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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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| 104 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ...
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| 106 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ...
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| 107 |
Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility
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In: Graduate Theses and Dissertations (2015)
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| 109 |
From motivation to emotion: a new chapter in applied linguistics research
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In: Centre for Teaching and Learning (2015)
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| 110 |
Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies
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In: International Journal of Qualitative Methods; Vol 14, No 2 (2015): Special Issue - Mixed Methods; 104-121 ; 1609-4069 (2015)
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| 111 |
O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar
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| 112 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH
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In: Theses and Dissertations--Linguistics (2015)
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| 113 |
The nature of language learners' beliefs: A half-told story
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| 114 |
Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books
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Abstract:
Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks. ; Hay evidencias de que la enseñanza explícita de estrategias de aprendizaje de L2 favorece el uso de estrategias y el dominio de la expresión oral. Para este estudio se diseñó una lista de verificación de uso de estrategias basada en la taxonomía de Oxford (1990). La lista se aplicó al análisis de la enseñanza de estrategias en los libros de texto más utilizados en el último curso de la enseñanza secundaria en España. El estudio estaba encaminado a determinar si los libros analizados incluyen enseñanza de estrategias, a localizar la ubicación de estas (en el interior de las unidades o en otras secciones del libro) y a identificar qué estrategias se orientan de forma explícita a las dos destrezas orales, expresión y comprensión oral. Una de las conclusiones es que, en general, los libros analizados no promueven suficientemente la enseñanza y el uso de estrategias de aprendizaje de L2.
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Keyword:
Análisis de libro de texto; Applied Linguistics; Destreza oral; Education; Enseñanza explícita e implícita; Estrategia; Explicit versus implicit teaching; Last year Secondary Education; Oral skill; Strategy; Textbook analysis; Último curso de Educación Secundaria
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URL: http://hdl.handle.net/10201/47329
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| 115 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 116 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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| 117 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
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| 118 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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| 119 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 120 |
Communication Disorders in Spanish Speakers: Theoretical, Research, and Clinical Aspects
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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