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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 49 1 Curriculum issues in teaching L2 speaking Newton, Jonathan; Bui, Trang Le Diem; Nguyen, Bao Trang Thi... In: The Routledge handbook of second language acquisition and speaking (New York, 2022), p. 314-327 MPI für Psycholinguistik Show details 2 Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ... Nguyen, BT; Newton, Jonathan. - : Open Access Te Herenga Waka-Victoria University of Wellington, 2022 BASE Show details 3 Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form Nguyen, Bao Trang Thi; Newton, Jonathan. - : University of New Brunswick, 2022. : Érudit, 2022 BASE Show details 4 Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form Nguyen, Bao Trang Thi; Newton, Jonathan In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022) BASE Show details 5 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ... Dao, Hao; Newton, Jonathan. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 6 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ... Dao, Hao; Newton, Jonathan. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 7 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University Dao, Hao; Newton, Jonathan. - : University of New Brunswick, 2021. : Érudit, 2021 BASE Show details 8 Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 9 Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 10 sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 11 sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 12 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University Dao, Hao; Newton, Jonathan In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021) BASE Show details 13 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 14 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 15 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 16 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 17 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 18 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 Abstract: This research project explores various factors that may influence the rate of incidental foreign/second language (L2) vocabulary acquisition from audio-visual materials, with a special focus on procedures that enhance learners’ comprehension of these input materials. Informed by relevant theories and research findings in the fields of L2 listening comprehension and incidental vocabulary acquisition, I investigate the effects of having learners (a) view a TED Talks video twice rather than once, (b) sum up the content of the video before watching it a second time, (c) watch TED Talks videos on the same subject in order to increase familiarity with that subject, and (d) exchange summaries of TED Talks videos with peers so as to assist each other’s subsequent processing of those videos. As these interventions are all deemed to facilitate L2 listening comprehension, they are also expected to create favourable conditions for incidental vocabulary uptake to occur. The effects on incidental vocabulary acquisition of the above interventions were gauged in a series of classroom experiments with Vietnamese EFL learners. Although vocabulary uptake was generally far from spectacular, all of the tested procedures were found to result in statistically significant vocabulary gains. The insertion of the output tasks (i.e., the summary activities) was particularly useful. First, they helped to enhance the learners’ text comprehension. Second, they created opportunities for the learners to use newly met words and thus consolidate their knowledge of these lexical items. A thread through the experimental data is the strong association between the learners’ vocabulary uptake and their comprehension of the input content. The findings from this research project are consistent with several established notions, models and theories in the fields, including Ausubel’s Advance Organizer (1978), Hulstijn and Laufer’s Involvement Load Hypothesis (2001), Krashen’s Input Hypothesis (1985), Nation’s Vocabulary Generation (2013), Swain’s Output Hypothesis (2005), and Wittrock’s Model of Generative Teaching of Comprehension (1991). However, there are also findings that go beyond the core tenets of these, and that can further our understanding of how learners process new lexical items in meaning-focused input and output tasks. Regarding pedagogical implications, this research project confirms that fostering L2 listening comprehension creates favourable conditions for incidental vocabulary acquisition to happen, and that the aforementioned classroom procedures are facilitative in this regard, albeit to different degrees. Keyword: Audio-visual input; Incidental vocabulary uptake; Interaction; Pushed output; TED Talks URL: http://hdl.handle.net/10063/6395 BASE Hide details 19 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 20 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details Page: 1 2 3

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