scholarly journals AN OVERVIEW OF GRAMMAR THEORIES AND THEIR INFLUENCE ON EFL/ESL INSTRUCTION

2022 ◽  
Author(s):  
Enriketa Sogutlu
Keyword(s):  
Esl Instruction

scholarly journals Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction

1993 ◽  
Vol 11 (1) ◽  
pp. 30 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Teaching Practices ◽  
Second Language Writing ◽  
Pedagogical Knowledge ◽  
Curriculum Planning ◽  
Instructional Planning ◽  
Adult Esl ◽  
Language Writing ◽  
Esl Instruction ◽  
Esl Learners ◽  
Esl Curriculum

How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

Adolescent Pragmatic Skills

1996 ◽  
Vol 27 (1) ◽  
pp. 68-81 ◽  
Author(s):  
Alejandro Brice ◽  
Judy Montgomery
Keyword(s):  
Academic Failure ◽  
Bilingual Students ◽  
Esl Students ◽  
Speech Language Pathologist ◽  
Adolescent Groups ◽  
Pragmatic Skills ◽  
Esl Instruction ◽  
Pragmatic Feature ◽  
Screening Scale ◽  
Pragmatic Performance

The purpose of this study was to compare the pragmatic performance of students from two adolescent groups—students receiving. English as a second language (ESL) instruction versus bilingual students receiving speech-language (BSL) therapy. A pragmatics screening scale (i.e., the Adolescent Pragmatics Screening Scale, Brice, 1992a) was used to measure pragmatic performance. The findings of this study indicated that the BSL students different from the ESL students in expressing thereselves, establishing greetings, initiating and maintaining conversations, listening to a speaker, and cueing the listener regarding topic changes. Both groups of students had difficulties regulating others through language. Thus, even language-infact students may have some difficulty acquiring the Euro-American pragmatic feature of language. Academic failure and possible school dropout may result for the BSL students as a result of their difficulties. Implications of this study for the speech-language pathologist and other school professionals are given.

scholarly journals Vocabulary: Reviewing Trends in EFL/ESL Instruction and Testing

2017 ◽  
Author(s):  
Soraya Moreno Espinosa
Keyword(s):  
Explicit Scheme ◽  
Esl Instruction ◽  
Theoretical Foundations

RESUMENEste artículo presenta un resumen de tendencias dentro de la enseñanza y evaluación de Inglés como Lengua Extranjera/ Inglés como Segunda Lengua, centrándose en el papel del léxico en las mismas. Este hecho nos permite proporcionar un esquema explícito, en el que relacionamos las tendencias existentes dentro de la enseñanza de vocabulario como L2 y de evaluación del mismo a lo largo de la historia; lo que beneficiará tanto al profesorado como a los investigadores que hagan referencia a la fundamentación teórica de este campo desde un punto de vista diacrónico al realizar diversas investigaciones.ABSTRACTThis paper presents an overview of tendencies within EFL/ESL instruction and testing, by focusing on the role assigned to lexis. This issue enables us to provide an explicit scheme relating historical vocabulary approaches to L2 teaching and testing, which will benefit teachers and researchers when aiming to set the theoretical foundations -from a diachronic viewpoint- of different probes within this field.

CONTENT-BASED COLLEGE ESL INSTRUCTION. Loretta F. Kasper. Mahwah, NJ: Erlbaum, 2000. Pp. v + 227. $24.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 419-420
Author(s):  
Michael Khirallah
Keyword(s):  
Novice Teachers ◽  
Qualitative Studies ◽  
Valuable Addition ◽  
Based Instruction ◽  
Esl Instruction

Content-based college ESL instruction offers new insights in the implementation of content-based instruction (CBI). Divided into three parts, the collection opens with an overview of CBI theory and pedagogy and ends with the role of technology. In between are chapters on qualitative studies of novice teachers attempting to implement CBI in their classrooms and various disciplinary approaches to CBI. This new collection is a valuable addition to the CBI literature.

The Use of Web 2.0 Technologies in the ESL Classroom

2010 ◽  
pp. 102-117
Author(s):  
Melissa Wright ◽  
Lilian H. Hill
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Web 2.0 Technologies ◽  
Social Nature ◽  
Sociocultural Perspectives ◽  
Academic Settings ◽  
History Of ◽  
Esl Instruction ◽  
Esl Classroom

This chapter includes a brief history of the Internet, definitions of Web 2.0 and characterization of its social nature, identification and descriptions of the various Web 2.0 technologies, applications of sociocultural perspectives to language learning, the benefits of using Web 2.0 in the English as a Second Language (ESL) classroom, ways in which Web 2.0 has been used successfully in various academic settings, and specific activities for using Web 2.0 in ESL instruction. It is imperative that ESL instructors become familiar with internet technologies and ways they can be used to enhance the educational experiences of their students. The more familiar students are with Web 2.0 technologies, the better prepared they will be for their future educational and occupational endeavors.

Long-term effects of intensive instruction on fluency, comprehensibility and accentedness

2020 ◽  
Vol 6 (3) ◽  
pp. 380-401
Author(s):  
Leif M. French ◽  
Nancy Gagné ◽  
Laura Collins
Keyword(s):  
High School ◽  
Academic Ability ◽  
Long Term Effects ◽  
L2 Proficiency ◽  
Specific Group ◽  
Oral Fluency ◽  
Oral Production ◽  
Intensive Instruction ◽  
Esl Instruction

Abstract We assessed the long-term effects of intensive instruction on different aspects of L2 oral production. Adopting the tridimensional model of oral production (Munro & Derwing, 1995a), we compared high school learners who had received intensive ESL instruction (N = 42) with non-intensive learners (N = 39) on perceptual measures of L2 fluency, comprehensibility, and accentedness 4 years after a 5-month intensive instruction period. After controlling for academic ability and L2 proficiency, listeners’ ratings of fluency and comprehensibility were significantly higher for the IG; however, there was no specific group advantage for accentedness, suggesting both groups exhibited similar L2 accents. This study provides new empirical evidence that the oral fluency and comprehensibility benefits of an intensive experience may be long lasting, even when learners’ subsequent classroom exposure to the language is much more limited.

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