| 1 |
What Registers in the Body: Place and the Physicality of Painting
|
|
|
|
In: Master’s Theses and Projects (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Flipgrid and Second Language Acquisition Using Flipgrid to Promote Speaking Skills for English Language Learners
|
|
|
|
In: Master’s Theses and Projects (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Educational Background and Identity: Factors Influencing Arab Women Learning English as a Second Language
|
|
|
|
In: Journal of International Women's Studies (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Der Einfluss der elterlichen Sprachwahl auf Spracherwerb und Bildungserfolg
|
|
Jenny, Claudia (B.A.). - : Weingarten : Pädagogische Hochschule Weingarten, 2020
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Motivation and Emotion in Second Language Learning: Predictors of Objective Language Performance and Sustained Learning in Undergraduate Foreign Language Students
|
|
|
|
In: Senior Projects Spring 2020 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Second language acquisition : the need for explicit pragmatic instruction in beginning-level language classes.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Developing intentional cultural exchange (D.I.C.E) : an early start program for acculturation and language skill development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
From Japanese to Elvish: Comparing Different Writing Systems
|
|
|
|
In: The Compass (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
|
|
|
|
Abstract:
Over the past several decades, research that explored various teaching-and-learning contexts has provided valuable insights into teacher-learner interactional practices in second language classrooms. Many of these practices focus on learners’ language accuracy by targeting the correct answer, a worthy but perhaps insufficient goal; an additional teacher responsibility is to encourage learners to build on their understanding by reasoning through that correct answer. This current study adds to previous research by examining how one experienced teacher and her adult ESL students in a community language program in the U.S. engage in a particular type of interactive, collaborative work on understanding that moves beyond what is correct to why it is correct, which I call “digging.” Based on a conversation analytic examination of 15 hours of video-recorded classroom interaction, the findings showcase two complementary types of teacher-led digging that are preceded by a critical “pre-digging” phase, during which the teacher redirects learners’ attention and constitutes a group that will work together as a collective. The first type of digging zooms in on one particular language issue which the teacher frames as a language challenge for the group and works collaboratively with the collective toward resolving it. The second type of digging, by contrast, zooms out from a specific language issue to a larger pattern in either the learners’ native languages or the target language, English. In both types of digging, exploratory talk and various scaffolding techniques are employed to promote participation and learner agency. The findings contribute to the literature on classroom interaction by specifying, in fine-grained detail, the how-to of these teacher interactional practices during whole group work on understanding which involves the intricate work of every gaze, every gesture, every posture shift, every utterance, and every second of silence. Such specifications also enrich teacher educators’ pedagogical content knowledge by providing them a common language to talk about, and illuminate the complexity of, teaching as they guide students to “see” such complexity.
|
|
Keyword:
Adult students; English language--Study and teaching--Foreign speakers; Questions and answers; Second language acquisition--Methodology; Teachers--Training of
|
|
URL: https://doi.org/10.7916/d8-sxq1-dj86
|
|
BASE
|
|
Hide details
|
|
|
| 10 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Texte im Spiegel der Zeit: Die Methode der Wirklichkeitsmontage in Alexander Kluges Dezember
|
|
|
|
In: German Journal Sprache Literatur Kultur (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Editorial
|
|
|
|
In: German Journal Sprache Literatur Kultur (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Investigating the combined effects of rater expertise, working memory capacity, and cognitive functionality on the scoring of second language speaking performance
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection
|
|
|
|
In: L2 Journal, vol 12, iss 1 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
An Evaluation of the Celtic Hypothesis for Brythonic Celtic influence on Early English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Measuring coselectional constraint in learner corpora: A graph-based approach ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
PROCESSING OF LANGUAGE SPECIFIC STIMULI AMONG ESTONIAN AND RUSSIAN NATIVE SPEAKERS: AN EEG STUDY ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Je Voudrais Parler Français: Brain Activity During Sleep Supports Second Language Learning ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
