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Input for the Second Language Classroom: Some Innovations and Insights
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L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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Abstract:
During my first semester of teaching English as a Foreign Language (EFL) I had five hundred students. I taught ten sections of Advanced English at the University of Science and Technology in Beijing, China. Each section had fifty students, whom I met with for one and a half hours once a week. The main goal of the course was to help undergraduates with advanced English proficiency pass the College English Test, a university exit requirement for all undergraduates in China. A secondary goal of the course was to prepare students for graduate study in English- speaking academic environments, since a majority of them would eventually go on to graduate studies in the U.S., England, or Australia.
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Keyword:
Applied linguistics; English language--Study and teaching--Foreign speakers; Podcasts; Second language acquisition; Vocabulary
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URL: https://doi.org/10.7916/D8KP9D2G
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6 |
Examining the Intersection between Task-Based Learning and Technology
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8 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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9 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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11 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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13 |
Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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Introduction: Why Should Second/Foreign Language Teachers Tune In To Instructed SLA?
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16 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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17 |
Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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18 |
Rater Cognition in L2 Speaking Assessment: A Review of the Literature
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20 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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