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Hits 17.621 – 17.640 of 17.653
| 17621 |
On the overlap between bilingual language control and domain-general executive control
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| 17622 |
The impact of early bilingualism on face recognition processes
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| 17623 |
On the overlap between bilingual language control and domain-general executive control
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| 17624 |
Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject expression
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| 17625 |
Estudio sobre el impacto del corpus de entrenamiento del modelo de lenguaje en las prestaciones de un reconocedor de habla
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| 17626 |
Nuevos retos para la lexicografía pedagógica bilingüe alemán-español
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| 17627 |
La adquisición de construcciones complejas: de la interacción a la gramática
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| 17628 |
¿Cómo usar diccionarios bilingües en línea? Ejemplos para el desarrollo de las competencias lexicográficas en la enseñanza del alemán como lengua extranjera
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| 17629 |
Uso de corpora comparáveis para filtrar dicionários bilíngues gerados por transitividade ; Using comparable corpora to filter bilingual dictionaries generated by transitivity
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| 17630 |
El lenguaje infantil. Algunos lugares comunes revisitados
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| 17631 |
The Effects of Bilingualism on Attention and Memory: Do Bilingual Advantages in Attention Lead to Disadvantages in Memory?
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| 17632 |
Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu
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| 17633 |
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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| 17634 |
(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
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| 17635 |
Whose Education? Whose Nation? Exploring the Role of Government Primary School Textbooks of Bangladesh in Colonialist Forms of Marginalization and Exclusion of Poor and Ethnic Minority Children
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| 17636 |
Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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| 17637 |
East Asian International Students' Experiences in High School Mathematics Classrooms
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| 17638 |
Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program
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| 17640 |
Bilingual Multicultural Education Support Team
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In: ZIM CSWR Pict Colls PICT 2013-005
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