlottodidactica, Vol. 37/1 (2011), s. 85-93pl_PL
dc.identifier.isbn83-232-1043-8-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/1686-
dc.description.abstractThe paper analyses the ways in which the terms processes and strategies are defined within literature reporting verbal protocols on reading. The main argument presented concerns the fact that distinguishing between the two terms in not always based on the same criteria.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectStrategiespl_PL
dc.subjectProcessespl_PL
dc.subjectVerbal protocolpl_PL
dc.subjectVerbal report,pl_PL
dc.subjectThink aloudpl_PL
dc.subjectReadingpl_PL
dc.titleTerminological and conceptual dilemma: strategies and processes as elicited through verbal reports on readingpl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 37 (2011)

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