000			01994nam a22003137a 4500
001			13515880
003			CO-BoICC
005			20190130115320.0
008			040309t2004 xxu fr s001 0 eng
010			_a 2004046034
020			_a0472030299
040			_aDLC _cDLC _dDLC _dCO-BoICC _bspa
041	0		_aeng
050	0	0	_aPE1128.A2 _bF575 2004
082	0	0	_222 _a428.24 _bF671
100	1		_aFolse, Keith S.,
245	1	0	_aVocabulary myths : _bapplying second language research to classroom teaching / _cKeith S. Folse.
260			_aAnn Arbor, Estados Unidos : _bUniversity of Michigan Press, _c2004.
300			_aix, 185 páginas ; _c23 cm.
505	0		_aAn introduction to second language vocabulary. -- Myth 1: In learning another language, vocabulary is not as important as grammar or other areas. -- Myth 2: Using word lists to learn socond langauge vocabulary is unproductive. -- Myth 3: Presenting new vocabulary in semantic sets facilitates learning. -- Myth 4: The use of translations to learn new vocabulary should be discouraged. -- Myth 5: Guessing words from context is an excellent strategy for learning second language vocabulary. -- Myth 6: The best vocabulary learners make use of one or two really good specific vicabulary learning straegies. -- Myth 7: The best dictionary for second language learners is a monolingual dictionary. -- Myth 8: Teachers, textbooks, and curricula cover second language vocabulary adequately.
541			_aIMPOSOLUCIONES _cCompra _d14/08/2018 _hFactura - 087
591			_anewadq13
650	1	7	_aInglés _xEnseñanza _xEstudiantes extranjeros _2ARMARC
650	1	7	_aVocabulario _xEnseñanza _2ARMARC
856	4	2	_3Descripción del publicador _uhttp://www.loc.gov/catdir/description/umich051/2004046034.html
906			_a7 _bcbc _corignew _d1 _eocip _f20 _gy-gencatlg
942			_cBK
999			_c111080 _d111080