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Estatísticas > Maxwell em Números

Subtipo: MONOGRAFIA DE ESPECIALIZAÇÃO
Conteúdos Por Língua: EN
Nº de conteúdos:

Título
1 [en] THE LANGUAGE CLASSROOM: CHAOS OR COMPLEXITY?
2 [en] AFFECT IN LANGUAGE LEARNING: UNDERSTANDING STUDENTS RELUCTANCE TOWARDS SPEAKING ACTIVITIES
3 [en] INVESTIGATING THE TURN-TAKING SYSTEM IN AN EFL CLASS FOR YOUNG LEARNERS: INSTITUTIONAL AND PERSONAL AGENDAS IN ACTION
4 [en] ANALYZING COURSE BOOK ADEQUACY AND STUDENTS’ NEEDS IN A BUSINESS ENGLISH CONTEXT
5 [en] MUSIC VIDEOS: UNFOLDING INTERACTION, VISUAL AND VERBAL MEANINGS
6 [en] THE IN BETWEEN LANGUAGES: THE CROSS-LINGUISTIC INFLUENCE BETWEEN SECOND AND THIRD LANGUAGES IN WRITTEN PRODUCTION
7 [en] ENGLISH AND ENGLISHES: A PRELIMINARY STUDY OF THE BRAZILIAN NONNATIVE SPEAKERS EFFECT UPON STANDARD ENGLISH
8 [en] I FINALLY FOUND A PLACE FOR MY QUESTIONS
9 [en] IMAGES IN A TEXTBOOK OF ENGLISH AS A FOREIGN LANGUAGE: PERCEPTIONS OF STUDENTS AND TEACHER
10 [en] WHY LEARNER AUTONOMY? WHY NOT?: A CASE STUDY OF AN ENGLISH STUDENT AND HER TEACHER SEEKING LEARNING OPPORTUNITIES
11 [en] THE IMPORTANCE OF COURSEBOOKS FOR TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE
12 [en] MOTORCYCLE: A RIDE THROUGH CRITICAL DISCOURSE ANALYSIS IN ONLINE NEWSPAPER ARTICLES
13 [en] TEACHERS’ REFLECTION UPON THEIR PRACTICE: COURSEBOOKS AND THE LANGUAGE TEACHER’S ROLE IN EDUCATION
14 [en] CRITICAL DISCOURSE ANALYSIS: REPRESENTATIONS OF WOMEN IN AMERICAN ADVERSTISING FOR COFFEE FROM 1960 TO 2011
15 [en] TRANSLATION, PERSPECTIVE AND POINT OF VIEW: A LINGUISTIC ANALYSIS
16 [en] 1403 AND THE ENGLISH CLASSES: EXPLORATORY WORK FOR UNDERSTANDING
17 [en] GENDER, IDEOLOGY AND HUMOR IN THE ESL/EFL CLASSROOM
18 [en] POWER AND IDEOLOGY: A CRITICAL DISCOURSE ANALYSIS OF MEDIA TEXTS
19 [en] HOLDING UP A MIRROR TO THEIR INNER SELVES: REAL READERS RESPONSES
20 [en] ADULT STUDENTS AFFECTIVE RESPONSES TO THE LANGUAGE LEARNING EXPERIENCE: A THEORY GROUNDED IN THEIR OWN ACCOUNT
21 [en] A COMPARATIVE STUDY OF THE CARTOON AND COMIC STRIP GENRES IN PNLD COURSE BOOKS
22 [en] IF THIS GROUP WERE A FAMILY, WHO WOULD BE WHO?: AFFECT, BELIEFS AND ROLES IN THE EFL CLASSROOM
23 [en] AGE AS A FACTOR IN SLA: ADULTS AMONG ADOLESCENTS IN THE CLASSROOM
24 [en] THE IMPORTANCE OF JOB GENRES AND THE ENGLISH FOR SPECIFIC PURPOSES (ESP) APPROACH IN A HIGH SCHOOL EVENING CLASS
25 [en] WHY DO MY ADULT STUDENTS HAVE DIFFICULTIES WITH LISTENING ACTIVITIES?: AN EXPLORATORY CASE STUDY
26 [en] AN ATTEMPT TO UNDERSTAND WHAT IS BEYOND SOME PUBLIC SCHOOL LEARNERS UNWILLINGNESS TO PERFORM EFL ACTIVITIES
