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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 Hits 1 – 11 of 11 1 Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching Lopez Vera, Alexandra. - : eScholarship, University of California, 2022 BASE Show details 2 Efeitos do ensino explícito da gramática no desenvolvimento de diferentes tipos de propriedades em L2 Teixeira, Joana. - 2020 BASE Show details 3 L2 Acquisition at the interfaces: Subject-verb inversion in L2 English and its pedagogical implications Teixeira, Joana Alexandra Vaz. - 2018 BASE Show details 4 Investigating boredom among EFL teachers Dumančić Dino In: ExELL (Explorations in English Language and Linguistics), Vol 6, Iss 1, Pp 57-80 (2018) (2018) BASE Show details 5 EVALUATING VISUAL ELEMENTS IN TWO EFL TEXTBOOKS Ali Roohani; Mohammad Sharifi In: Indonesian Journal of Applied Linguistics, Vol 4, Iss 2, Pp 68-77 (2015) (2015) BASE Show details 6 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” ... Erk, Miranda Richelle. - : IUPUI University Library, 2013 BASE Show details 7 Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación” Erk, Miranda Richelle. - 2013 BASE Show details 8 How grammar matters in NNS academic writing: the relationship between verb tense and aspect usage patterns and L2 writing proficiency in academic discourse Min, Kyung Eun. - 2013 Abstract: Grammar teaching in ESL/EFL classes has been controversial as it tackles various issues such as the necessity, scope, contents, and methods of teaching grammar. This thesis addresses the significance of teaching grammar in ESL/EFL academic writing courses by restating the question of “whether or not to teach grammar” to “how and when to teach which grammar.” This study used 120 de-identified academic essays written by NNS students—40 essays from three levels of students—during the official English Placement Test writing exam at UIUC. By counting the raw numbers of the English verb tense and aspect combinations in four main aspectual categories and analyzing the functional uses of each tense and aspect from actual student writing samples, this study aimed to investigate whether the usage of verb tense and aspect would have a positive relationship with the students’ language proficiency. Although it was possible to hypothesize that more proficient students would have better knowledge of verb tense and aspect and use more variety of verb structures, the results strongly suggested that grammatical knowledge represented by the NNS’ usage patterns of verb tense and aspect system was not the only factor; rather, the analysis of students’ writing samples highlighted the role of academic discourse as a significant variable to the frequency of each verb structure. Moreover, the error analysis of students’ writing samples implied that merely counting the frequency rate of “correct uses” or “avoided uses/ non-uses” did not fully reflect their L2 writing proficiency; it seemed to have close relationship with their knowing of more variety of functions each verb tense and aspect and their ability to make opportune uses of each function for the appropriate content. Put in another way, these findings suggested that patterns of using English verb tense and aspect was relevant to the students’ L2 writing proficiency because higher level students were able to incorporate their grammatical knowledge to the paper’s purpose, contents, and discourse register. Thus, this study concludes by proposing that “grammar” is neither an opposing iii component of “contents” when teaching L2 academic writing nor a competing factor against “structure or coherence” when assessing students’ writing proficiency. It would be most ideal and reasonable to choose grammar content that does not stand alone but have significance in meaning, function, and purpose as they merge into the entire writing process. Keyword: academic discourse; grammar teaching; L2 writing proficiency; non-native speaker usage patterns of English verb tense and aspect URL: http://hdl.handle.net/2142/44175 BASE Hide details 9 Adquisición de pragmática en segunda lengua : un modelo didáctico para la enseñanza de la pragmática ... Romero Betancourt, María Victoria. - : IUPUI University Library, 2012 BASE Show details 10 Adquisición de pragmática en segunda lengua : un modelo didáctico para la enseñanza de la pragmática Romero Betancourt, María Victoria. - 2012 BASE Show details 11 A multisensory, multicognitive approach to teaching pronunciation Edward Y. Odisho In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 2, Iss 1, Pp 3-28 (2007) (2007) BASE Show details

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