The Impact of Task-Based Language Teaching on EFL Acquisition
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This book is an attempt, extracted from a thesis submitted in partial fulfillment of the requirement for the degree of Master of Art in Teaching English as a Foreign Language (TEFL), Islamic Azad University, Garmsar Branch, Faculty of Humanity, English Language Department. It is commonly agreed that explicit and implicit knowledge exist separately. Yet, there is noticeable dispute over the relationship between the two, particularly with respect to the role of instruction in the process of their acquisition. In this book we read: "The Impact of Structured Input and Consciousness Raising Tasks o...
This book is an attempt, extracted from a thesis submitted in partial fulfillment of the requirement for the degree of Master of Art in Teaching English as a Foreign Language (TEFL), Islamic Azad University, Garmsar Branch, Faculty of Humanity, English Language Department. It is commonly agreed that explicit and implicit knowledge exist separately. Yet, there is noticeable dispute over the relationship between the two, particularly with respect to the role of instruction in the process of their acquisition. In this book we read: "The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners".
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