27 [en] THE CO-CONSTRUCTION OF READERSHIP AND THE TEACHING OF EFL WRITING
28 [en] AN INVESTIGATIVE LOOK AT TWO WORLD WAR I POEMS
29 [en] THE AGE FACTOR IN FOREIGN LANGUAGE ACQUISITION
30 [en] EFL DIGITAL COURSEBOOKS: A GENRE APPROACH
31 [en] REPRESENTATION OF CHARACTERS IN J. K. ROWLING S BOOKS: A SYSTEMIC FUNCTIONAL PERSPECTIVE
32 [en] LEARNING A GENRE: A STUDY OF FRACTURED FAIRY TALES
33 [en] WHO IS UP ON WHATSAPP?: THE CONSTRUCTION OF IDENTITIES IN A VIRTUAL ENVIRONMENT
34 [en] WHY DO MY STUDENTS BELIEVE THEY CANNOT LEARN ENGLISH AT SCHOOL?: EXPLORATORY PRACTICE PROMOTING UNDERSTANDING IN THE CLASSROOM
35 [en] BEAUTY IN A BOTTLE: A MULTIMODAL APPROACH TO THE CONSTRUCTION OF MEANING
36 [en] CODE-SWITCHING IN THE TEACHERS ROOM: AN ANALYSIS IN A BRAZILIAN ESL TEACHING CONTEXT
37 [en] MINDFULNESS AND EXPLORATORY PRACTICE: A WAY OF BEING IN THE CLASSROOM
38 [en] COMING HOME: ADAPTATION (OR LACK OF) OF A BRAZILIAN RETURNEE
39 [en] AUTISM AND ENGLISH LANGUAGE LEARNING: A MOTHER S PERSPECTIVE
40 [en] THE ROLE OF LANGUAGE TEXTBOOKS IN THE TEACHING-LEARNING PROCESS FROM A SOCIAL SEMIOTIC PERSPECTIVE
41 [en] BATTLES ON CANVAS: A HISTORICAL AND SOCIAL-SEMIOTIC APPROACH TO PEDRO AMÉRICO S PAINTINGS RELATED TO THE PARAGUAYAN WAR
42 [en] TOWARDS A DIFFERENT VIEW OF PEDAGOGIC CONTROL: TEACHER AND STUDENTS WORKING TOGETHER
43 [en] RYAN LOCHTE S CASE IN THE OLYMPIC GAMES RIO 2016: DEBATING HIS UNDERSTANDINGS ABOUT THE BRAZILIAN CULTURE
44 [en] WHAT IMAGES TELL US AND ABOUT US: UNDERSTANDING HOW MY STUDENTS AND I INTERACT WITH IMAGES
45 [en] WRITING IN EFL: REVISITING THE PROJECT BASED APPROACH IN LIGHT OF THE AUSTRALIAN GENRE THEORY
46 [en] CANONICAL OR GRAPHIC NOVELS IN AN ENGLISH LANGUAGE CLASSROOM: STUDENTS REACTIONS
47 [en] BRAZILIAN ARMY MILITARY INTERPRETERS AS A COMMUNITY OF PRACTICE: NARRATING AND ANALYZING OUR EXPERIENCE IN THE UNITED NATIONS MISSION FOR THE STABILIZATION OF HAITI
48 [en] WHY AREN T THERE PEOPLE OF COLOR IN MY ENGLISH CLASSROOM?: CHALLENGING SILENCE AND WORKING FOR SOCIAL CHANGE
49 [en] UNDERSTANDING MY STUDENTS PERSPECTIVES UPON THEIR ORAL PRESENTATIONS
50 [en] YOUNG LEARNERS PERSPECTIVES ON SECOND LANGUAGE LEARNING
51 [en] WHY DO SOME STUDENTS INSIST ON SPEAKING PORTUGUESE DURING AN EFL CLASS?: AN EXPLORATORY PRACTICE EXPERIENCE
52 [en] WHAT IS MONOTONY?: UNDERSTANDING THE QUALITY OF LIFE IN MY ENGLISH LANGUAGE CLASSES
53 [en] UNDERSTANDING THE ROLE OF DEMOCRACY IN MY CLASSES
54 [en] WHY DO SOME OF MY 6TH GRADE STUDENTS FACE DIFFICULTIES IN DOING SCHOOL RESEARCH?
