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Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback ...
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Yao, Qin. - : Digital Repository at the University of Maryland, 2016
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Géneros orales y enseñanza de E/LE en el contexto escolar portugués
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The Giver as content-based reading instruction: Student beliefs about using literature for ESL
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In: Graduate Theses and Dissertations (2016)
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The relationship between foreign languages and the process of internationalization: evidence from the international literacy coordination of a federal university ...
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Connecting the Dots: Effects of Close Reading on Students' Comprehension of Primary Sources
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Second Language Anxiety and Task Complexity
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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Oral Discourse in Foreign Language Education. The Speaking Activities in EFL Textbooks and the CEFR
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CONTENT OF TEACHING PROFESSIONALLY ORIENTED WRITTEN COMMUNICATION ; Содержание обучения профессионально ориентированной письменной речи ; Зміст навчання професійно орієнтованого писемного мовлення
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In: Передовое образование; 2015: ; 4-7 ; Advanced Education; 2015: Issue 4; 4-7 ; Новітня освіта; 2015: ; 2410-8286 ; 2409-3351 (2016)
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In the case of high attaining, phonemically aware, bilingual Year One children, can spelling tests using phonemically irregular words be an effective strategy in order to improve spelling?
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| 93 |
Combining PBL and CLIL in the scientific laboratory in secondary education
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The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects
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Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback
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Abstract:
Immersion education encourages students to learn a new language by actually using the language, and has become a popular form of foreign language instruction since the 1970s. Recent observations of immersion classrooms have shown a high frequency of teachers’ oral corrective feedback (CF). From an interactionist perspective of second language (L2) acquisition that finds a solid foundation for the benefit of conversational interaction in L2 learning, CF as a form of interaction is argued to give L2 learners learning opportunities that attend to the communicative content and linguistic information. This study aims to fill a gap in the literature on immersion—the lack of studies examining CF in Chinese immersion settings, by studying learning opportunities brought about by oral CF in Chinese immersion classrooms. Classroom observations, video-tapings, stimulated recalls, and interviews in four Chinese immersion classrooms revealed that the Chinese immersion teachers explicitly or implicitly corrected students’ errors most of the time, and used eight types of CF strategies to treat their errors, among which the elicitation and recast were used more frequently. In addition, teachers and students were found to engage in negotiations through CF in different interactional contexts (content, language, communication and management), and contexts focusing on content and language allowed more CF and more modified output. Furthermore, the results revealed that students tended to notice the CF in content-focused interactions (compared to other three types of interactional contexts), and that their perception accuracy is influenced by the type of CF and the recipient of the CF. Based on the interaction approach to second language acquisition, the findings of this study contribute to the field by constructing a deeper understanding of intricacies of CF in the context of Chinese immersion teaching. In particular, the study has emphasized the positive role of interactional feedback in second language learning, re-conceptualized output immediately following the CF as learner response to feedback, and revealed the facilitative role of modified output in advancing the engagement of the learner internal mechanism. Moreover, the study has implications for immersion education, specifically concerning CF strategies, pedagogies that balance content and language instruction, immersion program administration, and teacher education.
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Keyword:
Chinese language teaching; content-based instruction; corrective feedback; Education; immersion education; Language; Pedagogy; second language acquisition
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URL: http://hdl.handle.net/1903/18988
https://doi.org/10.13016/M28Z5P
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ИНФОРМАЦИОННО-ПРОЕКТНЫЙ МЕТОД ПРИ ПОДГОТОВКЕ БУДУЩИХ СПЕЦИАЛИСТОВ В СФЕРЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ (С ИСПОЛЬЗОВАНИЕМ СИСТЕМЫ MOODLE)
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Винник, В.; Штанюк, А.. - : Общество с ограниченной ответственностью "Издательский Дом "Академия Естествознания", 2015
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СОДЕРЖАНИЕ И ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
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СПЕЦИФИКА ОБУЧЕНИЯ АУДИРОВАНИЮ СТУДЕНТОВ НЕЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ
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