Methodology Simulador

What is motivation?. None of the above. It is a process whereby a goal-directed activity is instigated and sustained. It is not a process whereby a goal-directed activity is instigated and sustained.

What are the types of motivation?. They are intrinsic and extrinsic. They are well and nice. They are good and right.

Which are the four types of learning strategies?. They are cognitive, metacognitive, social and affective strategies. They are cognitive and metacognitive. They are social and affective strategies.

What does PPP stand for?. Principal, practical and prosperity. All are correct. Presentation, practice and production.

What does “process” refer to?. It refers to the food used in class. It refers to the videogames used in class. It refers to the methodology used in class.

What is Piaget’s stage that refers to teenage and adulthood?. Formal studied stage. Formal operational stage. Formal sytem stage.

What is the purpose of the “cliques”?. Cliques can form because adolescents engage in similar activities, such as being in a club or on a sports team. Cliques cannot form because adolescents engage in similar activities, such as being in a club or on a sports team. Cliques can´t form because adolescents engage in similar activities, such as being in a club or on a sports team.

How many stages are there in adulthood?. There are two stages: Early, middle. There are three stages: Early, middle and late adulthood. There are one stage: Early.

What ages does the responsibility stage according to Schaie?. From 9 to 10 years old. From 5 to 6 years old. From 39 to 61 years old.

What do you mean by the term method?. In simple words, it is a teaching. In simple words, it is a plan for learning. In simple words, it is a plan for teaching.

What are the vias that learning cognition operate?. It operates in different ways: multi-store memory, dual coding,. It operates in same ways: multi-store memory, dual coding, forgetting curve model, spaced retrieval, lateralization of brain, theories of intelligence and metacognition. It operates in different ways: multi-store memory, dual coding, forgetting curve model, spaced retrieval, lateralization of brain, theories of intelligence and metacognition.

Which factors must be addressed for students to be able to produce fluent, accurate and acceptable written English?. Mechanical issues with the English script; Problems with the accuracy of English grammar and lexis; Problems with matching the writing style to the demands of a certain circumstance; Problems with establishing ease and comfort in communicating what has to be stated. Mechanical issues with the English script. Mechanical issues with the English script; Problems with the accuracy of English grammar and lexis.

How are the listening and reading skills different?. Listening and reading are the same. When people listen to information, they get less help than when they work with the written word on the page. As soon as the message is over, there's no easy way to go back and check for meaning, like there is when you read. Listening and reading are not different. When people listen to information, they get less help than when they work with the written word on the page. As soon as the message is over, there's no easy way to go back and check for meaning, like there is when you read. Listening and reading are very different. When people listen to information, they get less help than when they work with the written word on the page. As soon as the message is over, there's no easy way to go back and check for meaning, like there is when you read.

How can extensive listening help the learners?. Extensive listening never helps the learner learn vocabulary and structures that he has never heard before, by mixing up them in the flow of language that he can understand. Extensive listening cannot help the learner learn vocabulary and structures that he has never heard before, by mixing up them in the flow of language that he can understand. Extensive listening can also help the learner learn vocabulary and structures that he has never heard before, by mixing up them in the flow of language that he can understand.

What does an English for Academic Purposes (EAP) program require?. An English for Academic Purposes program requires strong reading skills and an intellectual orientation. It builds on students' knowledge that there is an academic language, specific methods of talking, reading, and writing about ideas and texts. An English for Academic Purposes program requires weak reading skills and an intellectual orientation. It builds on students' knowledge that there is an academic language, specific methods of talking, reading, and writing about ideas and texts. An English for Academic Purposes program does not require strong reading skills and an intellectual orientation. It builds on students' knowledge that there is an academic language, specific methods of talking, reading, and writing about ideas and texts.

Which theories are part of the new beliefs?. Philosophical reasons. Philosophical reasons and Citing theory and research that supports the new method. Philosophical reasons, Citing theory and research that supports the new method, Citing evidence of saucerful learning outcome, Appeals to authorities.

What are some strategies for listening and reading comprehension?. Predicting, Skimming, Scanning, Previewing, Questioning, Making connections, Inferring, Summarizing, Using background knowledge, Locating referents, Recalling, Evaluating, Comprehension questions. Predicting. Predicting, Skimming.

How is the writing skill different from the speaking skill?. The act of writing never varies from that of talking in that it is less spontaneous and more permanent, and the resources available for communication are less since we cannot connect with the listeners and modify as we go along as we can do in conversation. As a result, writing rules are less flexible than those of conversation, and the language employed is more standardized. The act of writing does not vary from that of talking in that it is less spontaneous and more permanent, and the resources available for communication are less since we cannot connect with the listeners and modify as we go along as we can do in conversation. As a result, writing rules are less flexible than those of conversation, and the language employed is more standardized. The act of writing varies from that of talking in that it is less spontaneous and more permanent, and the resources available for communication are less since we cannot connect with the listeners and modify as we go along as we can do in conversation. As a result, writing rules are less flexible than those of conversation, and the language employed is more standardized.

What did Carol Franklin discover about the use of L1 in the ESL/EFL class?. She discovered that over 10% of teachers made use of the native language for explaining grammar and discussing lesson objectives; over 50% for assessments, correcting written work, and teaching background; and less than 16% for planning the classroom and activities and for speaking informally. She discovered that over 80% of teachers made use of the native language for explaining grammar and discussing lesson objectives; over 50% for assessments, correcting written work, and teaching background; and less than 16% for planning the classroom and activities and for speaking informally. She discovered that over 80% of teachers made use of the native language for explaining grammar and discussing lesson objectives; over 5% for assessments, correcting written work, and teaching background; and less than 16% for planning the classroom and activities and for speaking informally.

What are the receptive skills and why are they important?. Reading and listening are two examples of receptive skills. Using them, students cannot better understand the material in their textbooks, assignments, and other written materials. Reading and listening are not two examples of receptive skills. Using them, students can better understand the material in their textbooks, assignments, and other written materials. Reading and listening are two examples of receptive skills. Using them, students can better understand the material in their textbooks, assignments, and other written materials.