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عمومی::
مهارت زبانی
Not only the amount of experience but also the type of experiences learners receive in the classroom affects levels of language proficiency attained.
Among the first L2 practitioners to describe the notion of proficiency is Cummins (1979) who introduced an influential model of language proficiency applicable especially to
CALP is the dimension of language proficiency which is related to overall cognitive and academic skills and includes skills that are necessary for academic work, whereas BICS consists of skills that are required for oral fluency and aspects of sociolinguistic appropriateness (Ellis, 1994).
In addition to Cummins' model, Bachman (1990), Bialystok (1994) and Canale and Swain (1980) introduced proficiency models based on the traditional four‐skill distinction or cognitive aspects of language proficiency.
Metaphoric competence and language proficiency in the same boat.
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