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English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
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Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
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First and second language use in English medium instruction contexts
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The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
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A systematic review of English Medium Instruction in Higher Education
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Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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Abstract:
This paper reports a study comparing the effects of vocabulary instruction on recognition and recall through provision of either an L1 equivalent or an L2 (French) definition. Instruction was in the context of a focus-on-meaning listening activity. The study employed a quasi-experimental design, involving 262 Year 9 learners of French in seven intact classes. Results indicate that brief vocabulary instruction after the listening activity led to more effective recall than a listening-only condition. Gains were found in favour of the L1 equivalent condition over the L2 definition condition for higher and lower proficiency students. Pedagogical implications for this type of lexical focus in the context of a meaning-focused activity are discussed.
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Keyword:
Applied Linguistics and Educational Linguistics; Communication and Culture; Language; Linguistics
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URL: http://ecite.utas.edu.au/140217 https://doi.org/10.1080/09571736.2013.849751
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English medium instruction in universities: A collaborative experiment in Turkey
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In: Symplectic Elements at Oxford ; Added by author (2016)
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Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
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Students' strategies in response to teachers' second language explanations of lexical items
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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The influence of learning a second language in primary school on developing first language literacy skills
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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A systematic review of CALL in English as a second language : Focus on primary and secondary education
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Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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A systematic review of CALL in English as a second language: Focus on primary and secondary education
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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