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Articles 1 - 6 of 6
Full-Text Articles in Education
Sequencing The Presentation Of Grammar Items To Attract Student Interest, Arshad Abd Samad
Sequencing The Presentation Of Grammar Items To Attract Student Interest, Arshad Abd Samad
Arshad Abd Samad
The teaching of grammar is a challenging task as teachers need to present technical information about the language in such a way that would interest and attract the attention of students. In addition to the lesson itself, the presentation sequence of grammatical items as in the grammar syllabus can also influence how well students respond. Teachers often decide to present and focus on grammatical items to beginner, intermediate and advanced level students based on criteria such as level of difficulty and order of acquisition. Biber (1998), however, proposed that grammar should be presented according to narrative, informational and interactive text …
A Structural Model For Perceptual Learning Styles, The Ideal L2 Self, Motivated Behavior And English Proficiency, Tae-Young Kim, Yoon-Kyoung Kim
A Structural Model For Perceptual Learning Styles, The Ideal L2 Self, Motivated Behavior And English Proficiency, Tae-Young Kim, Yoon-Kyoung Kim
Dr. Tae-Young Kim (김태영, 金兌英)
In order to verify the structural relationship between perceptual learning styles, English learning motivation, and achievement, this study investigated 2682 Korean EFL students' visual, auditory, kinesthetic styles, imagination, ideal L2 self, motivated behavior, and English proficiency. The data collected by means of a questionnaire were explored using a correlation analysis and structural equation modeling. It was found that while visual and auditory styles were positively correlated with motivational variables and English proficiency, kinesthetic style showed negative correlations with them. Furthermore, visual style proved to have the most substantial influence on achieving successful English proficiency, mediated by the ideal L2 self …
Open Educational Resources In The United States: Insights From University Foreign Language Directors, Joshua J. Thoms, Becky L. Thoms
Open Educational Resources In The United States: Insights From University Foreign Language Directors, Joshua J. Thoms, Becky L. Thoms
Joshua J. Thoms
This study reports the results of a survey completed by 155 university foreign language (FL) directors in the United States (US) during Fall 2012. Survey respondents come from a variety of institutions and direct a range of FL programs. The objectives of the study are to (a) determine what FL directors know about open educational resources (OER), (b) understand respondents’ perceived benefits and challenges of using OER, and (c) determine what resources and support are critical to establish or expand the use of OER in FL courses in the US. Results indicate that while 66% of FL directors do not …
American Sign Language As A Heritage Language, Sarah Compton
American Sign Language As A Heritage Language, Sarah Compton
Sarah Compton
This chapter considers how American Sign Language (ASL)—a visual-manual language—is a heritage language of deaf, hard of hearing, and hearing people in the United States. Traditionally, heritage language education and maintenance efforts have centered on spoken languages. This chapter aims to broaden the scope to include signed languages. It begins with a historical overview of ASL, explicates for whom ASL is a heritage language, and examines the influence of current policy trends and technological advancements on language shift and language maintenance. Particular attention is drawn to the role of deaf communities in fostering language maintenance despite concerted efforts to restrict …
Perspectivas Sobre La Enseñanza Del Español A Los Hablantes De Herencia, Kim Potowski, Andrew Lynch
Perspectivas Sobre La Enseñanza Del Español A Los Hablantes De Herencia, Kim Potowski, Andrew Lynch
Andrew Lynch
This article considers sociolinguistic and pedagogical underpinnings of teaching Spanish to bilinguals in the US, focusing on some of the challenges they present at various educational levels: (1) their sociolinguistic and cultural heterogeneity; (2) some of the linguistic phenomena present in their communicative repertoires and some of the linguistic, affective and academic aspects that influence their acquisition and use of Spanish; and (3) pedagogical approaches that are most appropriate for this population. [in Spanish]
Differences In Demotivation Between Chinese And Korean English Teachers: A Mixed Methods Study, Tae-Young Kim, Yoon-Kyoung Kim, Qian-Mei Zhang
Differences In Demotivation Between Chinese And Korean English Teachers: A Mixed Methods Study, Tae-Young Kim, Yoon-Kyoung Kim, Qian-Mei Zhang
Dr. Tae-Young Kim (김태영, 金兌英)
This mixed methods study investigates the differences in demotivation between Chinese and Korean English teachers. A questionnaire on demotivation was conducted on 58 Chinese and 94 Korean in-service teachers in order to find out the dominant factors in teacher demotivation. Follow-up interviews with teachers were conducted in order to explore the reasons as to why teachers found the salient factors to be demotivating. The results indicated that the number of students per English classroom was the detrimental factor for both Chinese and Korean teachers. Moreover, the only factor that Chinese teachers perceived to be more demotivating than Korean teachers was …