Per Linguam : A Journal of Language Learning - 开放获取期刊平台

Per Linguam : A Journal of Language Learning

ISSN： 2224-0012(Online)0259-2312(Print)

语种： AF,EN

出版商： Stellenbosch University

学科： Language and Literature,African languages and literature

论文列表

共467个结果

The integration of language and thinking skills in a bridging course for pre-university students at the Military Academy OA

J ohan J Swartz ,Charl D. Cilliers

Per Linguam : A Journal of Language Learning 2013;8(1) DOI 10.5785/8-1-334

Penetrating learning barriers and the art of suggestion OA

Lynn Dhority

Per Linguam : A Journal of Language Learning 2013;1(2) DOI 10.5785/1-2-500

Talking in a strange tongue: An examination of U <--> U conversation OA

Mary-Louise Peires

Per Linguam : A Journal of Language Learning 2013;8(1) DOI 10.5785/8-1-331

Towards the mountain: characteristics and implications of the South African UPTTRAIL pilot project OA

Dawid Van der Vyver ,Beatriz Capdevielle

Per Linguam : A Journal of Language Learning 2013;5(1) DOI 10.5785/5-1-446

Michael Swan: Basic English Usage OA

Johan J. Swartz

Per Linguam : A Journal of Language Learning 2013;2(1) DOI 10.5785/2-1-498

Solutions to academic failure: The cognitive and cultural realities ofEnglish as the medium of instruction among black learners OA

R. Gamaroff

Per Linguam : A Journal of Language Learning 2013;11(2) DOI 10.5785/11-2-216

Classroom interaction: Turn-taking as a pedagogical strategy OA

Nomlomo,Vuyokazi

Per Linguam : A Journal of Language Learning 2010;26(2):50-66 DOI 10.5785/26-2-21

Winifred Crombie: Discourse and language learning: a relational approach to syllabus design Process and relation in discourse and language learning OA

Elaine Ridge

Per Linguam : A Journal of Language Learning 2013;3(1) DOI 10.5785/3-1-481

Do the language errors of ESL teachers affect their learners? OA

Nel, Norma ,Swanepoel, Elana

Per Linguam : A Journal of Language Learning 2010;26(1):47-60 DOI 10.5785/26-1-13

Code-switching in letter writing OA

P.S. Sobahle

Per Linguam : A Journal of Language Learning 2013;4(2) DOI 10.5785/4-2-454

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