Exploring The Role Of Strategic Intervention In Form Focused Instruction
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| Author | : Olga Trendak |
| Publisher | : Springer |
| Total Pages | : 211 |
| Release | : 2014-11-11 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3319124331 |
The monograph is devoted to the notion of strategic intervention and its application in the foreign language classroom, in particular with reference to teaching grammar structures. The first four chapters, which are theoretical in nature, address such concepts as form-focused instruction, language learning strategies and strategies-based instruction. The last chapter provides insight into the results of a study investigating the grammar learning strategies employed by advanced learners of English. Additionally, the chapter presents the views of foreign language teachers on the idea of introducing strategy training in the foreign language classroom. The book closes with the discussion concerning the implementation of strategy training and its value in teaching target language grammar.
| Author | : Zoe Gavriilidou |
| Publisher | : Multilingual Matters |
| Total Pages | : 480 |
| Release | : 2021-01-06 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788926730 |
This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.
| Author | : Juan de Dios Martínez Agudo |
| Publisher | : Routledge |
| Total Pages | : 317 |
| Release | : 2019-10-17 |
| Genre | : Education |
| ISBN | : 042958234X |
This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally. Grouped into four wide-ranging, thematic sections – on multilingualism, diversity, teacher education, and future challenges – the book addresses new obstacles faced by educational professionals in today’s rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality. Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.
| Author | : Anna Uhl Chamot |
| Publisher | : Multilingual Matters |
| Total Pages | : 288 |
| Release | : 2019-05-10 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788923421 |
This comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.
| Author | : Rebecca L. Oxford |
| Publisher | : Routledge |
| Total Pages | : 514 |
| Release | : 2016-12-19 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1317515102 |
Now in its second edition, Teaching and Researching Language Learning Strategies: Self-Regulation in Context charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. This volume carries on the author's tradition of linking theoretical insights with readability and practical utility and offers an enhanced Strategic Self-Regulation Model. It is enriched by many new features, such as the first-ever major content analysis of published learning strategy definitions, leading to a long-awaited, encompassing strategy definition that, to a significant degree, brings order out of chaos in the strategy field. Rebecca L. Oxford provides an intensive discussion of self-regulation, agency, and related factors as the "soul of learning strategies." She ushers the strategy field into the twenty-first century with the first in-depth treatment of strategies and complexity theory. A major section is devoted to applications of learning strategies in all language skill areas and in grammar and vocabulary. The last chapter presents innovations for strategy instruction, such as ways to deepen and differentiate strategy instruction to meet individual needs; a useful, scenario-based emotion regulation questionnaire; insights on new research methods; and results of two strategy instruction meta-analyses. This revised edition includes in-depth questions, tasks, and projects for readers in every chapter. This is the ideal textbook for upper-level undergraduate and graduate courses in TESOL, ELT, education, linguistics, and psychology.
| Author | : Ewa Piechurska-Kuciel |
| Publisher | : Springer |
| Total Pages | : 206 |
| Release | : 2017-04-21 |
| Genre | : Education |
| ISBN | : 3319551558 |
This book offers a valuable contribution to the discussion on the complexities of L2 learning processes that pose a challenge to learners. Focusing on the cognitive, affective and socio-cultural perspectives, the papers included provide important insights into the individual’s experiences in second language acquisition. This work also addresses social interactions and cultural background, shedding new light on their role in the context in L2 learning processes. It is a valuable resource for anyone interested in understanding the challenges of foreign-language (FL) learning and teaching.
| Author | : Anas Hajar |
| Publisher | : Multilingual Matters |
| Total Pages | : 246 |
| Release | : 2018-12-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788922255 |
Study abroad is now both an international industry and an experience that can have a deep impact on students’ linguistic, cultural and personal development. This book explores ‘the social turn’ in the fields of study abroad and language learning strategies. The longitudinal qualitative study reported in this volume investigates the international educational experiences of Arab university students from diverse countries (Iraq, Libya, Jordan, Saudi Arabia, Syria and the United Arab Emirates) and represents one of the few empirical studies to capture an in-depth understanding of the study abroad experiences of newly-arrived international students in higher education. Particular attention is paid to their changing learning goals, underlying motivations and strategy uses during their attendance on both short and long academic programmes in a study abroad context. It also examines their past language learning experiences in their homelands retrospectively. Readers will gain a better understanding of international students’ study abroad experiences in terms of their expectations, aspirations, diverse difficulties and the strategies they deploy to deal with these difficulties.
| Author | : Mirosław Pawlak |
| Publisher | : Springer |
| Total Pages | : 290 |
| Release | : 2016-04-30 |
| Genre | : Education |
| ISBN | : 3319303732 |
This collection gathers contributions from scholars from Poland and abroad addressing different facets of research into the processes of foreign-language and second-language learning and teaching as they transpire in a typical language classroom. The book is divided into three parts, which address in turn: research directions and methodology, the findings of empirical research, and links between theoretical considerations and classroom practice. Accordingly, the first part includes papers that examine the role of different research paradigms, put forward concrete research proposals, present innovative data gathering tools or assess the role of such instruments in language teaching. The second part includes reports on original research studies focusing e.g. on teachers’ beliefs, the role of lexis and pragmatics, the application of modern technologies, the teaching and assessment of primary school children, and the development of social skills from a cross-cultural perspective. Finally, the third part of the book demonstrates how theory-driven approaches can enhance the effectiveness of instructed second language acquisition.
| Author | : Kelly Rafferty-Brulport |
| Publisher | : GRIN Verlag |
| Total Pages | : 25 |
| Release | : 2020-06-15 |
| Genre | : Literary Collections |
| ISBN | : 3346181170 |
Seminar paper from the year 2020 in the subject English Language and Literature Studies - Other, grade: 5.0, American International College, language: English, abstract: The objective of this work investigation is to support the theory that by utilizing focused intervention time with a target and control group of students, students in fifth grade can achieve higher scores overall (on vocabulary and comprehension assessments) by targeting specific student needs with regards to fluency and comprehension. Focused Instructional Time is a fifty-minute block that occurs for students at the South Shore Charter Public School Tuesday through Friday each week. To address fluency and reading comprehension deficits, this researcher completed targeted interventions to address individual student needs in the form of a Book Club, throughout a twelve-week period. This topic is important to research because the focused instructional model is a research-based approach to learning. This is an opportunity every day for students to have additional service delivery if their IEP needs require individual and/or small group service delivery, in addition to the push in, co-taught model that SSCPS embodies. This Focused Instructional Time can benefit not only students who have specific plans, but teachers can utilize the time to meet each student’s individual needs, including higher achieving students who wish to be challenged and extend upon topics taught in their regular education classrooms. After meetings with different administrators to understand their perspective on defining "focused instructional time," this researcher also met with teachers to gather their thoughts on the topic, and how they feel it should be utilized day to day. It is imperative that all adults in the school have the same drive and understanding of the expectations for that time with students to be successful. This researcher gathered, at random, ten students in fifth grade to be part of the target group for interventions, thinking that all students can increase their fluency and comprehension, regardless of instructional and independent reading levels.
| Author | : Anita L. Archer |
| Publisher | : Guilford Publications |
| Total Pages | : 306 |
| Release | : 2011-02-22 |
| Genre | : Education |
| ISBN | : 1462547915 |
Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
