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LANGUAGE EXPERIENCES FOUND IN TEACHER GUIDES FOR FIRST-GRADE READING TEXTBOOKSCarstensen, Leone Mabel, 1916- January 1972 (has links)
No description available.
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Complex, dynamic and co-adaptive systems : a study of language teachers' beliefs about EFL teaching and learning in the context of secondary schools in ChinaZheng, Hongying January 2011 (has links)
No description available.
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The development of L2 motivation of Japanese learners of English as a foreign languageShibuya, Kazuro January 2010 (has links)
No description available.
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Application of English courses to practical usageHart, Leo Brown January 1925 (has links)
No description available.
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Value of a pre-reading oral English course for non-English- speaking childrenRodee, Nona C. January 1929 (has links)
No description available.
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Language facility in Responsive Program kindergarten childrenRhodes, Anne Brownlee, 1946- January 1973 (has links)
No description available.
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The effect of an extensive reading program on the reading proficiency and vocabulary knowledge of adult ESL readersLennig, Evelyn M. 11 1900 (has links)
Provincial and federal government surveys and commissions have consistently
reported that English literacy training for adults with no or limited English is urgently
needed and that access to training is limited. The effectiveness of existing literacy training
programs and instructional strategies at the adult level has not been well researched.
However, at the classroom level literacy training can be easily compromised by
instructional strategies that limit the concept of full-literacy by focusing ESL literacy
instruction on survival, functional and skill-building reading experiences. English and
second language reading research suggests that student self-selection of reading materials
and a high exposure to text are effective means of increasing vocabulary knowledge and
reading proficiency.
This study examined the effect of an Extensive Reading program on reading
proficiency and vocabulary knowledge for 2 classes (N=33) of adult low intermediate ESL
learners enrolled in a 15 week English language training program at a large Canadian
community college. This quasi-experimental treatment group participated in a reading
program supplemental to their regular classroom reading instruction. Subjects met weekly
with the researcher and self-selected reading material from a collection of graded readers.
Data on the frequency of the students' reading, their preferences in reading topics and
materials and self-evaluations of their first and second language reading abilities were
tallied for subjects in both groups. No statistical significant differences were found for the
treatment in the analysis of assessments of reading and vocabulary. However, the experimental group posted higher gains in the group mean score on reading proficiency
than the control group. Analysis of the Reading Behavior Survey suggests subjects in both
groups were low frequency readers (less than 5 hours of reading time in English per week)
who generally evaluated themselves fair to good readers in L2 but good to excellent
readers in LI. The inconclusive results for the effect of the treatment on reading
proficiency and vocabulary acquisition implies the need for future studies on the
effectiveness of extensive reading programs on literacy training in ESL programs where
literacy in English is a concern for students and educators.
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The relation between the attitude of the teacher and success in learning a second language : (French speaking children using English).Richer, André. January 1969 (has links)
No description available.
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Teacher decision-making in the ESL classroom : the influence of theory, beliefs, perceptions and contextSmith, Deborah Binnie 11 1900 (has links)
This study is concerned with teacher decision-making in the English as a
Second Language classroom. Specifically, the study examines the impact of
teacher beliefs and perceptions, context factors and second language theory on
planning and implementation decisions for the ESL instructional context.
Nine ESL teachers in three post-secondary institutions participated in this
qualitative study. Data were gathered through classroom observations, postlesson
conferences and interviews. These data were examined in terms of what
instructional decisions teachers made and the factors that influenced these
decisions from the individual teacher's perspective. Second, the data were
analysed for internal consistency between stated beliefs and instructional
decisions and external consistency between decisions and second language
theory.
In examining the role of the teacher in the ESL instructional context, this
thesis contributes to both research and teaching theory in English as a Second
Language. First, while regular classroom research has indicated that the role of
the teacher and the ecology of the classroom are central to understanding the
instructional context, ESL classroom studies have primarily focused on the
learner, the learning process and language learning outcomes in this context.
This thesis addresses this gap in the research by investigating the teacher's role
in the ESL instructional setting and the factors that impact on teacher decisionmaking.
Second, ESL classroom researchers have observed that theoretical
ideas are implemented in various ways in the formal setting. While researchers
have speculated on the reasons for teachers' eclectic use of theory in practice,
there has been little exploratory research conducted to investigate this
phenomenon. The findings from this present study indicate that teachers'
instructional decisions are centrally influenced by both individually held beliefs
about second language learning and teaching as well as experiential knowledge
of the ESL classroom. These findings not only contribute to our understanding
of the ESL instructional context from the teacher's perspective, but are also
significant for the development of instructional theory.
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The process of becoming : a case study of exploration of the transition from student teacher to ESL teacherCook, Cheryl, 1959- January 2003 (has links)
This inquiry is a phenomenological exploration of the development of two student teachers undergoing their practicum experience in my secondary classroom. It examines the changes in identity that the student teachers underwent and how those changes came about. The goals motivating this inquiry were (1) to understand the process through which the transition from student teacher to teacher occurred, and (2) to understand what influence the people surrounding the student teachers, such as the cooperating teacher and the supervisor, had on the process. The analysis closely follows Wenger's (1998) work in Communities of Practice and Schon's (1983, 1987) work in Reflective Practice. The data consists of audio-taped de-briefing sessions attended by the student teachers and the cooperating teacher, the cooperating teacher's Reflective Log, and a student teacher's journal. The inquiry supports the idea that the practicum experience in and of itself is important in the dramatic change in identity that student teachers experience. Also important is the "close accompaniment" of student teachers by the cooperating teacher in order to enact the reflective dialogue by which student teachers learn to become teachers.
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