Hits 1.221 – 1.236 of 1.236
| 1221 |
Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn
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| 1222 |
The community of inquiry framework and academic advising: online student perceptions
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| 1223 |
Dialogue journal writing and adult ESL students: a tool for learning language and culture
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| 1224 |
Survey of immigrant participation in the adult education community of Edmonton
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Ho, Laura E.. - : University of Alberta. Department of Secondary Education.
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| 1225 |
A descriptive study of adult ESL programs in Edmonton
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Hodgson, Margaret.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1226 |
Being a teacher in an adult multicultural ESL class
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Gnida, Sara Marie.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1227 |
Windows of meaning in adult E.S.L.: teacher meanings in a special basic E.S.L. program for adult immigrants with little formal education
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| 1228 |
A survey of adult EFL programs in community schools in Beijing
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Xie, Mianmian.. - : University of Alberta. Department of Adult, Career, and Technology Education.
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| 1229 |
Linc programs in Edmonton as adult education practice: learners' perspectives
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| 1230 |
The effect of motivational orientation on academic achievement and persistence of rural community college students: A test of a motivational model from a self-determination theory perspective
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| 1231 |
Identification and anlysis of factors that influence adult students to participate in distance learning programs
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| 1232 |
A study of the relationship between a cloze and a word opposite reading vocabulary placement instrument designed for adults
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| 1233 |
Acting and Second Language Pragmatics: Pedagogical Intersections
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| 1234 |
Reading Racism: Race and Privilege in Young Adult Fiction
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| 1235 |
Socio-cultural Inclusiveness and Workplace E-learning: From Dominant Discourse to Democratized Discourses
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| 1236 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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Abstract:
Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction. ; PhD
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Keyword:
Content-based language teaching; Education-Adult and Continuing-0516; Education-Bilingual and Multicultural-0282; Education-Curriculum and Instruction-0727; Education-Vocational-0747; English for Specific Purposes; Form-focused instruction; form-focussed instruction; grammar instruction; Language; language awareness; Literature and Linguistics-Linguistics-0290; meaning-based language teaching; meaning-focussed language instruction; occupational language; professional language teaching; Second Language Acquisition; Second Language Learning; vocational language teaching
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URL: http://hdl.handle.net/1807/26387
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