Effective strategies for teaching foreign languages
Abstract
rRaethceern tt hleaanr naicnqgu tihrienogr ieksn oswuglegdegste .t hFaot llleoawrniningg t hisi sa nli naec toivfe t hpirnokciensgs, oifn smtreuacntiionng tsrhaonuslmd itbtein ag pkroncoewssle odfg es(uDpupfofryt in&g thCe upnrnoicnegshs aomf , co1n9s9tr5u)c. tioTnh iasn dc onnostt rmucetrieolny pinrtoecreascsti orenq uinir easu tlheeanrntiecr ss ittou aitniodnivsi. dBueacllayu sceo nlsetarruncetr sth aerier ocewnntr auln dtoe rtshtaisn dpirnogc ebsys ithtseeylf .m Tuhset rheafovree oswtundeernsthsi ps hnooutl do nbley goifv ethne a uletaornnoimngy pinro sceetstsin bgu ut po fth tehier pperorsbolenmal Mleaorlnininegro o&b jWecrtiigvhest, 1a9n9d3 )t.a ke responsibility for their own learning.( Mar- Icno atchhise sn,e wm epnatroardsi,g man, dte amchanerasg earrse noof ltohneg elre atrranninsmg itetnevrsi roofn mkneonwt lteod gaei db utth aerier svteurdye ndtesm iann dcionngs trjoubct.i nIng kadndoiwtiloend gteo. bSecianfgfo slduibnjge,c to re xspueprptso, rttienagc hleerasr nmeruss ti sb ae eAxlptheortusg ihn lleeaarrnnienrgs phsayvceh oolwognye rassh wipe lol.f the problem, teachers ensure that the cparonb hleemlp , ibs uat uttehaecnhteircs amnuds ts uafcfqicuiierne taly m cehaaslulerneg oinf gte c. hInni csaolm eex pweratyisse, acso mwpeullt.e Irns pshriomrta, riilny atsh ias ‘’nreewso ulrecaer npirnogv iednevr iarnodn mmeenntt owr,e w nitehe dst uad e‘nstusp aesr ’a ptpearecnhteirc easc wtihnog ignrdadepueanlldye nacdev aonvceer ttihmeme’s’(ePlveensn…in gttoo ng, a1i9n9 6an) i n c rTehasuisn, gt hmis epaaspuerer ios fa ns kaitltle manpdt tthoe sirh epdro lpigerh ti mopnl esmomenet aptrioopno isne tdh en ecwla stsoroolosm
