Recency effects in English school pupils
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Recency effects in English school pupils by D. R. Green

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Published by Department of Mathematical Sciences, Loughborough University of Technology in Loughborough .
Written in English


Book details:

Edition Notes

StatementGreen, D.R. and Hunt, D.N..
SeriesMathematical education report -- 9101
ContributionsHunt, D. N.
ID Numbers
Open LibraryOL17277019M

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Bianco, in International Encyclopedia of Education (Third Edition), Globalization and Lingua Mundi. A recent study by Cha and Ham () documents historic patterns of foreign-language study. During –99, only 6% of secondary-school curricula worldwide nominated English as the first foreign language, increasing to 70% of primary and 80% of secondary .   The lexical items targeting the three grammar areas were placed initially, medially, and finally in the sentences, to control for order and recency effects (following Jessop et al., ). To minimize possible order effects, two sequences of the task were created, and learners were randomly assigned to complete one of these by: 3. Perception of English speech sounds among Dutch primary-school pupils: A comparison between early-English and control school pupils. De PPVT-4' ('L1 effects in an English vocabulary size task: The PPVT-4'). Oral presentation at the ‘Grote Taaldag’, Utrecht, the Netherlands. Recency of immersion in L2 environment more important than. The knowledge of primacy-recency effects posits that to be an effective teacher is to maximize and take advantage of the time period when students’ retention is at its greatest, during prime-time-1 (beginning of class), and prime-time-2 (towards the end of class). Thus, essential learning should be given to them during these times.

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