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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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It takes a village: Digitizing domestic summer programs to confront COVID-19
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Urlaub, Per. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Reading the German graphic novel : understanding learners’ readings of multimodal literary comics
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Abstract:
This dissertation aims to identify student and teacher beliefs about grammar instruction, grammar learning, and the importance of grammatical accuracy and corrective feedback in the context of three foreign language programs at an R1 university in the United States. This study both investigates student and teacher views on grammar instruction at various levels of lower-division language programs and compares student and teacher beliefs about their own grammatical competencies and the importance of grammatical accuracy in their second language (L2). Despite the overwhelming consensus among second language acquisition (SLA) researchers that deductive and inductive grammar instruction, also referred to as form-focused instruction (FFI), have positive effects on language acquisition, it is critical to investigate teacher and student perceptions of contemporary approaches to developing grammatical competencies in a second language. The systematic investigation of teacher and student beliefs about grammar instruction generates important implications for language instruction, curriculum, teacher training, and material development. One such implication is the practical applicability of the methods used to inquire into beliefs about grammar instruction in the L2 classroom. Using such classroom-based data collection methods can help limit conflicting views between L2 learners and their teachers. The results of this descriptive study not only help identify effective classroom practices for scholars and educators, but also inform the decision-making processes of language curriculum developers and textbook authors regarding, for instance, the use of inductive and deductive exercises to teach grammar in the L2 classroom. ; Germanic Studies
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Keyword:
Beliefs about language learning; Grammar instruction; Individual differences; Language learning
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URL: http://hdl.handle.net/2152/65847 https://doi.org/10.15781/T2WH2DZ31
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Exploring change : oral metadiscourse of advanced learners of Russian in extended study abroad
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A usage-based approach to verb classes in English and German
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Dramatizing/digitizing literacy: Theater education and digital scholarship in the applied linguistics curriculum
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education
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In: Global Business Languages (2013)
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Intercultural communicative competence : assessing outcomes of an undergraduate German language program
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Twist in the list : frame semantics as vocabulary teaching and learning tool
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Understanding comprehension: Hermeneutics, literature, and culture in collegiate foreign language education
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