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dc.contributor.authorZAWODNIAK, JOANNA-
dc.date.accessioned2012-03-26T10:55:00Z-
dc.date.available2012-03-26T10:55:00Z-
dc.date.issued2001-
dc.identifier.citationGlottodidactica, Vol. 29, 2001, s. 149-159pl_PL
dc.identifier.isbn83-232-1329-1-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/2351-
dc.description.abstractTeaching a foreign language to young learners requires of the teacher a special ability to involve them in a variety of activities explicitly accommodating their need for whole-person enjoyment and implicitly fostering their L2 knowledge. This complex pedagogic task is likely to be achieved with reliance on the multi-sensory approach which is recommended by the European Co-operation Programs as an alternative L2 teaching trend encompassing universal, proactive qualities and educational diversity. Consequently, the following paper highlights the multisensoiy approach as the driving force of the lexically oriented syllabus designed by the author for young children learning English as a foreign language. The said syllabus design is presented through the empirical filter of knowledge claims and value judgements about its efficiency.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectImplicationspl_PL
dc.subjectMulti-sensory Approachpl_PL
dc.subjectL2pl_PL
dc.titleIMPLICATIONS OF MULT-SENSORY APPROACH FOR CHILD L2 VOCABULARY ACQUISITIONpl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 29 (2001)

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