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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
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In: Library Philosophy and Practice (e-journal) (2021)
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Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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Toward a Cultural Competence in Creative Writing Pedagogies
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055 (2020)
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Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
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Communicative Competence: The Role of Grammar in Teaching English as a Second Language
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2020)
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A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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Abstract:
This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing.
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Keyword:
a reader’s and writer’s mental toolkit; cognitive approach; Curriculum and Instruction; Education; English as a Second Language (ESL); Language and Literacy Education; literature-based composition; reading for writing; Scholarship of Teaching and Learning
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URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1103&context=jger https://digitalcommons.usf.edu/jger/vol4/iss1/4
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The intonation contour of non-finality revisited: implications for ESL teaching
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In: 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6) ; https://hal.archives-ouvertes.fr/hal-02099192 ; 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6), May 2019, Skopje, Macedonia (2019)
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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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The Policy and Politics of Second Language Teaching
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1556284044333655 (2019)
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Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389 (2019)
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BUILDING THE NEST: HOW NATIVE ENGLISH SPEAKING TEACHERS (NESTs) IN THE TEFL FIELD DEVELOP INTERCULTURAL COMPETENCE
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In: College of Education Theses and Dissertations (2019)
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Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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