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The Processes of Second Language Acquisition, the Benefits of the Intensive Teaching Method,and the Successful Integration of High-Ability Students in Second Language Classes.
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Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda.
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In: Kelly, Niamh (2013) Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda. International Journal of Inclusive Education, 18 (9). pp. 857-876. ISSN 1360-3116 (2013)
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Written Corrective Feedback: A Review of Studies since Truscott (1996)
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Abstract:
Linguistic errors are pervasive in second language (L2) students’ writing. Depending on their gravity, the errors may cause a minor degree of irritation to the reader or even lead to total communication breakdown. As such, errors have always been a major concern to both students and teachers, and error correction has also assumed a central position in language teaching. Students generally expect that their errors will be pointed out and dealt with by their teachers. For instance, in a study on students’ attitudes toward corrective feedback (CF) in college-level English writing classes, Leki (1991) surveyed 100 English as a Second Language (ESL) students, asking them such questions as how concerned they were with their written errors, what they thought were the most important features in their writing that the teacher should attend to, and what they looked at when receiving a graded paper from the teacher. The results of the survey indicated that the students believed that good writing should be error-free, and the majority wanted all their written errors to be corrected. For L2 teachers, providing written CF on student writing has long been an essential practice. In fact, “grammar correction is something of an institution” (Truscott, 1996, p. 327) in L2 writing courses. Despite the fact that correcting students’ written errors is a time-consuming ordeal, and the endeavor is “fraught with uncertainty about its long-term effectiveness” (Ferris, 1999, p. 1), most L2 teachers have continued to slave over students’ errors in one form or another. As confirmed by a recent study on practitioners’ perspectives, the majority of teachers believe that students need CF and that written CF is overall an effective pedagogical practice (Evans et al., 2010).
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Keyword:
Education; English language--Study and teaching--Foreign speakers; English language--Study and teaching--Foreign speakers--Ability testing; English language--Writing--Study and teaching (Higher); Feedback (Psychology); Second language acquisition
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URL: https://doi.org/10.7916/D8ZK5G8V
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The Role of Metalinguistic Awareness in Multilingual Acquisition
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Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
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| 7 |
Multilingualism and the Holistic Approach to Multilingual Education
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Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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| 9 |
Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
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| 13 |
Boosting Language Skills of English Learners Through Dramatization and Movement
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In: Greenfader, Christa Mulker; & Brouillette, Liane. (2013). Boosting Language Skills of English Learners Through Dramatization and Movement. The Reading Teacher, 67(3), 171 - 180. doi:10.1002/TRTR.1192. UC Irvine: UC Irvine Libraries. Retrieved from: http://www.escholarship.org/uc/item/8kd8f8dn (2013)
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| 14 |
Boosting language skills of ELLs through dramatization and movement
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In: Greenfader, Christa; & Brouillette, Liane. (2013). Boosting language skills of ELLs through dramatization and movement. The Reading Teacher, 67(3), 171 - 180. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/81k0g6r0 (2013)
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| 15 |
Determinanten der Lesekompetenz bei Jugendlichen nicht deutscher Herkunftssprache. Zur Bedeutung der Spracherwerbsreihenfolge im Falle von Mehrsprachigkeit
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In: Jude, Nina [Hrsg.]; Klieme, Eckhard [Hrsg.]: PISA 2009 - Impulse für die Schul- und Unterrichtsforschung. Weinheim u.a. : Beltz 2013, S. 111-131. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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Assessing language indicators across the lifespan within the German National Educational Panel Study (NEPS) ; Die Erfassung von Sprachindikatoren über die Lebensspanne im Nationalen Bildungspanel
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In: Journal for educational research online 5 (2013) 2, S. 15-49 (2013)
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| 17 |
PISA 2009 - Impulse für die Schul- und Unterrichtsforschung
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In: Weinheim u.a. : Beltz 2013, 246 S. - (Zeitschrift für Pädagogik, Beiheft; 59) (2013)
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| 18 |
ESPRIS – Emanzipatorische Sprachlernmethoden im Salzkammergut
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In: Magazin erwachsenenbildung.at (2013) 19, 7 S. (2013)
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Attitudes towards multilanguage use among Latino and Asian immigrants in the United States [electronic resource] /
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El mantenimiento de español como lengua de herencia y el rol de la lectura
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