By Stuart Redman
A photocopiable source e-book of vocabulary actions. This source ebook of vocabulary perform actions permits lecturers to educate vocabulary communicatively within the lecture room. The e-book offers quite a few stimulating actions which require rookies to actively use the objective vocabulary. It develops studying abilities, aiding novices to turn into extra effective in establishing, storing and remembering new vocabulary. possible use with transparent teacher's notes at the left hand pages and dealing with photocopiable worksheets at the correct. This lower-intermediate to intermediate source ebook is observed through a cassette for additional perform of the main vocabulary.
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Extra resources for A Way with Words Resource Pack 1 Book (Cambridge Copy Collection)
J. R. H. 572–595). Oxford: Oxford University Press. , & Ramsden, P. (1983). Understanding student learning. London: Routledge. , & Zhang, P. (2005). Flow in computer-mediated environments: Promises and challenges. Communications of the Association for Information Systems, 15, 82–101. W. (1992). Interestingness. British Journal of Psychology, 83, 113–128. Garner, W. R. (1962). Uncertainty and structure as psychological concepts. New York: Wiley. Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation.
J. (2008a). Appraisal components and emotion traits: Examining the appraisal basis of trait curiosity. Cognition and Emotion, 22(1), 94–114. Silvia, P. J. (2008b). Interest—The curious emotion. Current Directions in Psychological Science, 17(1), 57–60. J. (2009). Looking past pleasure: Anger, confusion, disgust, pride, surprise, and other unusual aesthetic emotions. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 48–51. van der Sluis, F. (2013). When complexity becomes interesting: An inquiry into the information experience.
See Schraw and Lehman 2001; Tobias 1994). However, it may also be possible, as claimed by Silvia (2003), that those variables affect interest indirectly by affecting a text’s complexity or novelty. Regardless of whether a variable affects interest directly or indirectly, an awareness of a broad set of variables is important for educators and language educators working to stimulate students’ interest in learning. Silvia (2003) himself also acknowledges the limitation of his proposal and calls for further studies to investigate whether some indirect variables such as self-efficacy can have direct effect on interest beyond uncertainty, or indirectly affect interest via other pathways.