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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 Hits 1 – 20 of 64 1 Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching Lopez Vera, Alexandra. - : eScholarship, University of California, 2022 Abstract: Technology-Mediated Task-Based Language Teaching is the combination of technology with Task-Based Language Teaching (González-Lloret & Ortega, 2014) and emphasizes authentic communication and holistic language learning opportunities in Second Language Acquisition. Since its introduction almost thirty-five years ago, Task-Based Language Teaching has received widespread attention from researchers in the fields of Second Language education due to its collaborative nature and the interaction and negotiation of meaning that result from its implementation (Robinson, 2011). Task-Based Language Teaching represents a paradigm shift of mainstream views about language teaching from a focus on ‘knowledge of language’ to a pragmatic and experiential focus on ‘achiev[ing] communicative purposes’ (Scarino & Liddicoat, 2009, p. 45). Still, relatively few studies have addressed grammar acquisition in online courses from a Task-Based perspective. The present study sought to examine the effects of an online Task-Based Language Teaching module on the acquisition of direct and indirect object pronouns in Spanish. These grammatical structures are used very frequently by native Spanish speakers, but are less used by Spanish learners because of their difficulty. The main problem is that object clitics in Spanish normally create a structure that appears to be (Subject)-Object-Verb. This can be especially difficult for native speakers of English since these speakers are accustomed to Subject-Verb-Object. Furthermore, Spanish indirect object pronouns look exactly like direct object pronouns except for the third person singular and plural. Hence, learning how to use and distinguish between the direct object and indirect object pronouns is challenging. The results of this study demonstrate the benefits of using an online Task-Based Language Teaching module specially designed for the acquisition of direct and indirect object pronouns in Spanish. Participants in the experimental group used the target structures on many occasions, and their results exceeded those of the control group—the mean of the experimental group was 7.50, whereas the mean of the control group was 1.23. Similarly, students in the experimental group also produced five times more instances of the target structures than students in the control group in an identical final exam activity that both groups had to complete—3.22 vs 0.64, respectively. Thus, the data obtained in this study manifest that technology-mediated TBLT can be particularly valuable in the acquisition of L2 grammar. Keyword: Applied Linguistics; Education; L2 Grammar Teaching; Language; Linguistics; Second Language Teaching; Spanish as a Second Language; Task-Based Language Teaching; Technology-Mediated Task-Based Language Teaching URL: https://escholarship.org/uc/item/6593c5dm BASE Hide details 2 The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ... Schaefer, Maxine. - : Open Science Framework, 2022 BASE Show details 3 Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ... Caron-Diotte, Mathieu. - : Open Science Framework, 2022 BASE Show details 4 Vocabulary Scaffolding Features and Young Readers’ Comprehension of Digital Text: Insights from a Big Observational Dataset ... Diprossimo, Laura. - : Open Science Framework, 2021 BASE Show details 5 Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ... Bölükbaşı, Yasemin. - : Open Science Framework, 2021 BASE Show details 6 Mental Lexicon Portuguese Orthography ... Brakovec, Hunter. - : Open Science Framework, 2021 BASE Show details 7 The impact of grit and its predictors on face-to-face vs online language learning ... Paradowski, Michał. - : Open Science Framework, 2021 BASE Show details 8 Does the language you speak shape the way you think about the world? ... Djalal, Farah. - : Open Science Framework, 2021 BASE Show details 9 Auditory distraction while reading in different languages ... Ríos López, Paula. - : Open Science Framework, 2021 BASE Show details 10 Peer interaction among intensive immersive language course participants: Comparing the impact of face-to-face vs online delivery ... Paradowski, Michał. - : Open Science Framework, 2021 BASE Show details 11 Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement Majuddin, Elvenna; Siyanova-Chanturia, Anna; Boers, Frank In: Education Publications (2021) BASE Show details 12 Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe Fornol, Sarah L.. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020) BASE Show details 13 All the World is Our Stage: primary pupils never lost in translanguaging ... Villanueva, Eneida Garcia. - : figshare, 2020 BASE Show details 14 Data for paper comparing SW and timed CW ... Breno Barreto Silva; Otwinowska-Kasztelanic, Agnieszka; Kutylowska, Katarzyna. - : figshare, 2020 BASE Show details 15 Data for paper comparing SW and timed CW ... Breno Barreto Silva; Otwinowska-Kasztelanic, Agnieszka; Kutylowska, Katarzyna. - : figshare, 2020 BASE Show details 16 Data for paper comparing SW and timed CW ... Breno Barreto Silva; Otwinowska-Kasztelanic, Agnieszka; Kutylowska, Katarzyna. - : figshare, 2020 BASE Show details 17 Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom Burton, Benjamin Robert. - 2020 BASE Show details 18 Using literal underpinnings to help learners remember figurative idioms: Does the connection need to be crystal-clear? Wang, Xinqing; Boers, Frank; Warren, Paul In: Education Publications (2020) BASE Show details 19 “Our Beautiful Family”: A study of English Language Learners’ dual language identity texts and linguistic identity in a family literacy program ... Bajt, Allison. - : Arts, 2019 BASE Show details 20 Lower Primary (P2–P4) Prep Activities (translanguaging) with Teachers' Notes ... Villanueva, Eneida Garcia. - : figshare, 2019 BASE Show details Page: 1 2 3 4

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