LEADER 00914cam0 22002773 450 001 SOB019394 005 20151209192631.0 010 $a8848113079 100 $a20040211d2001 |||||ita|0103 ba 101 $aita 102 $aIT 200 1 $aMicrosoft Exchange 2000 Server$fTony Redmond 210 $aMilano$cTecniche Nuove$d2001 215 $aXVIII,478 p.$d24 cm.$e1 CD-ROM 225 2 $aInformatica$eI grandi manuali 410 1$1001LAEC00018519$12001 $a*Informatica : I grandi manuali 700 1$aRedmond$b, Tony$3AF00012384$4070$0627530 801 0$aIT$bUNISOB$c20151209$gRICA 850 $aUNISOB 852 $aUNISOB$j500$m113626 912 $aSOB019394 940 $aM 102 Monografia moderna SBN 941 $aM 957 $a500$b000543$gRIS$d113626$rACQUISTO$tP$1bethb$2UNISOB$3UNISOB$420151209192614.0$520151209192631.0$6bethb 996 $aMicrosoft Exchange 2000 Server$91676653 997 $aUNISOB LEADER 01066nam a2200277 i 4500 001 991004196399707536 005 20020509155904.0 008 010704s1985 it ||| | ita 035 $ab11286027-39ule_inst 035 $aPARLA198064$9ExL 040 $aDip.to Filosofia$bita 082 0 $a501 100 1 $aPiaget, Jean$024722 245 10$aPsicogenesi e storia delle scienze /$cJean Piaget e Rolando Garcia ; presentazione di Mauro Ceruti 260 $aMilano :$bGarzanti,$c1985 300 $a314 p. ;$c21 cm. 490 0 $aSaggi Rossi 500 $aTit. orig.: Psycogenèse et histoire des sciences 650 4$aFilosofia della scienza 700 1 $aGarcia, Rolando$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0614924 907 $a.b11286027$b23-02-17$c01-07-02 912 $a991004196399707536 945 $aLE005IF XXXVIII G 21$g1$i2005000196256$lle005$o-$pE0.00$q-$rl$s- $t0$u1$v1$w1$x0$y.i11451464$z01-07-02 996 $aPsicogenesi e storia delle scienze$91457391 997 $aUNISALENTO 998 $ale005$b01-01-01$cm$da $e-$fita$git $h0$i1 LEADER 00746nam a2200217 i 4500 001 991003297179707536 005 20020503190035.0 008 990925s1914 it ||| | ita 035 $ab10485326-39ule_inst 035 $aEXGIL118405$9ExL 040 $aBiblioteca Interfacoltà$bita 100 1 $aRapisardi, Mario$0161794 245 10$aLettere a Rap/Rapisardi, Mario 260 $aPalermo :$bPedone,$c1914 300 $a170 p. ;$c19 cm. 907 $a.b10485326$b02-04-14$c27-06-02 912 $a991003297179707536 945 $aLE002 Fondo Giudici A 547$g1$iLE002G-1969$lle002$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i10560270$z27-06-02 996 $aLettere a Rap$9214915 997 $aUNISALENTO 998 $ale002$b01-01-99$cm$da $e-$fita$git $h0$i1 LEADER 02998nam 22005295 450 001 9910863170703321 005 20240322013432.0 010 $a9783030561161 010 $a303056116X 024 7 $a10.1007/978-3-030-56116-1 035 $a(CKB)4100000011413908 035 $a(MiAaPQ)EBC6340252 035 $a(DE-He213)978-3-030-56116-1 035 $a(EXLCZ)994100000011413908 100 $a20200904d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPronunciation Instruction in English for Academic Purposes $eAn Investigation of Attitudes, Beliefs and Practices /$fby John Hodgetts 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (XVI, 251 p. 21 illus., 5 illus. in color.) 225 1 $aSecond Language Learning and Teaching,$x2193-7656 311 08$a9783030561154 311 08$a3030561151 327 $a1. Introduction -- 2. Pronunciation Instruction: Background, Techniques and Relevant Studies -- 3. Suprasegmental Instruction and Intelligibility -- 4. Methodology: The Mixed Methods Approach -- 5. Results, Analysis, and Discussion -- 6. Conclusion and Recommendations for Future Practice. 330 $aThis book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses. 410 0$aSecond Language Learning and Teaching,$x2193-7656 606 $aLanguage and languages$xStudy and teaching 606 $aApplied linguistics 606 $aLanguage Education 606 $aApplied Linguistics 615 0$aLanguage and languages$xStudy and teaching. 615 0$aApplied linguistics. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 676 $a421.52 700 $aHodgetts$b John$0885277 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910863170703321 996 $aPronunciation instruction in English for academic purposes$92085063 997 $aUNINA