HOW TO COMMUNICATE WITH PEOPLE WHO SPEAK ENGLISH AS A SECOND LANGUAGE (ESL)
- The role of individual and social variables in oral task performance. D�rnyei, Z.; Kormos, J. // Language Teaching Research;Sep2000, Vol. 4 Issue 3, p275
This paper reports on a data-based study in which we explored ï¿½ as part of a larger-scale Britishï¿½Hungarian research project ï¿½ the effects of a number of affective and social variables on foreign language (L2) learnersï¿½ engagement in oral argumentative tasks. The assumption...
- Exploring the benefits of task repetition and recycling for classroom language learning. Lynch, T.; Maclean, J. // Language Teaching Research;Sep2000, Vol. 4 Issue 3, p221
Task-based methodology is particularly suited to teaching languages for specific purposes, because of its affinity to behavioural objectives. Doubts have been expressed as to whether learners actually learn language through doing tasks, and if they do, exactly what they learn. This paper reports...
- Editorial. Ellis, Rod // Language Teaching Research;Jul2009, Vol. 13 Issue 3, p237
An introduction to the journal is presented in which the editor discusses articles on the role of humor in second language teaching, on a comprehensive evaluation of a pre-service teacher-training programme for EFL trainees and teaching mathematics and science in English language.
- Curtains, lights: Using skits to teach English to Spanish-speaking adolescents and adults. Nolan, Robert E.; Patterson, Robert B. // Journal of Adolescent & Adult Literacy;Sep2000, Vol. 44 Issue 1, p6
Presents information on a study which investigated the use of skits in teaching English to Spanish-speaking adolescents and adults. Theories on teaching English as a foreign or second language; Examination of student perceptions and actions; Methodology of the study; Results and discussion;...
- Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms. Williams, Joan A. // Reading Teacher;May2001, Vol. 54 Issue 8, p750
Deals with the factors affecting the learning of English as a second language students in mainstream classrooms. Level of English proficiency; Impact of classroom language; Opportunities for academic growth.
- Beginning reading for bilingual students. Silbert, Jerry; Carnine, Douglas // Educational Leadership;Feb1994, Vol. 51 Issue 5, p90
Describes the teaching of English as a second language at Wilson Elementary School in Houston, Texas. Teachers' search for effective educational tools to facilitate language learning; Simultaneous teaching of Spanish and English; Reading and writing in English; Use of letter-sound...
- Pupilsï¿½ perceptions of the foreign language learning experience. Chambers, G.N. // Language Teaching Research;Sep98, Vol. 2 Issue 3, p231
This article presents some of the findings relating to a study on pupilsï¿½ perceptions of the in-school foreign language learning experience. This represents one area of a larger, accelerated longitudinal study on the motivational perspectives of secondary school pupils learning German. What...
- Editorial. Stevenson, Marie; Hirsh, David // University of Sydney Papers in TESOL;2014, Vol. 9, pvii
An introduction is presented in which the editors discuss various reports within the issue on topics including barriers to improving the e-learning in the Thai EFL higher education sector, relationship between lexical diversity and writing proficiency for EFL students, and in-house language test.
- Overview. Chang, Heewon // Electronic Magazine of Multicultural Education;Spring2002, Vol. 4 Issue 1, p25
The article discusses various reports published within the issue, including one by Dianne R. Coombs describing a Spanish-English bilingual education program in a U.S. elementary school, another by Ellen Bigler concerning multicultural education, and one by Julie Shaw providing a mediated...