Relevant bibliographies by topics / Stephen Krashen

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  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Stephen Krashen'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Stephen Krashen"

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Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.37132/isl.v0i2.7.

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Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.24310/revistaisl.vi2.10947.

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Wang, Marian. "Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended." Language Teacher 37, no. 1 (January 1, 2013): 25. http://dx.doi.org/10.37546/jalttlt37.1-5.

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Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>. JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.
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Febriani, Suci Ramadhanti, Wildana Wargadinata, and Zainul Arifin. "The Philosophy of Language Acquisition in Stephen Krashen's Theory based Multiple Intelligences Classroom." International Journal of Arabic Language Teaching 3, no. 01 (June 4, 2021): 1. http://dx.doi.org/10.32332/ijalt.v3i01.2417.

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Language acquisition and language learning among scientists tend to be different. This is based on the fact that the language acquisition process is supported unconsciously and is limited to a certain time. Meanwhile, the language learning process can be done consciously and is not limited by time. Through these two arguments, according to Stephen Krashen the acquisition process has certain characteristics. He believes that language acquisition can be obtained in adults. Based on this information, the researcher wants to describe and analyze the philosophy that encourages Stephen Krashen to develop a theory of language acquisition through classroom management based on Multiple Intelligences. This study used a qualitative research design with a case study method at SD Plus Al-Kaustar Malang, Indonesia. Data collection included observation, interview and documentation study through an analysis technique consisting of three steps; data collection, reduction and conclusion. The results showed that the philosophical background built in the theory of Stephen Krashen based on Multiple Intelligences is a empiricism philosopgy. This is known through the process of language acquisition which is formed through an adequate language environment carried out by the sensory experiences of students with the help of their cognitive thinking processes. These findings indicate that language acquisition can be done through a good environmental design even though it has passed the age limit for first language acquisition.
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Arifn, Muhammad Syamsul, and Mohammad Syifaurrosyidin. "Nadzariyyātu Stephen Krashen An Ta’līm Mahārati Al-Kalām." LISANUDHAD 7, no. 2 (December 17, 2020): 165. http://dx.doi.org/10.21111/lisanudhad.v7i2.6750.

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Bailey, Francis, and Ahmed Kadhum Fahad. "Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning." Arab World English Journal 12, no. 2 (June 15, 2021): 540–50. http://dx.doi.org/10.24093/awej/vol12no2.36.

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Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.
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Callegari, Marília Oliveira Vasques. "Reflexões sobre o modelo de aquisição de segundas línguas de Stephen Krashen: uma ponte entre a teoria e a prática em sala de aula." Trabalhos em Linguística Aplicada 45, no. 1 (June 2006): 87–101. http://dx.doi.org/10.1590/s0103-18132006000100006.

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Baseando-se em algumas das principais idéias levantadas pelo lingüista norte-americano Stephen Krashen em seu Modelo do Monitor, este artigo se propõe a analisar criticamente alguns conceitos presentes nessa teoria e, principalmente, verificar de que forma o professor de línguas estrangeiras pode beneficiar-se das cinco hipóteses levantadas ao longo de seu estudo, durante as aulas de língua estrangeira em contextos formais de aprendizagem.
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Trottier, Michel N. "Towards a Sociocultural Perspective on Korean English Villages: A Reply to Stephen Krashen." International Journal of Pedagogies and Learning 4, no. 1 (January 2008): 71–91. http://dx.doi.org/10.5172/ijpl.4.1.71.

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Ramahlo, Michelle. "On starting to teach using CI." Journal of Classics Teaching 20, no. 39 (2019): 45–50. http://dx.doi.org/10.1017/s2058631019000072.

