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Farzin Gazerani, Ahlem Ammar and Isabelle Montésinos-Gelet

Abstract

Research indicates that lexical gains through reading are limited (Nation, 2001). Based on the literature about form focused instruction (FFI) (instruction that draws learners’ attention to the formal properties of of the target language) in second language (L2) acquisition, Laufer (2005) states that it is necessary to combine reading with FFI targeting vocabulary. The objective of this study is to examine the effects of different FFI teaching approaches and methodological choices on vocabulary learning. Nine intermediate adult Iranian learners of French as an L2 participated in this experimental multiple-case study. The experimental intervention was spread over a period of two weeks and targeted 36 vocabulary items. It comprised three experimental conditions (integrated FFI, isolated FFI and repetition) and a control condition (incidental learning through reading). Results indicate significant benefits of FFI on receptive immediate posttests. The intervening effects of recency and receptive and productive tests administration order are also evaluated.

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Maria N. Melissourgou and Katerina T. Frantzi

large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63, 59-82. Nesi, H. & Gardner, S. (2012). Genres across the Disciplines: Student writing in higher education. Cambridge: Cambridge University Press. Reppen, R. (2002). A Genre-Based Approach to Content Writing Instruction. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 321-327). Cambridge: Cambridge University Press. Rothery, J. (1985). Two Varieties of Writing: Report and

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Dorota Lipińska

and Production. In: J. Arabski, D. Gabryś-Barker and A. Łyda (eds.) PASE Papers 2007: Studies in Language and Methodology of Teaching Foreign Languages. Katowice: PARA: 96-105. Rojczyk, A. (2009). Modele Percepcji Systemu Dźwiękowego Języka Obcego. In: J. Nijakowska (ed.) Język Poznanie Zachowanie: Perspektywy i Wyzwania w Studiach nad Przyswajaniem Języka Obcego. Łódź: Wydawnictwo Uniwersytetu Łódzkiego: 120-135. Rojczyk, A. (2010a). Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners’ Production Of

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Magdalen Phillips

Journa,l 38, p221 – 238. Phillips, M. (2014). A case study of factors contributing to the confidence of nonspecialist teacher trainees for supporting/delivering primary languages (PLs) as future class teachers . (unpublished paper) Reimann, P. (2011). Design-based research: Methodological Choice and Design p37-50 Netherlands: Springer. Rowe, J., Herrera, M. Hughes, B., Cawley, M. (2012). Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers’ Complementary Skills Provide a