Study Of Referential And Display Questions And Their Responses In Adult Esl Reading Classes
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Study Of Referential And Display Questions And Their Responses In Adult Esl Reading Classes
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Author : Susan Lindenmeyer
language : en
Publisher:
Release Date : 1990
Study Of Referential And Display Questions And Their Responses In Adult Esl Reading Classes written by Susan Lindenmeyer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with English language categories.
Study Of Referential And Display Questions And Their Responses In Adult Esl Reading Classes
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Author : Susan Lindenmeyer
language : en
Publisher:
Release Date : 1990
Study Of Referential And Display Questions And Their Responses In Adult Esl Reading Classes written by Susan Lindenmeyer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with English language categories.
Second Language Classroom Interaction
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Author : Ann C. Wintergerst
language : en
Publisher:
Release Date : 1994
Second Language Classroom Interaction written by Ann C. Wintergerst and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Foreign Language Study categories.
"This book analyzes teacher and student interaction in the context of twelve ESL lessons, with the purpose of exploring the extent of student language output. Research has confirmed that teacher speech dominates the second-language classroom. Not surprisingly, 'teacher talk' has been investigated in numerous studies, but 'student talk' has been largely overlooked: this study addresses that imbalance. Questions are one means of engaging student attention, promoting verbal responses, and evaluating student progress. They facilitate interaction by establishing the topic, the speaker, and the respondent. However, as the author shows, some teacher questions encourage communication while others inhibit it." "In this analysis of teacher and student questions and answers, Professor Wintergerst offers new perspective on second-language development and classroom learning in general."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Negotiated Interaction In Target Language Classroom Discourse
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Author : Jamila Boulima
language : en
Publisher: John Benjamins Publishing
Release Date : 1999-06-15
Negotiated Interaction In Target Language Classroom Discourse written by Jamila Boulima and has been published by John Benjamins Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-06-15 with Language Arts & Disciplines categories.
This book addresses some of the most fundamental questions that can be asked about target language (TL) acquisition in the classroom context, namely 1. What is negotiated interaction? 2. What are the main discourse functions of negotiated interaction? 3. How frequent is negotiated interaction in TL classrooms, and does this frequency vary by proficiency level? 4. To what extent does the initiation of negotiation overlap with the negotiation of power in such a setting of unequal-power discourse as the TL classroom? The negotiation process allows TL learners to obtain ‘comprehensible input’, to receive ‘negative input’, and to produce ‘comprehensible output’. Since these are key variables in the acquisition process, by researching the negotiation work occurring in TL classroom discourse, the book fully contributes to the understanding of the process of interlanguage development in TL classrooms and thereby has major implications for TL teaching and teacher training. The book also contributes to further the understanding of negotiated interaction from a sociolinguistic standpoint: the asymmetrical nature of negotiation work in TL classrooms reflects the role and power relationships, the social organization, as well as the tacit interactional and cultural rules that seem to be at work in the TL classroom context.
The Role Of Elicitation Questions In Language Learning A Function Based Framework
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Author : Janin Jafari
language : en
Publisher: Anchor Academic Publishing (aap_verlag)
Release Date : 2014-02-01
The Role Of Elicitation Questions In Language Learning A Function Based Framework written by Janin Jafari and has been published by Anchor Academic Publishing (aap_verlag) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-02-01 with Literary Collections categories.
This book presents a theoretical framework of Elicitation Questions. Elicitation questions are the most important aspect of second language learning ability. Understanding the purposes and the conditions in which questions work best will help one master their use. Questioning is not only one of the most important skills in language learning, but also one of the main objectives of learning English in our schools. Although there are a number of definitions, it seems that the term ‘question’ has never been clearly defined. With the changes occurring within the linguistic theories, the term has been characterized in different ways. ‘Questioning’ here refers to the act of asking or putting or using questions through which a good number of functions can be served. The manuscript examines a framework in discourse characterization both in English and Persian, and shed some light on the theoretical description of Elicitations in the two languages. The result has significant implications for those involving in pragmatics, discourse analysis, contrastive analysis, pedagogy and translation.
