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881 |
A marked shift in first language acquisition theory with implications for second language teaching
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In: Virtual Press (1980)
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882 |
A Study of Fronting, Voicing, and Stopping Based on Olmsted's Data in Eighty-Seven Children ...
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Coberly, Mary. - : Department of Linguistics, University of Colorado Boulder, 1979
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885 |
One word at a time: The use of single-word utterances before syntax
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886 |
The effects of extralinguistic control of comprehension and production in the non-fluent child
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887 |
Variation and Reduction as Aspects of Competence in Child Language
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888 |
The Resurgence in Child Language Research, 1965-1975: Language Development Review
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890 |
Talking, understanding, and thinking: Developmental relationship between receptive and expressive language
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891 |
Language development: Form and function in emerging grammars
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893 |
Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994. - ; 0002 : Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994. -
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In: Proceedings of the North East Linguistic Society 25, Univ. of Pennsylvania, Philadelphia, Pa., October, 1994
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Leibniz-Zentrum Allgemeine Sprachwissenschaft
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895 |
A Spanish three model unit on food: a teaching philosophy with complementary instructional practices
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Abstract:
Master of Arts ; Department of Modern Languages ; Douglas K. Benson ; In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages of contextualized input, and the development of students' cultural consciousness. The instructional practices chapter describes my approach to grammar instruction, vocabulary instruction and the implementation of authentic texts. To conclude, I offer a model five-day lesson plan, complete with structured pedagogical activities, contextualized to the theme of food, which will integrate the ideas and concepts discussed in the philosophy and practices chapters.
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Keyword:
Foreign Language Instruction (0444); Instructional practices; Language; Modern (0291); Pedagogy (0456); Second language acquisition; Spanish; Teaching philosophy
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URL: http://hdl.handle.net/2097/13127
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896 |
Individuals with intellectual disabilities and second language acquisition: a framework for approaching inclusive foreign language instruction
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897 |
Always a lighthouse, toujours un homme: exploring non-literal translation techniques in video game localizations or the purposes of second language acquisition
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898 |
Pronouncing Anglicisms: On the difficulty experienced by English-dominant learners of German
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899 |
Longitudinal Survey of Language Acquisition in Children Adopted from Ethiopia & India
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900 |
The Effect of Different Teaching Techniques on Acquiring the Grammatical Gender of Nouns in German as a Foreign Language
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