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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 4 5 6 7...167 Hits 41 – 60 of 3.339 41 Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum Barysevich, Alena; Smeets, Liz; School of Languages and Literatures. - : University of Guelph, School of Languages and Literatures, 2021. : Érudit, 2021 BASE Show details 42 A Review of Studies Related to the Sign Language Pedagogy as a Second Language ; 第二言語としての手話言語教授法に関する文献的検討 NAKANO, Satoko; 中野, 聡子. - : 群馬大学共同教育学部附属教育実践センター, 2021 BASE Show details 43 Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad Sehgal, Sapna. - : Universitat de Barcelona, 2021 In: TDX (Tesis Doctorals en Xarxa) (2021) BASE Show details 44 ISLA / IFLA course design: Principles and practical proposals for beginners' courses Haidl Dietlmeier, Anton Gilen; Kirchhoff, Natalie In: Innovación Docente e Investigación en Arte y Humanidades. Avanzando en el proceso de enseñanza-aprendizaje. pp. 833 - 846 (2021) BASE Show details 45 Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory Hoang, Bao. - : The University of Waikato, 2021 BASE Show details 46 Does input modality matter when learning vocabulary in English as a foreign language? Gené Giron, Rosa. - 2021 Abstract: Second Language Acquisition (SLA) is an important reality in the students’ language learning process. Findings in SLA research indicate that input mode plays a crucial role when learning a second language (L2). Teachers and professors need to implement the most effective input mode (listening-only, reading-while-listening or reading-only) in their foreign language (FL) classroom for teaching and achieving visible learning gains in the students’ vocabulary knowledge. The main purpose of this study is to solve one conflict observed in several groups of 1st ESO students: the teaching of L2 English vocabulary following the traditional method and without contextualizing the new words. The innovation proposal consists of investigating the role of input modality when learning L2 English vocabulary in a FL classroom and proposing the activities implemented in class as possible models to be incorporated in the FL classroom to motivate students to learn English vocabulary. Three classes of approximately 20 Catalan/Spanish students who were finishing their first year of Obligatory Secondary Education were examined. A mixed version of The Updated Vocabulary Levels Test (Webb, Sasao, & Balance, 2017) and a satisfaction questionnaire were used to collect data about L2 English vocabulary learning. This paper illustrates which the most efficient input mode to learn L2 English vocabulary in the FL classroom is. All in all, this study can be applied to diverse educational institutions utilizing different input modes to teach vocabulary. ; L'adquisició d’una segona llengua és una realitat important en el procés d'aprenentatge de llengües dels estudiants. Els resultats de la investigació de l’adquisició d’una segona llengua indiquen que el tipus d'input juga un paper crucial en l'aprenentatge d'una segona llengua. Els mestres i els professors necessiten implementar el tipus d'input més eficaç (només escoltar, llegir mentre escolten o només llegir) a la seva aula de llengua estrangera per ensenyar i aconseguir guanys d'aprenentatge visibles en el coneixement del vocabulari dels estudiants. L'objectiu principal d'aquest estudi és resoldre un conflicte observat en diversos grups d’alumnes de 1r d’ESO: l’ensenyament de vocabulari en anglès com a segona llengua seguint un mètode tradicional i sense contextualitzar les noves paraules. La proposta d’innovació consisteix en investigar el paper de la modalitat d'input en l’aprenentatge de vocabulari en anglès com a segona llengua en una aula de llengua estrangera i proposar les activitats implementades a classe com possibles models a incorporar a l’aula de llengua estrangera per motivar els alumnes a aprendre vocabulari en anglès. S’han examinat tres classes d’aproximadament 20 estudiants catalans/espanyols que finalitzaven el primer any d'Educació Secundària Obligatòria. Una versió mixta de l’Updated Vocabulary Levels Test (Webb, Sasao, & Balance, 2017) i un qüestionari de satisfacció s’han utilitzat per recopilar dades sobre la millora del vocabulari en anglès com a segona llengua. Aquest document il·lustra quin és el tipus d'input més eficient per aprendre vocabulari en anglès com a segona llengua a l'aula de llengua estrangera. En definitiva, aquest estudi es pot aplicar a diverses institucions educatives que utilitzen diferents tipus d'input per ensenyar vocabulari. Keyword: Adquisició d'una segona llengua; Anglès; English; Foreign language classroom; Input modality; Second language acquisition; Vocabulary knowledge URL: http://hdl.handle.net/10459.1/72466 BASE Hide details 47 The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom Gené Giron, Rosa. - 2021 BASE Show details 48 Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses García Montes, Paloma. - : Universitat Politècnica de València, 2021 BASE Show details 49 Lingüística, cognición e intervención didáctica en ELE/L2 Mellado Prado, Alicia In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 141-158 (2021) BASE Show details 50 English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation Truong, Duy Bao. - 2021 BASE Show details 51 Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa? Roemer, Ann E. In: World Languages and Cultures Faculty Publications (2021) BASE Show details 52 Fossilization of English as an L2 non-native constructions at the syntax-discourse interface in Romance L1 speakers Marciano Escutia López In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 30 (2021) (2021) BASE Show details 53 Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum Barysevich, Alena; Smeets, Liz In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021) BASE Show details 54 Scaffolding language development in immersion and dual language classrooms Tedick, Diane J.; Lyster, Roy. - New York : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details 55 Developing critical cultural awareness in modern languages : a comparative study of higher education in North America and the United Kingdom Parks, Elinor. - London : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details 56 Communicating identities Barkhuizen, Gary Patrick; Strauss, Pat. - London : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details 57 Directed motivational currents and language education : exploring implications for pedagogy Muir, Christine. - Blue Ridge Summit : Multilingual Matters, 2020 BLLDB UB Frankfurt Linguistik Show details 58 Vocabulary in language teaching Schmitt, Diane; Schmitt, Norbert. - Cambridge, United Kingdom : Cambridge University Press, 2020 BLLDB UB Frankfurt Linguistik Show details 59 Using tasks in second language teaching : practice in diverse contexts Lambert, Craig (Herausgeber); Oliver, Rhonda (Herausgeber). - Blue Ridge Summit : Multilingual Matters, 2020 BLLDB UB Frankfurt Linguistik Show details 60 Interaction, feedback and task research in second language learning : methods and design Mackey, Alison. - Cambridge, United Kingdom : Cambridge University Press, 2020 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5 6 7...167

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