Bibliografías temáticas / English as a Second Language

Literatura académica sobre el tema "English as a Second Language"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "English as a Second Language"

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Satullaeva, Nargiza y Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language". American Journal of Social Science and Education Innovations 02, n.º 08 (25 de agosto de 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH". American Journal of Philological Sciences 4, n.º 1 (1 de enero de 2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.

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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.
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Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context". J-Lalite: Journal of English Studies 3, n.º 2 (31 de diciembre de 2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, n.º 2 (junio de 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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Dr.Vishalakshi K K, Dr Vishalakshi K. K. "Significance of Language Laboratory in Learning English as a Second Language". Indian Journal of Applied Research 4, n.º 5 (1 de octubre de 2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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Sharma, Dr Disha. "English as a Second Language". International Journal of English Literature and Social Sciences 4, n.º 1 (2019): 140–42. http://dx.doi.org/10.22161/ijels.4.1.28.

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Lueck, Janet. "English as a Second Language". English Journal 86, n.º 2 (febrero de 1997): 9. http://dx.doi.org/10.2307/819659.

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Kendler, Helene. "English as a Second Language". Women's Review of Books 11, n.º 1 (octubre de 1993): 21. http://dx.doi.org/10.2307/4021632.

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Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE". ETERNAL (English, Teaching, Learning and Research Journal) 2, n.º 2 (30 de diciembre de 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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Man, Laura, Gavin Bui y Mark Feng Teng. "From second language to third language learning". Australian Review of Applied Linguistics 41, n.º 1 (12 de octubre de 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Tesis sobre el tema "English as a Second Language"

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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading". Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Schmitt, Melanie. "Studies in second fronting". Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.
MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Heinonen, Elisabeth. "Writing in English as a Second Language". Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.

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The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language.

Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunity to choose subjects which interests them. It is the content which is important not the layout or spelling.

In my study I have found that pupils take writing in English seriously. However, I have also found that without an encouraging teacher, it is hard to engage pupils in writing. One could say that it is the teacher who directs the writing process. Moreover, the pupils need to be motivated and interested to write well. This includes having varied lessons and considering the pupils'explicit needs.

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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.
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Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture". Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.

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King, James Edward. "Silence in the second language classroom". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13498/.

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results. Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.
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Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language". Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.
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Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Libros sobre el tema "English as a Second Language"

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Maignant, Eugenia. English as a second language. Coconut Creek, FL: Educa Vision, 2003.

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Services, Alberta Alberta Education Language. English as a second language. [Edmonton], Alta: Alberta Education, Language Services, 1986.

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Lucantoni, Peter. English as a second language. 3a ed. Cambridge: Cambridge University Press, 2009.

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University of Cambridge. Local Examinations Syndicate. International Examinations., ed. English as a second language. 3a ed. Cambridge: Cambridge University Press, 2009.

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Samelson, William. English as a second language. 2a ed. Laurel, MD: Elstreet Educational, 2007.

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Lucantoni, Peter. English as a second language. 3a ed. Cambridge: Cambridge University Press, 2009.

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Lucantoni, Peter. English as a second language. 3a ed. Cambridge: Cambridge University Press, 2009.

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Lucantoni, Peter. English as a second language. 3a ed. Cambridge: Cambridge University Press, 2009.

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Alonso, David J. English as a second language. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Crane, Megan. English as a second language. New York: Warner Books, 2004.

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Capítulos de libros sobre el tema "English as a Second Language"

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Trudgill, Peter y Jean Hannah. "Second-language varieties of English". En International English, 128–45. Sixth edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315192932-8.

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Murray, Denise E. y MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy". En What English Language Teachers Need to Know Volume I, 216–32. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-15.

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Chacko, Elizabeth. "English as a Second Language". En Encyclopedia of Immigrant Health, 611–13. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_245.

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Gramley, Stephan, Vivian Gramley y Kurt-Michael Pätzold. "English as a Second Language". En A Survey of Modern English, 335–66. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-15.

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Rhodes, Christy y Clea A. Schmidt. "English as a Second Language". En The Handbook of Adult and Continuing Education, 197–204. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-25.

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Arnold, Lisa R. "Weighing English". En Reconciling Translingualism and Second Language Writing, 189–98. New York ; Abingdon, Oxon : Routledge, 2021. | Series: ESL and applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9781003003786-20.

