This paper investigates the effect of explicit grammar instruction on grammatical knowledge and writing proficiency in first-year students of French at a UK university. Previous research suggests that explicit grammar instruction results in gains in explicit knowledge and its application in specific grammar-related tasks, but there is less evidence that it results in gains in production tasks. A cohort of 12 students received a course in Frenc ... [truncated at 450 characters in length]
|Author||Ernesto Macaro; Liz Masterman;|
|Subject||Linguistics Education Applied linguistics|
The term Open Educational Resources (OER) was coined in 2002 in discussions at the Forum on the Impact of Open Courseware UNESCO. It describes "the provision of educational resources on open license, enabled by information technologies and communication, for consultation, use and adaptation by a community of users with non-commercial purposes".
In June 2012, Community OER and UNESCO celebrated 10 years in the area of Open World Congress ... [truncated at 450 characters in length]
|Author||José Vladimir Burgos Aguilar; María del Carmen Cabrera; Elizabeth Cadme; et al|
|Subject||Spanish & Portuguese literatures Education Applied linguistics Comparative and international education Economics and education e-Learning Learning facilitation Literacy Vocational and professional learning Internet research Internet and everyday life Shaping the Internet Internet and science and learning Library & information science|
The potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this fram ... [truncated at 450 characters in length]
The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes.
|Creator||Fatma G. Al-Maadheed;|
|Subject||Linguistics Arabic Learning Social Sciences Education Applied linguistics Comparative and international education Early and Child learning Literacy Teaching and teacher education Evaluation of social policies,programmes and practice Ideologies National identity|
|Abstract||Second language (L2) decoding – the sub-lexical process of mapping the graphemes of an alphabetic writing system onto the phonemes they represent – is argued to underpin various aspects of L2 learning, particularly vocabulary acquisition. Recently, second language acquisition research has shown increased interest in decoding, consistently finding evidence for L1-to-L2 transfer effects on learners’ processing mechanisms and outcomes. Corresponding ... [truncated at 450 characters in length]|
|Subject||Applied linguistics Education|