LEADER 01004nam--2200337---450- 001 990003553060203316 005 20110721125555.0 010 $a978-0-19-923253-6 035 $a000355306 035 $aUSA01000355306 035 $a(ALEPH)000355306USA01 035 $a000355306 100 $a20110721d2008----km-y0itay50------ba 101 $aeng 102 $aGB 105 $aa---||||001yy 200 1 $aNew directions in ancient pantomime$fedited by Edith Hall and Rosie Wyles 210 $aOxford$aNew York$cOxford University Press$d2008 215 $aXVII, 481 p.$cill.$d22 cm 606 0 $aPantomima$xTeatro$xStoria$zAntichità$2BNCF 676 $a792.3 702 1$aHALL,$bEdith 702 1$aWYLES,$bRosie 801 0$aIT$bsalbc$gISBD 912 $a990003553060203316 951 $aXIII.1.B. 937$b229293 L.M.$cXIII.1.B.$d00298148 959 $aBK 969 $aUMA 979 $aIANNONE$b90$c20110721$lUSA01$h1255 996 $aNew directions in ancient pantomime$91116449 997 $aUNISA LEADER 04712nam 2200733 a 450 001 9910453583203321 005 20210525010426.0 010 $a1-78892-062-7 010 $a1-281-87844-8 010 $a9786611878443 010 $a1-84769-099-8 024 7 $a10.21832/9781847690999 035 $a(CKB)1000000000553062 035 $a(EBL)370270 035 $a(OCoLC)437237420 035 $a(SSID)ssj0000189003 035 $a(PQKBManifestationID)12058246 035 $a(PQKBTitleCode)TC0000189003 035 $a(PQKBWorkID)10156173 035 $a(PQKB)10203646 035 $a(MiAaPQ)EBC370270 035 $a(DE-B1597)513618 035 $a(OCoLC)435414581 035 $a(DE-B1597)9781847690999 035 $a(PPN)16842388X 035 $a(Au-PeEL)EBL370270 035 $a(CaPaEBR)ebr10257269 035 $a(CaONFJC)MIL187844 035 $a(EXLCZ)991000000000553062 100 $a20080319d2008 uy 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage learning strategies in independent settings$b[electronic resource] /$fedited by Stella Hurd and Tim Lewis 205 $a1st ed. 210 $aBristol, UK ;$aBuffalo, NY $cMultilingual Matters$dc2008 215 $a1 online resource (347 p.) 225 1 $aSecond language acquisition ;$v33 300 $aDescription based upon print version of record. 311 0 $a1-84769-097-1 311 0 $a1-84769-098-X 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tThe Contributors --$tIntroduction --$tChapter 1: Language Learning Strategies in Independent Language Learning: An Overview --$tChapter 2: Individual Variation and Language Learning Strategies --$tChapter 3: Hero With a Thousand Faces: Learner Autonomy, Learning Strategies and Learning Tactics in Independent Language Learning --$tChapter 4: Independent Second Language Reading as an Interdependent Process --$tChapter 5: Learning Strategies for Listening Comprehension --$tChapter 6: Second Language Composition in Independent Settings: Supporting the Writing Process with Cognitive Strategies --$tChapter 7: Speaking Strategies for Independent Learning: A Focus on Pragmatic Performance --$tChapter 8: Bringing the Learner Back Into the Process: Identifying Learner Strategies for Grammatical Development in Independent Language Learning --$tChapter 9: Deliberate and Incidental: Vocabulary Learning Strategies in Independent Second Language Learning --$tChapter 10: Strategies for Acquiring Intercultural Competence --$tChapter 11: Learning Logs and Strategy Development for Distance and Other Independent Language Learners --$tChapter 12: Affect and Strategy Use in Independent Language Learning --$tChapter 13: Collaborative Language Learning Strategies in an Email Tandem Exchange --$tChapter 14: Self-correction Strategies in Distance Language Learning --$tChapter 15: Strategies for Online Learning Environments --$tChapter 16: Integrating Strategy Instruction into Learning Materials --$tIndex 330 $aLanguage learning strategies have been a topic of research for roughly three decades. Broadly speaking, that research has focused on classroom tuition, predominantly at secondary level. Increasingly, however, language learning occurs in independent settings, whether at distance, on Institution-Wide Language Programmes (IWLPs), or in virtual environments. Success in independent language learning is achieved by autonomous individuals with a capacity for self-regulation. Yet we still know relatively little about the specific means they use to learn effectively, whether in terms of the affective strategies they employ to sustain motivation, the metacognitive strategies required for planning, monitoring and evaluating their learning, or the specific cognitive strategies applied to difficult learning tasks. These are all discussed and evaluated in Language Learning Strategies in Independent Settings. 410 0$aSecond language acquisition (Clevedon, England) ;$v33. 606 $aLanguage and languages$xStudy and teaching 606 $aIndependent study 606 $aSecond language acquisition 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aIndependent study. 615 0$aSecond language acquisition. 676 $a418.0071 701 $aHurd$b Stella$01043127 701 $aLewis$b Tim$f1946-$01043128 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453583203321 996 $aLanguage learning strategies in independent settings$92467875 997 $aUNINA LEADER 01175nam 2200397 450 001 9910818658303321 005 20200520144314.0 010 $a2-7592-2808-8 035 $a(CKB)4100000006096382 035 $a(MiAaPQ)EBC5502821 035 $a(Au-PeEL)EBL5502821 035 $a(OCoLC)1049974563 035 $a(EXLCZ)994100000006096382 100 $a20180921d2018 uy 0 101 0 $afre 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDes Oiseaux et des Hommes $eFonctions ecologiques et Services ecosystemiques /$fJacques Blondel, Jean-Francois Desmet ; preface de Virginie Maris 210 1$aVersailles Cedex :$cEditions Quae,$d2018. 215 $a1 online resource (167 pages) 311 $a2-7592-2806-1 606 $aEcosystem 615 0$aEcosystem. 676 $a615.902 700 $aBlondel$b Jacques$070220 702 $aDesmet$b Jean-Francois 702 $aMaris$b Virginie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818658303321 996 $aDes Oiseaux et des Hommes$94095298 997 $aUNINA