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Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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Pseudo-compliance or Convergence? Content teachers work together to learn about language. ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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Gleeson, M.E. (2021) Teaching content or teaching language? The dilemma facing subject teachers. ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ...
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Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ...
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Pseudo-compliance or Convergence? Content teachers work together to learn about language. ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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The Role of Prior Knowledge in Promoting Higher-Order Thinking Skills in Japanese as a Foreign Language ...
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The Role of Prior Knowledge in Promoting Higher-Order Thinking Skills in Japanese as a Foreign Language ...
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Abstract:
This study investigates the role of prior knowledge in supporting Japanese foreign language (FL) learners’ L2 higher order thinking skills. Scholars recognize prior knowledge integration as the critical stage where learning occurs (Anderson et al., 2001; Britton, 1994; Kintsch, 1988, 1998), and consider it an untapped resource in the FL classroom (Bernhardt, 2005; Hulstijn, 2011; Koda & Yamashita, 2018). To this end, Koda & Yamashita (2018) developed the reading to learn framework, which entails the extraction of text information, integration of relevant priorknowledge with text content, and refinement of knowledge. Employing this framework, this study investigates the role of prior knowledge in promoting FL learners’ reading to learn skills. Sixty-six Japanese as a foreign language learners took two versions of a reading to learn test, where they read about societal issues in Japan. One version provided scaffolding to help learners integrate relevant prior knowledge with the text, while the other ...
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Keyword:
200401 Applied Linguistics and Educational Linguistics; FOS Languages and literature
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URL: https://kilthub.cmu.edu/articles/thesis/The_Role_of_Prior_Knowledge_in_Promoting_Higher-Order_Thinking_Skills_in_Japanese_as_a_Foreign_Language/15060843/1 https://dx.doi.org/10.1184/r1/15060843.v1
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Speech Errors Produced By Bilingual Spanish-English Speaking Children and Monolingual English-Speaking Children With and Without Speech Sound Disorder ...
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Indicadores de Transitividad en el Input en Español de Hogares Monolingües de Buenos Aires y Bilingües de Chaco: El Caso del Sistema Pronominal ...
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Indicadores de Transitividad en el Input en Español de Hogares Monolingües de Buenos Aires y Bilingües de Chaco: El Caso del Sistema Pronominal ...
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Speech Errors Produced By Bilingual Spanish-English Speaking Children and Monolingual English-Speaking Children With and Without Speech Sound Disorder ...
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Translanguaging in the Culturally Diverse Classrooms of a South African School: Towards Improving Academic Success and Literacy Competencies, a Paradigm Shift to Translingualism? ...
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Translanguaging in the Culturally Diverse Classrooms of a South African School: Towards Improving Academic Success and Literacy Competencies, a Paradigm Shift to Translingualism? ...
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Building a reading culture among Grade 12 learners in an EFAL classroom: the case of one High School in King William's Town education district ...
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TEACHING THE ENGLISH FIRST ADDITIONAL LANGUAGE AS A LINGUA FRANCA TO CULTURALLY DIVERSE LEARNERS IN A SOUTH AFRICAN SCHOOL ...
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TEACHING THE ENGLISH FIRST ADDITIONAL LANGUAGE AS A LINGUA FRANCA TO CULTURALLY DIVERSE LEARNERS IN A SOUTH AFRICAN SCHOOL ...
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