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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 59 1 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 2 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 3 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 4 THE EFFECTS OF TRAINING FOR AUTOMATICITY ON MULTIWORD RECOGNITION JEONG, HYOJIN. - 2020 BASE Show details 5 SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS Al Thowaini, Buthainah M. - 2020 BASE Show details 6 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details 7 COMPREHENSION OF CONVERSTATIONAL IMPLICATURE: EXAMINING EVIDENCE OF ITS SEPARABILITY AS A LISTENING SUBSKILL O'Connell, Stephen Patrick. - 2019 BASE Show details 8 EFFECTS OF WORD AND STUDENT FACTORS ON INSTRUCTIONAL REINFORCEMENT IN A VOCABULARY PROGRAM IMPLEMENTED WITH SECOND GRADE BILINGUALS Artzi, Lauren. - 2018 BASE Show details 9 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 10 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 11 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 12 Lexical competition in native and nonnative auditory word recognition Lancaster, Alia. - 2018 BASE Show details 13 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 14 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 15 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 16 CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS Bai, Yu. - 2016 BASE Show details 17 THE RELATIVE SIGNIFICANCE OF SYNTACTIC KNOWLEDGE AND VOCABULARY KNOWLEDGE IN SECOND LANGUAGE LISTENING COMPREHENSION Vafaee, Payman. - 2016 BASE Show details 18 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 19 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 Abstract: Immersion education encourages students to learn a new language by actually using the language, and has become a popular form of foreign language instruction since the 1970s. Recent observations of immersion classrooms have shown a high frequency of teachers’ oral corrective feedback (CF). From an interactionist perspective of second language (L2) acquisition that finds a solid foundation for the benefit of conversational interaction in L2 learning, CF as a form of interaction is argued to give L2 learners learning opportunities that attend to the communicative content and linguistic information. This study aims to fill a gap in the literature on immersion—the lack of studies examining CF in Chinese immersion settings, by studying learning opportunities brought about by oral CF in Chinese immersion classrooms. Classroom observations, video-tapings, stimulated recalls, and interviews in four Chinese immersion classrooms revealed that the Chinese immersion teachers explicitly or implicitly corrected students’ errors most of the time, and used eight types of CF strategies to treat their errors, among which the elicitation and recast were used more frequently. In addition, teachers and students were found to engage in negotiations through CF in different interactional contexts (content, language, communication and management), and contexts focusing on content and language allowed more CF and more modified output. Furthermore, the results revealed that students tended to notice the CF in content-focused interactions (compared to other three types of interactional contexts), and that their perception accuracy is influenced by the type of CF and the recipient of the CF. Based on the interaction approach to second language acquisition, the findings of this study contribute to the field by constructing a deeper understanding of intricacies of CF in the context of Chinese immersion teaching. In particular, the study has emphasized the positive role of interactional feedback in second language learning, re-conceptualized output immediately following the CF as learner response to feedback, and revealed the facilitative role of modified output in advancing the engagement of the learner internal mechanism. Moreover, the study has implications for immersion education, specifically concerning CF strategies, pedagogies that balance content and language instruction, immersion program administration, and teacher education. Keyword: Chinese language teaching; content-based instruction; corrective feedback; Education; immersion education; Language; Pedagogy; second language acquisition URL: http://hdl.handle.net/1903/18988 https://doi.org/10.13016/M28Z5P BASE Hide details 20 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details Page: 1 2 3

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