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Learning Vietnamese: A Language Guide for Beginners: Learn to Speak, Read and Write Vietnamese Quickly! (Free Online Audio & Fla

為了解決earth pronunciation的問題，作者Tran, Bac Hoai 這樣論述：

Dive into language learning with this comprehensive introduction to Vietnamese!This book teaches you all the basics of Vietnamese, including practical daily conversations, vocabulary, and grammar. It allows you to begin communicating effectively very quickly. All Vietnamese words and sentences are g

iven in the usual form with phonetic equivalents for easy pronunciation, along with English translations. Suitable for classroom use or self-study, the book includes useful notes and explanations on pronunciation, the Vietnamese script, greetings and requests, basic sentence structure and vocabulary

, honorific forms, idiomatic expressions, and etiquette dos and don’ts. A useful dictionary of commonly-used Vietnamese words and phrases is provided at the back. Key features of this book include: 13 lessons designed for beginners with no prior experience.Basic sentence patterns and vocabulary used

in daily conversations.Vietnamese and phonetic versions of all Vietnamese texts with English translations.Cultural notes to help you understand Vietnamese customs and norms.Free native-speaker audio recordings and printable flashcards available online.Everything you need is in this book, making it

the all-in-one guide of what the apps don’t offer! Bac Hoai Tran holds an M.A. in English with a concentration in linguistics. He has been a lecturer at UC Berkeley since 1992 and is the author of Conversational Vietnamese and Anh Ngu Bao Chi. He has translated many Vietnamese short stories that h

ave appeared in The Stars, The Earth, The Riverand other anthologies. He is the author of Survival Vietnamese and coauthor of Colloquial Vietnamese and Living with English.

earth pronunciation進入發燒排行的影片

國小學生科技輔助學習概念繪圖：學習信念角色之探究

為了解決earth pronunciation的問題，作者邱盈儒 這樣論述：

2019 年突如其來的新冠疫情，對全球的衝擊不可謂不大，在教育領域也造成前 所未見的影響，尤其是遠距的科技學習，成為全世界師生亟需適應與學習的議題。 本研究主要目的為使用繪圖法結合活動理論分析，探討國小學生對於科技輔助學 習之概念，以及探討其學習信念與科技輔助學習概念之關係。本研究使用實際 (actual)與理想(preferred)兩張圖的對比來觀察學生的科技輔助學習概念，受試者 共有來自五所學校的 527 名臺灣北部與南部公立國小學生 (男性 264 人，女性 263 人)。除了繪圖法之外，本研究也以叢集分析與卡方分析處理收集到的資料。 本研究的結果顯示，活動理論在未來的科技輔助學習環境

中可能面臨一些挑戰， 因為現有的向度可能較不易詮釋未來的學習樣貌。學生的學習信念成功地分為建 構信念 (Constructivist)、混合信念(Mixed)與消極的(Passive)三組，然而，學習信 念與學他們對科技輔助學習的概念之間沒有太多顯著的關聯。另外還發現，大多 數學生在科技學習的繪畫中表達了積極的情緒，這意味著科技可能會以有利的方 式促進學生的學習。最後，本研究也根據研究結果對後續相關研究提供可行的建議。

As Long as the Earth Endures: Annotated Miami-Illinois Texts

為了解決earth pronunciation的問題，作者Costa, David J. 這樣論述：

As Long as the Earth Endures is an annotated collection of almost all of the known Native texts in Miami-Illinois, an Algonquian language of Indiana, Illinois, and Oklahoma. These texts, gathered from native speakers of Myaamia, Peoria, and Wea in the 1890s and the early twentieth century, span s

everal genres, such as culture hero stories, trickster tales, animal stories, personal and historical narratives, how-to stories, and translations of Christian materials. These texts were collected from seven speakers: Frank Beaver, George Finley, Gabriel Godfroy, William Peconga, Thomas Richardvill

e, Elizabeth Valley, and Sarah Wadsworth. Representing thirty years of study, almost all of the stories are published here for the first time. The texts are presented with their original transcriptions along with full, corrected modern transcriptions, translations, and grammatical analyses. Include

d with the texts are extensive annotation on all aspects of their meaning, pronunciation, and interpretation; a lengthy glossary explaining and analyzing in detail every word; and an introduction placing the texts in their philological, historical, linguistic, and folkloric context, with a discussio

n of how the stories compare to similar texts from neighboring Great Lakes Algonquian tribes. David J. Costa is director of the Language Research Office at the Myaamia Center at Miami University. He is the author of The Miami-Illinois Language (Nebraska, 2003) and editor of New Voices for Old Words:

Algonquian Oral Literatures (Nebraska, 2015).

學習順序與鷹架策略對高低先備知識國中生以擴增實境輔助電流磁效應學習成效、動機及態度之影響

為了解決earth pronunciation的問題，作者張嘉心 這樣論述：

本研究旨在探討學習順序(先探索後學習、先學習後探索)及鷹架策略(策略鷹架、程序鷹架)對不同先備知識(高先備知識、低先備知識)的國中七年級學習者，在電流磁效應單元擴增實境數位遊戲學習活動的成效、動機與態度之影響。研究對象為新北市某國中七年級學習者，有效樣本為104人。本研究採因子設計之準實驗研究法，自變項為學習順序、鷹架策略及先備知識，學習順序依據實驗過程中探索與學習的先後順序差異分為「先探索後學習」與「先學習後探索」；鷹架策略依據輔助學習的方法差異分為「策略鷹架」與「程序鷹架」；先備知識依據學習成效測驗前測分數分為「高先備知識」與「低先備知識」。依變項為電流磁效應學習成效(知識記憶、知識理解

、知識應用)、科學學習動機(價值成份、期望成份、科技接受度)及科學學習態度(學習自信心、學習喜好、學習焦慮、學習過程、學習方法、有用性)。研究結果發現：(1)就學習成效而言，在「知識記憶」與「知識理解」面向，接受程序鷹架時，高先備知識學習者的表現優於低先備知識學習者；對於低先備知識學習者而言，接受策略鷹架的表現優於程序鷹架；(2)在「知識應用」面向，先學習後探索的條件下，高先備知識學習者的表現優於低先備知識學習者；對於低先備知識學習者而言，先探索後學習的表現優於先學習後探索。(3)就學習動機而言，各實驗組學習者對於科學學習皆保持正向動機，其中接受程序鷹架之學習者有較高的參與動機表現。(4)就學

習態度而言，各實驗組學習者對於科學學習皆抱持正向態度，其中程序鷹架組的態度表現顯著優於策略鷹架組；而在「學習自信心」面向，先探索後學習的條件下，高先備知識學習者有較正向的態度表現。