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METHODOLOGICAL PECULIARITIES OF TEACHING PHRASEOLOGICAL UNITS TO PRIMARY SCHOOLCHILDREN AT ENGLISH LESSONS ; МЕТОДИЧНІ ОСОБЛИВОСТІ НАВЧАННЯ ФРАЗЕОЛОГІЗМІВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В ПОЧАТКОВІЙ ШКОЛІ
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In: Collection of Scientific Papers of Uman State Pedagogical University; № 2 (2020): ; 58-64 ; Збірник наукових праць Уманського державного педагогічного університету; № 2 (2020): Частина 1; 58-64 ; 2307-4906 (2020)
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Percepções de professores sobre o uso de mídias digitais nas aulas de língua inglesa ; Teachers' perceptions about the use of digital media in english language classes
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Marcos, Raquel Amoroginski. - : Universidade Tecnológica Federal do Paraná, 2020. : Pato Branco, 2020. : Brasil, 2020. : Programa de Pós-Graduação em Letras, 2020. : UTFPR, 2020
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"I Need MORE Help": A Rise in Demand for Special Education in Ontario
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In: Major Papers (2020)
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“So, that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
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Increasing the Effectiveness of English Language Teaching Assistants
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In: The Organizational Improvement Plan at Western University (2020)
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Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language
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In: Exceptionality Education International (2020)
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| 67 |
Professional development of EFL lecturers in Vietnam : a cultural-historical activity theory perspective
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Multimodality in the EFL classroom a proposal to improve Spanish EFL students' oral skills
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Abstract:
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2019/2020 ; This end of master’s degree project approaches the topic of multimodality from the perspective of social semiotic multimodal analysis and its implications within the education landscape. Considering the importance of developing students’ communicative competence in English so as to be successful both in academic and non-academic contexts, this project presents a multimodal proposal aimed at improving Spanish EFL students’ oral skills. Despite this, the lockdown of Spanish education centres due to the spread of COVID-19 impeded the implementation of this proposal in the Official School of Languages of Castelló. Therefore, the present master’s dissertation aims at finding out the perceptions that two EFL teachers have regarding multimodality, non-verbal communication, and the designed proposal. In order to do so, the project includes a literature review section which deals with multimodality and its relationship with education and non-verbal communication; a section focused on the multimodal proposal; and a section which details the methodology and the results of the study, which have been obtained by interviewing two EFL teachers and analysing linguistic legal documents that regulate foreign language courses around Europe and Spain. Finally, the discussion will prove that multimodal learning is still facing challenges that mainly depend on education policies and that need to be overcome because, in overall, multimodality contributes to make the teaching-learning process rich and successful.
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Keyword:
education; English as a Foreign Language; Formació Professional i Ensenyaments d'Idiomes; Formación Profesional y Enseñanzas de Idiomas; linguistic mediation; Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat; Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato; Master's Degree in Secondary Education; multimodal proposal; Multimodality; non-verbal communication; Official School of Languages; Vocational Training and Language Teaching
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URL: http://hdl.handle.net/10234/189788
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Policy and practices in English as a Medium of Instruction in Vietnamese tertiary EFL contexts
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Toward a Culturally Sensitive Approach to Student Centered Accent and Dialect Coursework - THEA 403: Advanced Voice - Accents & Dialects – A Peer Review of Teaching Project Benchmark Portfolio
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In: UNL Faculty Course Portfolios (2020)
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| 71 |
IDENTIFYING ENGLISH LANGUAGE CLASSROOM ANXIETY OF STUDENTS OF INTERNATIONAL RELATIONS
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In: Studies in Linguistics, Culture, and FLT, Vol 8, Iss 1, Pp 6-15 (2020) (2020)
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| 72 |
STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
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| 73 |
The effect of autonomous learning process on learner autonomy of English public speaking students
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 194-205 (2020) (2020)
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| 74 |
The tolerance of English instructors towards the Thai-accented English and grammatical errors
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 685-694 (2020) (2020)
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| 75 |
Estrategias didácticas para la enseñanza de inglés como lengua extranjera (EFL) dirigidas a estudiantes con trastorno por déficit de atención e hiperactividad (TDAH)
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In: Colombian Applied Linguistics Journal, Vol 22, Iss 2, Pp 169-182 (2020) (2020)
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| 76 |
LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 75-91 (2020) (2020)
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| 77 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 47-55 (2020) (2020)
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| 79 |
Bringing Zull’s Four Brain-derived Pillars of Learning into the English Classroom
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In: English Language Teaching Educational Journal, Vol 3, Iss 1, Pp 14-25 (2020) (2020)
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New Perspectives on Promoting EFL Teaching and Learning in Oman
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In: All Graduate Plan B and other Reports (2020)
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