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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Capitalism, migration, and adult education. Toward a critical project in the second language learning class
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In: European journal for Research on the Education and Learning of Adults 12 (2021) 1, S. 65-79 (2021)
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New perspectives on teachability:the acquisition of German (S)OV word order in classroom contexts
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The impact of grit and its predictors on face-to-face vs online language learning ...
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The Relationship Between Language Mindsets and Foreign Language Anxiety
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In: Doctoral Dissertations and Projects (2021)
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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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Computerized Dynamic Assessment of Grammar in Second Language Development
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In: Graduate Masters Theses (2020)
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The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828 (2019)
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Dramapädagogik-Tage 2018. Conference proceedings of the 4th annual conference on performative language teaching and learning ; Drama in education days 2018
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In: 2019, 123 S. (2019)
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The Impact of Translation Strategies on Second Language Writing
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787 (2018)
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Die Staatliche Europa-Schule Berlin
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In: Europäische Erziehung 48 (2018) 1, S. 12-16 (2018)
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¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
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In: Doctoral Dissertations and Projects (2018)
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An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies
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Teaching Chinese as a Foreign Language Through the Strategic Use of Visualization: Exploring Neuroscience and Autism Spectrum Disorder Research to Guide Change in Chinese Language Education
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298567695386 (2017)
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Contextualization: an Experimental Model for EFL Writing Instruction in China
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In: Dissertations and Theses (2017)
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Abstract:
Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context. Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study. The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.
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Keyword:
Chinese students -- Cultural assimilation -- United States; Education; English language -- Writing -- Study and teaching (Higher) -- Foreign speakers; First and Second Language Acquisition; Foreign -- Education (Higher) -- United States; Students
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URL: https://pdxscholar.library.pdx.edu/open_access_etds/3487
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=4496&context=open_access_etds
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Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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THE ROLE OF RULES, EXAMPLES AND INDIVIDUAL DIFFERENCES IN THE ACQUISITION OF DECLARATIVE AND PROCEDURAL SECOND LANGUAGE KNOWLEDGE ...
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