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Showing results [28 - 37] / 74
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  • On teaching strategies in second language acquisition

    • Authors: YANG Hong (2008)

  • How to acquire a second language is a question of obvious importance to teachers and language learners, and how to teach a second language has also become a matter of concern to the linguists’ interest in the nature of primary linguistic data. Starting with the development stages of second language acquisition and Stephen Krashen’s theory, this paper puts forward teaching strategies: analyzing learner characteristics, signing classroom contracts, creating learner-centered classroom, setting language goals, integrating theory with practice and building learner motivation.
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  • Peer Observation and Reflection in the ELT Practicum

    • Authors: Richard R. Day (2013)

  • The purpose of this study was to determine if peer observation (PO) in an ELT practicum for graduate students led to reflective teaching. The 15 students in the practicum taught EFL at two universities in rural Thailand in eight-week intensive courses. Five questions were investigated: (1) Did PO help the students engage in reflective teaching? (2) What were the students’ reactions to PO? (3) Did the students modify their teaching behaviors or practices because of PO? (4) Did the students change any of their teaching beliefs because of PO?
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  • Perspectives on Technology in Learning and Teaching Languages

    • Authors: Richard Kern (2006-03)

  • Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities. The first section of this article identifies and discusses four key issues arising from the recent technology-related literature (the status of CALL, its theoretical grounding, its cultural embeddedness, and its effectiveness).
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  • Politeness, Power, and Women's L anguage: Rethinking Study in Language and Gender

    • Authors: Nina Eliasoph (1987)

  • Hundredso f empiricals tudiesi n the past severaly earsh ave documentedth ee xistenceo f genderi nequalitiesin languageu se. The studiesh ave also generatedp uzzlinga nomalies. Sometimesw omen use particularli nguistifc eaturesq- ualifiersf,o re xample-m uchm ore than men,a nd sometimesm en use themm oret hanw omen
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  • Post-communicative pedagogies: revisiting the translation method of teaching English in East Asia

    • Authors: Leo Tak-hung Chan (2015)

  • In the course of the development of EFL instruction, the so-called grammar-translation method was one of the earliest ones used. Later, EFL pedagogies evolved and other approaches were enunciated as alternatives to the old method. The most remarkable of these is the communicative (or direct) approach, built on the rationale that L1 stands in the way of L2 acquisition.
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  • Program Factors in Effective Foreign and Second Language Teaching

    • Authors: Jack C. Richards (9999)

  • This paper examines four factors that can have a significant impact on the success of language teaching programs. Institutional factors include the school’s organization culture and its approach to the maintenance of educational quality...