Questões de Elementos gramaticais

whom.

that.

which.

what.

whose.

Some Asian students are not inclined to express opinions in class; some appear conservative and
uncomfortable, and seldom ask questions that they do not understand.

These behaviors suggest Asian students have difficulties engaging in the classroom activities and
discussions without the speaking competence and motivation.

Learners in each group can exchange opinions of different cultures, share their learning experiences,
as well as complete a certain task.

In these previous research studies, the results show that students seldom use socioaffective
strategies.

Fourthly, giving Asian students chances to evaluate the usefulness of socioaffective strategies is
critical in this phase.

Secondly, the teacher can offer learners knowledge to know the characteristics, effectiveness, and
applications of socioaffective strategies.

Language teachers need to give language learning strategy instruction patiently, and learners are
required to use the strategy consistently.

The teacher can apply group or individual interviews, questionnaire, and open-ended questions for
Asian learners to express their feelings towards using socioaffective strategies.

Language teachers need to give language learning strategy instruction patiently, and learners are
required to use the strategy consistently.

Therefore, the particular attention is needed for the teacher to notice whether learners neglect of
utilizing socioaffective strategies.

It is hoped that learners can utilize socioaffective strategies whenever they speak English even
without the teachers' supervision.

Some Asian students are not inclined to express opinions in class.

Due to the significance of interaction between the instructor and students, students and students at
U.S. education institutions, speaking competence can hardly be overvalued.

Therefore, socioaffective strategies can be regarded as a useful approach for Asian learners to
accelerate their speaking competence.

Lack of speaking competence prohibits the opportunities for Asian students to interact with the
instructor and peers in the ESL classroom.

As a result, both language teachers and learners should take into account knowing how to use
socioaffective strategies to advance learners' speaking ability and simultaneously help those learners
actively engage in the classroom activities.