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According to Second Language Acquisition (SLA) theory, developed by Stephen Krashen, the way humans acquire languages is through receiving input, usually aural, that is understandable; this is termed ‘Comprehensible Input’ (CI). Think, for example, of a parent talking to their child: when they ask the child, ‘Do you want milk?’, the milk is visible, tangible. The child understands that they are being offered milk. Parents don't just say this once, they offer it hundreds, even thousands of times. According to this hypothesis, the input (the parent talking) is comprehensible (the child understands it); the brain is trained to automatically make meaning.
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Raimes, Ann. "Writing: Research, Theory, And Applications. Stephen D. Krashen. Oxford: Pergamon Press, 1984. Pp. vi + 49." Studies in Second Language Acquisition 8, no. 2 (June 1986): 234–37. http://dx.doi.org/10.1017/s0272263100006197.

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Dissertations / Theses on the topic "Stephen Krashen"

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Boldarine, Rita de Cássia. "Scraps na prática da língua inglesa: análise de uma experiência utilizando a teoria de aquisição de língua estrangeira de Stephen Krashen no ambiente orkut." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1975.

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Made available in DSpace on 2016-03-15T19:43:21Z (GMT). No. of bitstreams: 1 Rita de Cassia Boldarine.pdf: 2135264 bytes, checksum: 792ad9172639ab7bfd2fc2910154b3fe (MD5) Previous issue date: 2008-08-04
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In this work our purpose is to investigate an experience in an English course which used the site Orkut for the construction of methodological strategies for the teaching of the English language. The course counted on the presence of thirty students from public schools in a two months course, with two classes a week and with texts produced by the students in the site Orkut. We investigated the potentiality of the site Orkut to the practice of the communication in English language analyzing the 357 scraps produced by the students who participated of the course in the virtual environment. To the analysis of the scraps we used the categories of analysis based on our theoretical reference, the acquisition of second language by Stephen D. Krashen, as well as the virtual communities and we concluded that Orkut presented great efficiency while virtual community of learning making it possible for us to use its social strength for educational purposes, for being a familiar environment for the students, since they feel members of that community.
Neste trabalho, nosso foco é a investigação de uma experiência em um curso de Língua Inglesa que utilizou o ambiente virtual Orkut para a construção de estratégias metodológicas para a prática da língua. O curso foi realizado com trinta alunos da rede pública de ensino com a duração de dois meses, com duas aulas presenciais por semana e a com a parte não-presencial realizada com textos produzidos no ambiente virtual Orkut. Investigamos a potencialidade do ambiente virtual Orkut para a prática da comunicação em Língua Inglesa, analisando os 357 textos produzidos pelos alunos participantes do curso no ambiente virtual. Para a análise dos scraps, utilizamos categorias de análise baseadas em nosso referencial teórico, a aquisição de língua estrangeira de Stephen Krashen, assim como nas comunidades virtuais e concluímos que o Orkut apresentou grande efetividade enquanto comunidade virtual de aprendizagem, ao nos possibilitar utilizar sua força social para fins educativos, por se tratar de um ambiente familiar aos alunos, já que eles sentem-se membros daquela comunidade.
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Idlinge, Jan. "Emmys skrivundervisning : - En lärares försök att öka sina elevers skrivförmåga inom svenskundervisningen i gymnasiet." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-934.

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Det här examensarbetet handlar om skrivundervisning. Undersökningen är huvudsakligen en fallstudie. Syftet är att få ökade kunskaper om en gymnasielärares arbetssätt för att utveckla sina elevers skrivande. Den huvudsakliga forskningsfrågan i detta arbete är: Hur beskriver en erfaren gymnasielärare sin skrivundervisning för att öka sina elevers skrivförmåga inom svenskundervisningen i gymnasiet?

Examensarbetet börjar i en teoretisk utgångspunkt med tre olika teorier om skrivande och skrivundervisning. Sedan fortsätter det med den empiriska delen som är en djupintervju med en lärare vid namn Emmy (fiktivt namn) på en gymnasieskola i Småland. I resultaten, analysen och diskussionen i examensarbetet visas det hur en lärare har försökt att svara på frågeställningen ovan.