Promoting Discussions In Esl Students
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Author : Ann Navarro
language : en
Publisher:
Release Date : 2010
Promoting Discussions In Esl Students written by Ann Navarro and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
Background: Teachers who work with English as a Second Language (ESL) students, struggle with promoting discussion during guided reading. When ESL students are asked comprehension questions during group discussions and throughout the reading of a book, often teachers receive minimal feedback. Purpose: The purpose of this research is to identify effective discussion strategies that may help ESL students contribute to meaningful class discussions about their reading. Setting: The students in the research attended a public elementary school in a suburban neighborhood in northeastern United States. The research took place in a third grade classroom for approximately one month. Study Sample: The students in the research were two boys and two girls in third grade. They participated in the school's ESL program. Intervention: Anticipation guides were implemented during guided reading twice. Four statements were created on sheets of paper that related to the story with columns for students to decide whether they agreed or disagreed. Strategies were modeled to illustrate how students could respond to the first statement and how they could make connections to previous experiences. Students recorded their reactions to the statements, read the book, and had opportunities to discuss their responses. Research Design: Experimental. Data Collection and Analysis: The data collection includes a teacher survey and interview, guided reading pre & post observation notes, pre & post group discussion checklists, and student interviews.Findings: Anticipation guides brought forth high levels of discussion and were appreciated by the students, based on the student interviews and post strategy observation. It was easy for students to state their opinions on the statements included in the guides and refer back to them to discuss their reasons for agreeing or disagreeing. Conclusion: To narrow students' learning gaps, strategies that will allow for building background knowledge in students who bring diverse cultural differences should be implemented. Anticipation guides certainly build knowledge, motivation, comprehension, and discussion. Citation: Echevarria, J., & Short, D. (2004/2005). Teacher skills to support English Language Learners. Educational Leadership, 62(4), 8-13. Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: A good first teaching for all children. Portsmouth: Heinemann. Kozen, A. A., Murray, R. K. & Windel, I. (2006). Increasing all students' chance to achieve: Using and adapting anticipation guides with middle school learners. Intervention in School and Clinic, 41(4), 195-200. Mitchell, K.E. (2006). Getting to the heart of a story. Teaching K-8, 73(1), 66-67. Rasinski, T. & Padak, N. (2004). Effective reading strategies: Teaching children who find reading difficult (3rd ed.). Upper Saddle River: Pearson Education. Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press. Woelders, A. (2007). "It makes you think more when you watch things": Scaffolding for historical inquiry using film in the middle school classroom. The Social Studies, 98(4), 145-152. The following are appended: (1) Teacher Survey on Reading and Comprehension; (2) Teacher Interview; (3) Observation Notes; (4) Group Discussion Checklist; (5) Anticipation Guide; (6) Anticipation Guide Ranking Survey; (7) Student Interview. (Contains 4 tables and 2 footnotes.).
Self Questioning Reader Response And Reading Engagement
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Author : Chiu-Hsin Lin
language : en
Publisher:
Release Date : 2007
Self Questioning Reader Response And Reading Engagement written by Chiu-Hsin Lin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Action research in education categories.
"The present study was action research conducted in the fall of 2006 in English 112, a writing class for international students at Eastern Washington University. The main purpose of the study was to examine (1) what self-questioning strategies ESL college students employ in reading, (2) the types of questions generated by the readers, (3) the intertextual ties through participants' responding to the text, and (4) the levels of the reading engagement L2 writers display when they write and answer their own questions. Nineteen students voluntarily participated in this study. Each student was asked to fill out the self-questioning survey and to generate their own questions and answers about the biography, Eleanor Roosevelt: A Life of Discovery for the midterm (Week 5) and final (Week 10) exams. Survey results and self-questioning essays were used for data analysis. Findings indicate that participants employed self-questioning strategies more to comprehend the text than to evaluate and analyze what they read. Participants generated questions to understand and to make personal responses to the text. There was some growth in participants' reading engagement levels over a 5-week period. 11 out of 17 participants were considered more effective readers because engagement levels were higher (>2.0) and they formed more intertextual ties, compared to 6 less effective readers who made fewer intertextual ties. Through self-questioning, participants seem to understand reading was no longer a search of only one single right meaning, but their responses were valuable to the meaning making process. In addition, self-questioning promotes an inquiry-based learning which is a path to independent thinking"--Document.
Language Distribution Issues In Bilingual Schooling
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Author : Rodolfo Jacobson
language : en
Publisher: Multilingual Matters
Release Date : 1990
Language Distribution Issues In Bilingual Schooling written by Rodolfo Jacobson and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Psychology categories.
The chapters presented in this book examine a number of issues surrounding the distribution of languages used in bilingual teaching. They cover bilingual classrooms, classroom interaction and technological advances in teaching. Two major case studies are also included.
Methodology In Tesol
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Author : Michael H. Long
language : en
Publisher: Newbury House
Release Date : 1987
Methodology In Tesol written by Michael H. Long and has been published by Newbury House this book supported file pdf, txt, epub, kindle and other format this book has been release on 1987 with Foreign Language Study categories.
Syllabus Design
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Author : David Nunan
language : en
Publisher: Oxford University Press
Release Date : 1988-07-07
Syllabus Design written by David Nunan and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1988-07-07 with Education categories.
Demonstrates the principles involved in planning and designing an effective syllabus. This book examines important concepts, such as needs analysis, goal-setting, and content specification, and serves as a useful introduction for teachers who want to gain an understanding of syllabus design in order to modify the syllabuses with which they work.