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Davydova, Julia. "Language Ideologies, Language Policies, and English-Language Teaching in Russia". En Second Handbook of English Language Teaching, 135–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_10.

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Eslami, Zohreh R. "Enhancing Your English Language Proficiency". En Second Language Learning and Teaching, 141–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_11.

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Willis, Dave. "Conversational English: Teaching Spontaneity". En Second Language Learning and Teaching, 3–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_1.

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Connor, Ulla, Kristen Precht y Thomas A. Upton. "Business English". En Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Actas de conferencias sobre el tema "English as a Second Language"

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Shubani, Maletsatsi y Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.

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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."
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Halatsyn, Kateryna y Alla Feshchuk. "TEACHING ENGLISH AS A SECOND LANGUAGE (ESL)". En RICERCHE SCIENTIFICHE E METODI DELLA LORO REALIZZAZIONE: ESPERIENZA MONDIALE E REALTÀ DOMESTICHE. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-14.05.2021.v2.14.

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Motloung, Amos y Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Atsari, Fauzan. "Learning Styles and the Role of Technology in Second Language Learning". En International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.006.

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Kyle, Kristopher, Masaki Eguchi, Aaron Miller y Theodore Sither. "A Dependency Treebank of Spoken Second Language English". En Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.bea-1.7.

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Zhao, Yuanyuan, Weiwei Sun, junjie cao y Xiaojun Wan. "Semantic Parsing for English as a Second Language". En Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.606.

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Zhao, Yanmei. "Enlightenment of Second Language Acquisition from Language Thinking in English Teaching". En 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

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Tariq, Junaid, Umar Nauman y Muhammad Umair Naru. "α-Soft: An English Language OCR". En 2010 Second International Conference on Computer Engineering and Applications. IEEE, 2010. http://dx.doi.org/10.1109/iccea.2010.112.

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Abdiyeva, Sayida. "NOVEL STRATEGIES IN TEACHING ENGLISH AS A SECOND LANGUAGE". En Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/fogv7215.

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Teaching strategies are techniques or approaches that educators employ to support learning and assist students in meeting their learning goals. Employing innovative strategies to teach English help students learn language effectively. It further makes the teaching-leaning process more efficient and interesting. The methods used to accomplish these goals might differ greatly and be adjusted to meet the requirements and learning preferences of certain individuals or groups of pupils. Innovative teaching strategies can support students' learning objectives and help them learn effectively. Learning may be facilitated and students can benefit from a variety of instructional strategies. The present paper presents learning strategies that are often implemented in teaching English such as cooperative learning, problem-based learning and project-based learning.
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Deng, Yun. "English Acquisition as Second Language by Two English Major Students in China". En 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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Informes sobre el tema "English as a Second Language"

1

Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5489.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5780.

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Rosenbaum, Harvey, Susan C. Stoddart y Clifford P. Hahn. Evaluation of the Functional Pre-Basic-Training English-as-a-Second- Language Course. Fort Belvoir, VA: Defense Technical Information Center, febrero de 1985. http://dx.doi.org/10.21236/ada173908.

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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6091.

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Goldman, Susan R. y John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1989. http://dx.doi.org/10.21236/ada213269.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper y Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, enero de 1987. http://dx.doi.org/10.21236/ada192006.

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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6421.

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Bando, Rosangela y Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, julio de 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Goodwin, Sarah y Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, junio de 2023. http://dx.doi.org/10.46999/corj9896.

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In this paper we describe how the language skill of listening is operationalized and measured on the Duolingo English Test (DET). This work is situated in the DET’s theoretical assessment ecosystem (Burstein et al., 2022), a set of evidence-based frameworks that reflect the iterative processes for assessment design, computational psychometrics, and test security. In this ecosystem, the Language Assessment Design Framework stipulates that the domain for tested constructs be described. To achieve this goal, the present paper is one in an ongoing series of skills construct whitepapers that describes the underpinnings for each language skill construct, in this case for listening (see also Park et al., 2022 for reading; Goodwin et al., 2022 for writing; LaFlair et al., 2023 for interactional competence; Park et al., 2023 for speaking). The paper first gives background information on the DET. We then describe the DET’s conceptualization of the second language listening construct using the multi-layered framework of Aryadoust and Luo (2023). Within this framework, we consider how subskills, cognitive processes, attributes (i.e., task and test-taker traits) contribute to the overall listening construct. We also exemplify how these different elements of listening are measured through the DET item types.
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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6779.

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