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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Совместная работа студентов экономических направлений при изучении профессионально-ориентированной и общенаучной лексики в формате CLIL ...
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Some evidence of the development of L2 reading-into-writing skills at three levels
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Developing rubrics to assess the reading-into-writing skills: a case study
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Using form-focused tasks to integrate language across the immersion curriculum
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In: http://www.sciencedirect.com/science/article/pii/S0346251X14001651?via%3Dihub (2015)
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Pushed Output and Noticing in a Dictogloss: task Implementation in the CLIL Classroom
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, pags. 7-22 (2014)
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Las tareas en el aprendizaje integrado de educación física y lengua extranjera (AICLE) : determinación de las características de las tareas mediante el análisis del diario de clase
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'Think and Discuss': Disseny de tasques per a la construcció de competències discursives a l'aula AICLE de matemàtiques. Un estudi de cas
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Language learning through tasks in a content and language integrated learning (CLIL) science classroom ; Aprendizaje por tareas de lenguas extranjeras en la clase de ciencias a travé del AICLE
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Language Learning through Tasks in a CLIL Science Classroom
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Abstract:
This paper presents the results of a pre-experimental study into language learning in inclusive Content and Language Integrated Learning (CLIL) classrooms at secondary school, in which Science content was taught in English. The pedagogical experience lasted four weeks. The main pedagogical approach followed was the use of learning tasks carried out by students working in dyads. Through the use different indicators extensively employed in the field, the study attempts to measure the gains that students show in fluency and lexical repertoire in a pretest / treatment / post-test research design. The post-test demonstrated significant progress in the assessed indicators. The study also showed that improvements transcend purely formal linguistic aspects and that it is necessary to find other measurement tools which may help us to capture the extent of those improvements. The limited scope of the sample does not allow us to make strong claims about the suitability of pedagogical decisions adopted; however the outcomes encourage us to continue to explore how cooperation among students influences learning in CLIL classrooms ; Este trabajo presenta los resultados de un estudio pre-experimental sobre aprendizajes lingüísticos en aulas inclusivas de Aprendizaje Integrado de Contenidos y Lengua (AICLE) de secundaria, donde se impartieron contenidos de Ciencias Naturales (CN) en inglés, en una experiencia pedagógica de cuatro semanas de duración, cuya principal opción didáctica fue la realización de tareas en díadas de aprendices. El estudio tuvo como objetivo determinar los avances de los estudiantes en repertorio léxico y fluidez, mediante la utilización de diferentes indicadores ampliamente utilizados en estos ámbitos de investigación. Para ello se recurrió a un diseño del tipo pretest / tratamiento / posttest. El postest demostró progresos significativos en los indicadores evaluados. También puso en evidencia que el progreso transciende los aspectos puramente formales, y que se precisan medidas más mejor ajustadas, que puedan contribuir a capturar el alcance de dichos progresos. La extensión limitada de la muestra no nos permite formular conclusiones definitivas sobre la adecuación de las decisiones pedagógicas adoptadas; sin embargo los resultados nos animan a continuar explorando cómo la cooperación entre estudiantes influye sobre el aprendizaje en las aulas AICLE
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Keyword:
Aprendizaje integrado de contenidos y lengua (AICLE) Aprendizaje de lengua extranjera; Aprenentatge Integrat de Continguts i Llengua (AICLE) Aprenentatge de Llengua Estrangera; Aula inclusiva; Ciencias Naturales; Ciències Naturals; Content and Language Integrated Learning (CLIL); Cooperació; Cooperación; Cooperation; Fluency; Fluïdesa; Fluidez; Foreign Language Learning; Inclusive Classroom; Lexical Repertoire; Repertori lèxic; Repertorio léxico; Science; Semi-Immersió (SI); Semi-Immersion (SI); Semi-inmersión (SI); Tareas; Tasks; Tasques
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URL: https://ddd.uab.cat/record/70771
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Differences in Written Discourse in Independent and Integrated Prototype Tasks for Next Generation TOEFL
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