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On the Codification of Usage by Labels

) Oxford: Oxford University Press. Ptaszyński, M. (2010). Theorethical Considerations for the Improvement of Usage Labelling in Dictionaries: A Combined Formal-Functional Approach. International Journal of Lexicography, 23(4), 411-442. Stein, G. (2002). Better Words: Evaluating EFL Dictionaries. Short Run Press Ltd. van Sterkenburg, P. (2003). The dictionary: Definition and history. In van Sterkenburg, P. (Ed.), A Practical Guide to Lexicography (pp. 3-17). John Benjamins Publishing Company. Svensén, B

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Reading input flooding versus listening input flooding: Can they boost speaking skill?

hypothesis. In J. Alatis (Ed.), Georgetown University Roundtable on Language and Linguistics (pp. 299-322). Washington: Georgetown University Press. Lee, S.K. (2007). Effects of textual enhancement and topic formality on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87-118. DOI: 10.1111/j.1467-9922.2007.00400.x Lee, J.F. (2002). The incidental acquisition of Spanish future morphology through reading in a second language. Studies in Second Language Acquisition, 24(1), 55- 80

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Words Used in The Classroom. A Contrastive Lexical Analysis of Two Instances of Oral Discourse

[Accessed 2013, September 20]. Halliday, Michael A.K. and Yallop, Collin. 2007. Lexicology. A Short Introduction. London: Continuum. Jackson, Howard and Zé Amvela, Etienne. 2007. Word, Meaning and Vocabulary. An Introduction to Modern English Lexicology, 2nd edition. London: Continuum. Mureşan, Valentina. 2011. “In Pursuit of Authentic Oral Communication in the EFL Classroom”. Romanian Journal of English Studies, vol. 8/2011. Luminiţa Frenţiu (Ed.). Timişoara: Editura Universităţii de Vest, pp. 113-125. Pungă

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Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL

Abstract

Despite their alleged dual focus on content and language learning, CLIL classes are, more often than not, focused on meaning transmission and comprehension and promote an incidental approach to language learning. Yet, empirical evidence from second language acquisition research points out that a mere focus on meaning is not enough for learners to reach proficiency in the target language and some awareness of the linguistic form is necessary for language learning to occur. In order to foster simultaneous subject matter and foreign language learning, CLIL practitioners need to create opportunities for learners to notice the language of the content while performing content-related activities and tasks. We propose a series of pedagogical strategies to achieve this awareness of the form in the context of the CLIL class, drawing on empirical evidence from language learning research and our own experience as CLIL teachers and teacher trainers.

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Discourse Analysis and Language Pedagogy: A Review

–363). Boston, MA: Springer. Cook, G. (1990). Discourse . Oxford: Oxford University Press. Cots, J. M. (1996). Bringing discourse analysis into the language classroom. Links & Letters , 3, 77–101. Cots, J. M. (2006). Teaching ‘with an attitude’: Critical discourse analysis in EFL teaching. ELT Journal , 60 (4), 336–345. Demo, D. A. (2001). Discourse analysis for language teachers (Report No. ED456672). ERIC Clearinghouse on Languages and Linguistics Washington DC. ERIC Digest. Retrieved from ERIC database. Fairclough, N. (1992). Discourse

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The Role of Curriculum Design and Teaching Materials in Pronunciation Learning

References Abdelmalak, M. (2015). Participatory curriculum planning: students’ perceptions. Curriculum and Teaching, 30, 67-84. AbuSeileek, A. (2007). Computer-assisted pronunciation instruction as an effective means for teaching stress. The JALT CALL Journal, 3, 3-14. Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42, 641-52. Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International Education Studies, 8. Baker, A. A

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Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

−169. Diab, Rula L. (2005). EFL university students’ preferences for error correction and teacher feedback on writing. TESL Reporter 38.1: 27−51. Ellis, Rod, Younghee Sheen, Mihoko Murakami, Hide Takashima (2008). The effects of focused and unfocused written feedback in an English as a foreign language context. System 36.3: 353-371. Elwood, James A., Jeroen Bode (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System 42: 333−343. ESLP 82 Questionnaire: Self-assessment of

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in ExELL
Becoming an English language teacher: Continuities and Discontinuities

References Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717. Alsup, J. (2006). Teacher identity discourses. Mahwah, NJ: Lawrence Erlbaum Associates. Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice , 9 (4), 351-375. Aronin, L. & Singleton, D. (2013). Affordances theory in multilingualism studies. Studies in Second Language

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

, pp. 54-67. Kuo, Jun-Min. “Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks.” The Journal of Asia TEFL , vol. 11, no. 4, 2014, pp. 109-138. Luke, Allan, and Karen Dooley. “Critical Literacy and Second Language Learning”. Handbook of Research in Second Language Teaching and Learning , edited by Eli Hinkel, Routledge, 2011, pp. 856-67. Luke, Carmen. “Cyber-Schooling and Technological Change: Multiliteracies for New Times”. Multiliteracies: Literacy and the Design of Social Futures , edited by Bill Cope

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The Pragmatic Functions of Repetition in TV Discourse

-69. Rieger, C.L. 2000. Self-repair Strategies of English-German Bilinguals in Informal Conversations: The Role of Language, Gender and Proficiency. PhD Dissertation. University of Alberta Sawir, E. 2004. Keeping up with native speakers: The many and positive roles of repetition in the conversations of EFL learners. Asian EFL Journal, 6: 1-32. Schegloff, E.A., Jefferson, G., Sachs, H. 1977. The preference for self-correction in the organization of repair in conversation. Language, 53: 361-382. Schegloff, E. 1987

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