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GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING
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In: K@ta: A Biannual Publication on the Study of Language and Literature, Vol 1, Iss 1, Pp 44-56 (1999) (1999)
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| 222 |
The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon
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In: Dissertations and Theses (1997)
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| 224 |
Transfer Among Phonological Tasks in Kindergarten: Essential Instructional Content
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In: Special Education and Rehabilitation Counseling Faculty Publications (1995)
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| 226 |
Procesos de lengua inglesa por contenidos en la etapa 12-16: "content-based teaching"
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In: TDX (Tesis Doctorals en Xarxa) (1993)
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| 230 |
Ein Beitrag zur Grundlegung der Sprachkunde in der Volksschule ...
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| 231 |
Ein Beitrag zur Grundlegung der Sprachkunde in der Volksschule
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In: Präsidium des Pädagogischen Hochschultages [Hrsg.]; Geschäftsstelle des Arbeitskreises Pädagogischer Hochschulen [Hrsg.]: Das Problem der Didaktik. Bericht über den fünften Deutschen Pädagogischen Hochschultag vom 1. bis 5. Oktober 1962 in Trier. Weinheim : Beltz 1964, S. 78-87. - (Zeitschrift für Pädagogik, Beiheft; 3) (1964)
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| 232 |
Estudo de viabilidade da inclusão dos componentes de índole não linguística no ensino da língua portuguesa na China sob o enquadramento da teoria de Bruner
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| 233 |
9 Investigating the Effectiveness of English Language Curriculum of Language Institutes in the City of Isfahan
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In: http://www.iiste.org/Journals/index.php/JEP/article/download/12983/13298/
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| 234 |
Online Mind Maps for Language Learning: Assisted Risk-Taking
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In: http://halshs.archives-ouvertes.fr/docs/00/86/70/04/PDF/erocall_2009_HAL.pdf
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| 235 |
Università della Svizzera italiana
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In: http://www.swissling.ch/docs/Armani_Rocci_DocDes_SUBMISSION.pdf
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| 236 |
One Usage of Geogebra in Enhancing Pre-service Mathematics Teachers ’ Content Knowledge
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In: http://www.dergipark.ulakbim.gov.tr/turkbilmat/article/download/5000070470/5000106052/
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| 237 |
Communicative Learning in Teaching Materials: A Study of Speaking Tasks in Contemporary Grade-8 English
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In: http://hkr.diva-portal.org/smash/get/diva2:458467/FULLTEXT01/
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| 238 |
Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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| 239 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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Abstract:
Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction. ; PhD
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Keyword:
Content-based language teaching; Education-Adult and Continuing-0516; Education-Bilingual and Multicultural-0282; Education-Curriculum and Instruction-0727; Education-Vocational-0747; English for Specific Purposes; Form-focused instruction; form-focussed instruction; grammar instruction; Language; language awareness; Literature and Linguistics-Linguistics-0290; meaning-based language teaching; meaning-focussed language instruction; occupational language; professional language teaching; Second Language Acquisition; Second Language Learning; vocational language teaching
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URL: http://hdl.handle.net/1807/26387
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