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The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English
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Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense
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In: Languages; Volume 7; Issue 1; Pages: 40 (2022)
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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021)
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“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
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A study into the effects of two Focus on Form interventions on the acquisition of the agreement verb modification (dataset) ...
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Docenthandleiding lespakket behorend bij 'A study into the effects of two Focus on Form interventions on the acquisition of the agreement verb modification' ...
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“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
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In: Canadian Journal of Applied Linguistics; Vol. 23 No. 1 (2020); 93-116 ; Revue canadienne de linguistique appliquée; Vol. 23 No. 1 (2020); 93-116 ; 1920-1818 ; 1481-868X (2020)
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The Effects of Form Focused Instruction and Captioning on Second Language Development
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Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners
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L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde
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Are EFL Learners and Teachers in the Same Camp? A Study on Form-focused Instruction
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 65-77 (2016) (2016)
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Transfer of Grammatical Knowledge into ESL Writing
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 47-64 (2016) (2016)
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Towards the validation of a scale for measuring the load of form focus and meaning focus of textbook activities in foreign language teaching
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 15, Nº. 1, 2016, pags. 129-149 (2016)
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Implementing Task-Based Instruction to Facilitate Language Learning: Moving Away from Theory
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In: TEFLIN Journal, Vol 12, Iss 1, Pp 49-59 (2015) (2015)
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The Effect of Input Flooding and Explicit Instruction on Learning Adverb Placement in L3 French
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In: Canadian Journal of Applied Linguistics; Vol. 18 No. 2 (2015); 1-27 ; Revue canadienne de linguistique appliquée; Vol. 18 No. 2 (2015); 1-27 ; 1920-1818 ; 1481-868X (2015)
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Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080 (2014)
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Differential effects of explicit form-focused instruction on morphosyntactic development
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In: http://www.tandfonline.com/doi/abs/10.1080/09658416.2013.863899 (2014)
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Form-focused instruction in Irish-medium immersion education: a critical examination of teachers' perspectives and practices. A small-scale qualitative case study
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Abstract:
It has been suggested that the less than optimal levels of students’ immersion language “persist in part because immersion teachers lack systematic approaches for integrating language into their content instruction” (Tedick, Christian and Fortune, 2011, p.7). I argue that our current lack of knowledge regarding what immersion teachers think, know and believe and what immersion teachers’ actual ‘lived’ experiences are in relation to form-focused instruction (FFI) prevents us from fully understanding the key issues at the core of experiential immersion pedagogy and form-focused integration. FFI refers to “any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form” (Ellis, 2001b, p.1). The central aim of this research study is to critically examine the perspectives and practices of Irish-medium immersion (IMI) teachers in relation to FFI. The study ‘taps’ into the lived experiences of three IMI teachers in three different IMI school contexts and explores FFI from a classroom-based, teacher-informed perspective. Philosophical underpinnings of the interpretive paradigm and critical hermeneutical principles inform and guide the study. A multi-case study approach was adopted and data was gathered through classroom observation, video-stimulated recall and semistructured interviews. Findings revealed that the journey of ‘becoming’ an IMI teacher is shaped by a vast array of intricate variables. IMI teacher identity, implicit theories, stated beliefs, educational biographies and experiences, IMI school cultures and contexts as well as teacher knowledge and competence impacted on IMI teachers’ FFI perspectives and practices. An IMI content teacher identity reflected the teachers’ priorities as shaped by pedagogical challenges and their educational backgrounds. While research participants had clearly defined instructional beliefs and goals, their roadmap of how to actually accomplish these goals was far from clear. IMI teachers described the multitude of choices and pedagogical dilemmas they faced in integrating FFI into experiential pedagogy. Significant gaps in IMI teachers’ declarative knowledge about and competence in the immersion language were also reported. This research study increases our understanding of the complexity of the processes underlying and shaping FFI pedagogy in IMI education. Innovative FFI opportunities for professional development across the continuum of teacher education are outlined, a comprehensive evaluation of IMI is called for and areas for further research are delineated.
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Keyword:
Bilingual education; Corrective feedback; Form-focused instruction; Immersion education; Immersion teacher identity; Immersion teacher knowledge; Instructional input; Irish-medium education; Learner interaction; Learner output
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URL: http://hdl.handle.net/10468/1829
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Spanish future of probability: teaching and learning
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In: Entrehojas: Revista de Estudios Hispánicos (2014)
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