Читать книгу Mid-Atlantic English in the EFL Context - Andy Mering - Страница 7

List of Tables

Table 1: Upper secondary students – demographic information

Table 2: Upper secondary students – exposure to English 1

Table 3: Upper secondary students – exposure to English 2

Table 4: Upper secondary students – exposure to English 3

Table 5: Upper secondary students – words

Table 6: Upper secondary students – lexico-grammar

Table 7: Upper secondary students – spelling

Table 8: Upper secondary students – reading

Table 9: Upper secondary students – comparison of the four language areas

Table 10: Upper secondary students – general attitudes

Table 11: Upper secondary students – attitudes / EFL context

Table 12: Upper secondary students – listening to English accents 1

Table 13: Upper secondary students – listening to English accents 2

Table 14: Students of English studies – demographic information

Table 15: Students of English studies – exposure to English 1

Table 16: Students of English studies – exposure to English 2

Table 17: Students of English studies – exposure to English 3

Table 18: Students of English studies – words

Table 19: Students of English studies – lexico-grammar

Table 20: Students of English studies – spelling

Table 21: Students of English studies – reading

Table 22: Students of English studies – comparison of the four language areas189

Table 23: Students of English studies – general attitudes192

Table 24: Students of English studies – attitudes in the EFL context

Table 25: Students of English studies – attitudes / the future of English

Table 26: Students of English studies – listening to English accents 1204

Table 27: Students of English studies – listening to English accents 2

Table 28: Non-native English teachers – demographic information

Table 29: Non-native English teachers – exposure to English 1

Table 30: Non-native English teachers – exposure to English 2

Table 31: Non-native English teachers – exposure to English 3

Table 32: Non-native English teachers – words

Table 33: Non-native English teachers – lexico-grammar

Table 34: Non-native English teachers – spelling

Table 35: Non-native English teachers – use of individual sounds

Table 36: Non-native English teachers – use of stress patterns

Table 37: Non-native English teachers – comparison of the four language areas

Table 38: Non-native English teachers – general attitudes

Table 39: Non-native English teachers – attitudes / EFL context

Table 40: Non-native English teachers – attitudes / the future of English

Table 41: Native speakers of British English – demographic information

Table 42: Native speakers of British English – exposure to American English

Table 43: Native speakers of British English – words

Table 44: Native speakers of British English – lexico-grammar

Table 45: Native speakers of British English – spelling

Table 46: Native speakers of British English – use of individual sounds

Table 47: Native speakers of British English – use of stress patterns

Table 48: Native speakers of British English – comparison of the four language areas

Table 49: Native speakers of British English – general attitudes 1

Table 50: Native speakers of British English – general attitudes 2

Table 51: Native speakers of BrE – attitudes in the EFL and mother tongue context

Table 52: Non-native English speakers – the four language areas

Table 53: Non-native and native speakers of BrE – the four language areas

Table 54: Non-native English speakers – attitudes to BrE and AmE 1

Table 55: Non-native English speakers – attitudes to BrE and AmE 4

Table 56: BrE vs AmE in Teaching Materials – Comparative Overview