IMPLICATIONS OF MULT-SENSORY APPROACH FOR CHILD L2 VOCABULARY ACQUISITION

dc.contributor.author	ZAWODNIAK, JOANNA
dc.date.accessioned	2012-03-26T10:55:00Z
dc.date.available	2012-03-26T10:55:00Z
dc.date.issued	2001
dc.description.abstract	Teaching 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.identifier.citation	Glottodidactica, Vol. 29, 2001, s. 149-159	pl_PL
dc.identifier.isbn	83-232-1329-1
dc.identifier.issn	0072-4769
dc.identifier.uri	http://hdl.handle.net/10593/2351
dc.language.iso	en	pl_PL
dc.publisher	Wydawnictwo Naukowe UAM	pl_PL
dc.subject	Implications	pl_PL
dc.subject	Multi-sensory Approach	pl_PL
dc.subject	L2	pl_PL
dc.title	IMPLICATIONS OF MULT-SENSORY APPROACH FOR CHILD L2 VOCABULARY ACQUISITION	pl_PL
dc.type	Artykuł	pl_PL

Files

Now showing 1 - 1 of 1

Name:: 10 Joanna ZAWODNIAK, Implications of Multi-sensory Approach for Child L2 Vocabulary Acquisition.pdf
Size:: 3.91 MB
Format:: Adobe Portable Document Format

Now showing 1 - 1 of 1