Relevant bibliographies by topics / Task analysis in education English language Second language acquisition. Teacher effectiveness

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Task analysis in education English language Second language acquisition. Teacher effectiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Task analysis in education English language Second language acquisition. Teacher effectiveness"

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Wu, Mingjun, Lawrence Jun Zhang, Di Wu, and Tongshun Wang. "Effects of the interface categories on the acquisition patterns of English reflexives among learners of English as a foreign language." International Journal of Bilingualism 24, no. 4 (2019): 651–71. http://dx.doi.org/10.1177/1367006919875513.

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Objectives: Binding properties are difficult for learners to fully acquire. This study explored English-as-a-foreign-language learners’ acquisition patterns of the three binding properties of English reflexives and the effectiveness of the Interface Hypothesis. Methodology: One hundred and twenty-two native speakers of Chinese, a language with different binding properties, participated in the study; they were categorized into low, intermediate and advanced groups according to an English proficiency test. They were read 32 stories of 2 to 5 sentences each and were required to provide a comment
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Wang, Mingmei. "On the Relationship between Language Proficiency and Teaching Knowledge Acquisition of English Majors at a Normal School—Based on Three Repetitive Lessons." Theory and Practice in Language Studies 9, no. 6 (2019): 729. http://dx.doi.org/10.17507/tpls.0906.18.

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Taking three high school reading repetitive lessons of two English majors with different language proficiency as samples, this paper explores the relationship between language proficiency and teaching knowledge acquisition. Through the qualitative analysis of teaching scores, teaching plans, reflective reports, interview recordings and other data, it is found that: After three repetitions, the teaching skills of the student with high language proficiency have been significantly improved. The quality of teaching design and the effectiveness of teacher's language have made remarkable progress in
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AIT HATTANI, Hanae. "ESP Needs Analysis at the Moroccan University: Renewable Energy Engineering Students at EST Fes as a Case Study." Journal of English Language Teaching and Linguistics 4, no. 1 (2019): 101. http://dx.doi.org/10.21462/jeltl.v4i1.218.

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<p>With English becoming the world’s lingua franca and the proliferating scientific and technological advances, English language education has been gradually shifting from its classical applications such as EFL (English as a foreign language) or ESL (English as a second language) toward new paradigms like English for specific purposes (ESP). The most important and problematic question in ESP teaching and learning is whether the course is effective or not. ESP is student-task oriented, thus, measuring its effectiveness is strongly related to measuring learners’ attitudes, needs, expectati
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Garcia, Jesus Laborda. "Message from Editor." Global Journal of Foreign Language Teaching 8, no. 1 (2018): I. http://dx.doi.org/10.18844/gjflt.v8i1.3216.

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Message from Editor
 
 Dear Readers,
 
 It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT).
 
 Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.
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"Language teaching." Language Teaching 39, no. 1 (2006): 15–19. http://dx.doi.org/10.1017/s0261444806213314.

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06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on studen
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"Language teaching." Language Teaching 39, no. 4 (2006): 265–72. http://dx.doi.org/10.1017/s0261444806213855.

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06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic
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"Language teaching." Language Teaching 37, no. 2 (2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.

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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25
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"Language learning." Language Teaching 37, no. 3 (2004): 183–93. http://dx.doi.org/10.1017/s0261444805222395.

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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository
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"Language learning." Language Teaching 40, no. 2 (2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Den
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"Language learning." Language Teaching 40, no. 1 (2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.

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07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in
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Dissertations / Theses on the topic "Task analysis in education English language Second language acquisition. Teacher effectiveness"

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Chan, Sui-ping. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35881793.

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Chan, Sui-ping, and 陳瑞冰. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.

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Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.

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The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes
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Book chapters on the topic "Task analysis in education English language Second language acquisition. Teacher effectiveness"

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Rashed, Fajer M. Bin. "Bringing Back the L1 From Exile." In Handbook of Research on Curriculum Reform Initiatives in English Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch005.

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This chapter examines the effectiveness of second and foreign language learners using their L1 within their zone of proximal development to improve their L2 acquisition, and explores the usefulness of assessing specific L1 language skills to provide a more accurate analysis of learner acquirement. This theoretical approach will be examined in light of Lev S. Vygotsky and Vivian Cook's concepts of using the L1 in teaching and assessing the L2. One of these methods is the “new concurrent method” which identifies “code-switching” as a one of its important elements in creating real life situations in the classroom. In addition to theory, this chapter provides practical ESL/EFL assessments and trends of their application. By briefly exploring some of the justifications behind banning the L1 in ESL/EFL classrooms, the chapter criticizes and refutes the pedagogical claims and assumptions made throughout the reform movement which have affected many generations of students and influenced teacher training and instruction for a number of years.
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