55 [en] IF VEGANS SAID THE STUFF MEAT-EATERS SAY: A SOCIAL SEMIOTIC PERSPECTIVE OF MEAT-EATERS AND VEGETARIANS IDENTITIES TAKEN FROM A PETA VIDEO AD
56 [en] WHY DO SOME OF MY STUDENTS REACT UNCOMFORTABLY TO ORAL PRESENTATIONS?: AN EXPLORATORY PRACTICE WORK FOR UNDERSTANDING
57 [en] THE DRY FACTS BEHIND AN ADVERTISEMENT: A MULTIMODAL INVESTIGATION OF PERSUASION TECHNIQUES USED BY PETA
58 [en] WHY IS IT SO?: UNDERSTANDINGS FROM ORAL PRESENTATIONS IN A LANGUAGE CLASSROOM
59 [en] WHY IS MY PRIVATE STUDENT SO ANXIOUS?: A MINDFULNESS-BASED STUDY AND AN EXPLORATORY WORK FOR UNDERSTANDING
60 [en] WHY WON T THEY CALM DOWN?: WORKING FOR UNDERSTANDING MY OWN DEVELOPMENT AS A LITERACY CLASS TEACHER
61 [en] FACTORS IN TEACHERS DEMOTIVATION: AN EMPIRICAL STUDY
62 [en] I BELIEVE, THEREFORE I TEACH: AN ARCHEOLOGY OF A TEACHER S BELIEFS AND ATTITUDES IN THE CLASSROOM
63 [en] WORKING TO UNDERSTAND STUDENTS PERCEPTIONS ABOUT ENGLISH CLASSES AT SCHOOL: THE IMPORTANCE OF AFFECT IN LANGUAGE LEARNING
64 [en] WHY ARE MY TEENAGE STUDENTS MORE ACCURATE IN ENGLISH SPEAKING THAN IN WRITING?
65 [en] EXPLORING MEANING IN SILENCE AND ART PERFORMANCE: A JOURNEY THROUGH MARINA ABRAMOVIC S WORK
66 [en] A REFLECTIVE EYE TOWARDS DISCURSIVE IDENTITY CONSTRUCTIONS WITHIN A STUDENT’S PEDAGOGICAL CONTEXT
67 [en] AN EXPLORATORY AND A PROJECT-BASED LOOK TO AN ENGLISH CLASSROOM OF YOUNG LEARNERS
68 [en] AN EXPLORATORY EYE TOWARDS A GROUP OF TEACHERS AGENCIES IN A COMMUNITY OF PRACTICE
69 [en] PARALLEL UNIVERSES: A STUDY OF UGUR GALLENKUS MULTIMODAL TEXTS
70 [en] DIGITAL PLATFORM FOR SMART MAINTENANCE IN LOGISTIC VESSELS
71 [en] BEYOND TALENT: GIFTEDNESS THROUGH THE EYES OF EMOTIONS
72 [en] BRAZILIAN WHITENESS IN CONFINADA: AN ANALYSIS OF RHETORICAL STRATEGIES IN A COMIC STRIP
73 [en] IT S ONLY DO I STAY OR DO I QUIT?: AN ANALYSIS OF A TEACHER S SPEECH DURING THE PANDEMIC
74 [en] WHY DO I NEED TO UNDERSTAND ABOUT PRODUCT AND PROCESS?: A REFLECTION ON AN ENGLISH TEACHER S ACADEMIC AND PROFESSIONAL ROUTINE
75 [en] A MULTIMODAL DISCOURSE ANALYSIS AND A CRITICAL REFLEXIVE VIEW TOWARDS A WEBSITE THAT PROMOTES A NATIVE-SPEAKERIST COURSE FOR BRAZILIANS
Total: 75
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