日語高低重音對於華語聲調習得的影響──以中日同形詞聲調偏誤為例
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• helps teachers collect learning evidence to provide timely feedback & refine teaching strategies.. AaL • engages students in reflecting on & monitoring their progress
Teachers may consider the school’s aims and conditions or even the language environment to select the most appropriate approach according to students’ need and ability; or develop
Guiding students to analyse the language features and the rhetorical structure of the text in relation to its purpose along the genre egg model for content
Teachers can design short practice tasks to help students focus on one learning target at a time Inferencing task – to help students infer meaning while reading. Skimming task –
There are existing learning resources that cater for different learning abilities, styles and interests. Teachers can easily create differentiated learning resources/tasks for CLD and
It provides ethnic minority parents (hereafter referred to as “parents”) with useful information including Hong Kong’s education system, major education policies
語音四要素 語音四要素與朗誦的關係 音高 語音的高低抑揚顯示語言的節奏感 音強
,最短,稱「暫音」;上聲,較平聲短,較 入聲長,稱「準暫音」;去聲較平聲短,較