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  • Using vocabulary in writing in a second language: Writing from sources

    Using vocabulary in writing in a second language by Coxhead, Averil;

    Writing from sources

      • GET 5% OFF

      • The discount is only available for 'Alert of Favourite Topics' newsletter recipients.
      • Publisher's listprice EUR 79.00
      • The price is estimated because at the time of ordering we do not know what conversion rates will apply to HUF / product currency when the book arrives. In case HUF is weaker, the price increases slightly, in case HUF is stronger, the price goes lower slightly.

        32 765 Ft (31 205 Ft + 5% VAT)
      • Discount 5% (cc. 1 638 Ft off)
      • Discounted price 31 127 Ft (29 645 Ft + 5% VAT)

    32 765 Ft

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    Delivery time is estimated on our previous experiences. We give estimations only, because we order from outside Hungary, and the delivery time mainly depends on how quickly the publisher supplies the book. Faster or slower deliveries both happen, but we do our best to supply as quickly as possible.

    Product details:

    • Publisher LAP Lambert Academic Publishing
    • Date of Publication 1 January 2011
    • Number of Volumes .

    • ISBN 9783844331004
    • Binding Paperback
    • No. of pages304 pages
    • Size 220x150x16 mm
    • Weight 419 g
    • Language English
    • 0

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    Long description:

    Why is vocabulary important to second language writers? For Sandy, a Chinese undergraduate student writing in English, vocabulary is absolutely essential. She says, "Vocabulary is very important, if you not [sic] got numerous vocabulary when writing. I just think how to' if I want to explain that word. What is the exactly word in English? How to say that? That is the important thing. Second thing is have I got the right word or not?" Why might second language writers avoid using particular words in their essay and report writing? What aspects of word knowledge are important for second language writers? What effect does background knowledge of a topic have on vocabulary use? Should teachers instruct students to use unknown or partially known words in their writing? What effect does vocabulary in a source text have on a student's use of words in writing? How might the views of English for Academic Purposes (EAP) teachers and students differ on reading and writing tasks? This book addresses these questions and discusses theoretical, methodological, and pedagogical implications of this research for EAP teachers, learners, and materials designers.

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