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Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ; German as a second language: Where the market works (too well)
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In: Magazin erwachsenenbildung.at (2017) 32, 6 S. (2017)
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Tennessee Colleges of Applied Technology: Student Demographics and Completion Rates
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In: Electronic Theses and Dissertations (2017)
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| 63 |
Clinical reasoning of junior doctors in emergency medicine: a grounded theory study
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| 64 |
Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
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In: Perspektive Praxis ; 236 (2017)
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Literalität als soziale Praxis: Bedeutungen von Schriftsprachlichkeit
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In: REPORT - Zeitschrift für Weiterbildungsforschung ; 34 ; 3 ; 36-47 ; Partizipation und Alphabetisierung/Grundbildung (2017)
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| 66 |
Fremdsprachen - Trendsprachen: Konjunkturen des Sprachenerwerbs Erwachsener am Beispiel des Volkshochschulangebots
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In: DIE Zeitschrift für Erwachsenenbildung ; 2 ; 45-48 ; Intimacy of Lifelong Learning .innere Seite des Lernens (2017)
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| 67 |
Dem "subjektiven Faktor" auf der Spur: die Geschichte der Erwachsenenbildung im Spiegel berufsbiografischer Generativität
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In: REPORT - Zeitschrift für Weiterbildungsforschung ; 34 ; 1 ; 61-76 ; Forschungsmethoden in der Weiterbildung (2017)
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| 68 |
High or low? Comparing high and low-variability phonetic training in adult and child second language learners
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| 69 |
The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
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Abstract:
This article reports on a quasi-experimental study investigating the effectiveness of two different teaching approaches, explicit teaching and explicit teaching combined with textual and aural input enhancement used to teach lexical items to elementary level learners of Turkish in a higher education context. Forty participants were divided into two equal groups and given a pre-test measuring productive and receptive knowledge of nine targeted lexical items naming common types of food and drink. Each group was then given sixty minutes instruction on ‘restaurant Turkish’, using a direct communicative approach. Group one (comparison group) received explicit teaching only, while group two (experimental group) received the same teaching but also used a menu where the target words were bolded (textual input enhancement) and listened to the target words modelled by the teacher three times (aural input enhancement). Following the treatment, tests measuring productive and receptive knowledge of the target items were administered. This process was repeated with a delay of two weeks following the treatment. Analysis of gain scores for receptive and productive tests made at the pre-, post- and delayed stage reveal larger gains for the experimental group in each test. These were statistically significant when compared with the comparison group’s scores for production at the immediate post- test stage. Within group tests showed that each treatment had a significant impact on receptive and productive knowledge of vocabulary targeted, with a larger short term effect on the experimental group. Previous studies in this area have tended to focus on the use of input enhancement in relation to the learning of grammatical forms but these results demonstrate some clear benefits when teaching lexis, which have clear implications for further research and teaching.
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Keyword:
Teaching English as a Foreign Language (TEFL); Training teachers - adult education
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URL: http://clok.uclan.ac.uk/20567/1/20567%20CLoK%2520version%2520Textual%2520and%2520aural%2520input%2520enhancement%2520of%2520Turkish%2520vocabulary%2520May%25202017.pdf
http://clok.uclan.ac.uk/20567/
https://www.elejournals.com/1569/2017/tesol-journal/tij-2017/tesol-international-journal-volume-12-issue-1-2017/
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| 70 |
Introducing Young Adult Literature (YAL) in the English as a Foreign Language (EFL) Classroom: The Maze Runner (2009) by James Dashner
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| 71 |
Surface electromyographic control of a novel phonemic interface for speech synthesis
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| 72 |
Flipping the Classroom: Is it a flipping good idea, or a flop?
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In: James, T, Conradie, H, (2016). Flipping the Classroom: Is it a flipping good idea, or a flop?. 01-02 December 2016, FABENZ Biennial Conference, 3rd, 2016: Accessibility flexibility equity, Auckland, New Zealand, FABENZ, Hamilton, NZ, p. 1-16, http://fabenz.org.nz/conference/ (2016)
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| 73 |
Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten ...
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| 74 |
Integration durch Bildung. Migranten und Flüchtlinge in Deutschland. Gutachten
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In: Münster : Waxmann 2016, 327 S. (2016)
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| 75 |
Assessing Training Methods to Educate Dairy Workers
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In: Kansas Agricultural Experiment Station Research Reports (2016)
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| 76 |
'Please don't call me Mister': patient preferences of how they are addressed and their knowledge of their treating medical team in an Australian hospital
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| 77 |
Powerful Partnerships: A Community Program for Low Income, High School Dropouts and a University
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In: National Youth Advocacy and Resilience Conference (2016)
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| 79 |
GAME-BASED SECOND LANGUAGE VOCABULARY TRAINING: IMPLICATIONS FOR LEARNING OUTCOMES AND BRAIN FUNCTION
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| 80 |
Feedback on feedback – does it work?
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In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015)
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