Den huvudsakliga slutsatsen är att läraren är flexibel och att hon har ett antal olika metoder att arbeta med när hon försöker öka sina elevers skrivförmåga i sin dagliga undervisning. Den här fallstudien visar också något av hennes syn på skrivundervisning inom svenskämnet på gymnasiet. Emmys teoretiska grundsyn ligger nära skrivprocessteorin som representeras av den svenska forskaren Siv Strömquist.

Det är omöjligt att dra några generella slutsatser om alla lärare bara på basis av en enda fallstudie. En försiktig tanke som dock uppstår i diskussionen är att det kan vara svårt att vara lärare, om man tittar på och lever sig in i Emmys bild av sin skrivundervisning. Några av hennes ledstjärnor är värdegrunden, den lokala kursplanen, skrivprocessteorin, en bra lärare–elev-relation, mycket läsning, textanalys, bra skrivuppgifter, tydliga uppgiftsinstruktioner, mönsterexempel, mycket skrivträning, nyttig textrespons, infärgning, goda råd till eleverna samt sist men inte minst humor och lust i skrivundervisningen. Allt detta ska leda henne framåt för att öka skrivförmågan hos eleverna.

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Coetzee, Marisca. "Tjommie en Vriende - an interactive language journey through the wonders of Afrikaans : a computer-based programme for international students." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1619.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2006.
Computers play an influential role in our daily lives. Language teachers need to understand the importance of computers and the role computers can play in language learning and instruction. This study investigated the effect of an interactive computer application, Tjommie en Vriende, on foreign language students’ accuracy in their Afrikaans language proficiency. The application aimed to improve students’ overall communicative competence, but accentuated linguistic competence, in three of the four language skills namely speaking, listening and reading.
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Novotná, Markéta. "Mezinárodní rozměr imigrační politiky." Doctoral thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-201125.

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The relation between the immigration policies and state sovereignty in the European Union (EU) is both a most topical and controversial issue. The dissertation is conceived as a disciplinary interpretative study based on the concept of four types of sovereignty by S. Krasner. This approach allows to interpret the seeming contradiction between a state perceived as a sole actor in the area of immigration policy and the communitarization of the immigration policy at the EU level. By using the analysis of discourse as well as of practice, this thesis acknowledges shifts of power to the EU, but stresses that these shifts represent strengthening of other factors of power and control at the same time. Thus, in certain, particularly security, aspects, European harmonization of immigration policy can reinforce state sovereignty. It applies to the external as well as internal dimensions of the EU immigration policy that a part of the policy remains to be decided at the national level. Nevertheless, also the communitarized area offers the member states a significant room for discretion. Thus, there is still considerable tension between the idea of solidarity between member states on one hand and their national interests on the other and the common European immigration policy remains to be achieved in future.
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Book chapters on the topic "Stephen Krashen"

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Janusch, Holger. "Stephen D. Krasner." In Handelspolitik und Welthandel in der Internationalen Politischen Ökonomie, 215–25. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28656-9_17.

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Keohane, Robert O. "Stephen Krasner: Subversive Realist." In Back to Basics, 28–52. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:oso/9780199970087.003.0003.

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Alvarado, Sonia Reneé. "Design-Based Research for Virtual Learning." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, 100–120. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch006.

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This design-based research dissertation study provides a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners. Specifically, the study explored current virtual technologies designed to model face-to-face EL instruction due to the COVID-19 pandemic-prolonged school closures. After evaluating three cycles of interventions founded on Stephen Krashen's and Lev Vygotsky's language learning theories and utilizing a teacher survey and researcher observations, the study identified an onslaught of key takeaways including the need for investment of necessary infrastructure, ed-tech policies and standards, and comprehensive pedagogical frameworks to effectively operationalize virtual learning and leverage best practices of interactive mobile technology. The study discusses the impact of the sudden shift in educational contexts and provides suggestions for overcoming challenges in educational technology integration within the computer-assisted language learning contexts.
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