CliffsNotes Praxis II: Principles of Learning andTeaching, Second Edition

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Author: Diane E Kern

Publisher: Houghton Mifflin Harcourt

ISBN: 0544183517

Category: Study Aids

Page: 288

View: 9549

A new edition of the bestselling test-prep guide Covers early childhood, grades K-6, grades 5-9, and grades 7-12 Each test area includes a self-assessment test, subject reviews, and two practice tests, for a total of twelve tests in this test-prep guide The only test-prep product that includes all Principles of Learning and Teaching tests

Fundamental Concepts of Language Teaching

Historical and Interdisciplinary Perspectives on Applied Linguistic Research

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Author: H. H. Stern,Hans Heinrich Stern,Elaine E. Tarone,Hilde Stern,George Yule

Publisher: Oxford University Press

ISBN: 9780194370653

Category: Foreign Language Study

Page: 582

View: 2537

Professor Stern puts applied linguistics research into its historical and interdisciplinary perspective. He gives an authoritative survey of past developments worldwide and establishes a set of guidelines for the future. There are six parts: Clearing the Ground, Historical Perspectives, Concepts of Language, Concepts of Society, Concepts of Language Learning, and Concepts of Language Teaching.

Second Language Acquisition

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Author: Wolfgang Klein,Klien Wolfgang

Publisher: Cambridge University Press

ISBN: 9780521317023

Category: Language Arts & Disciplines

Page: 191

View: 3215

This 1986 textbook presents an account of the main concerns, problems and theoretical and practical issues raised by second language acquisition research. Research in this field had been mainly pedagogically oriented, but since the 1970s linguists and psychologists have become increasingly interested in the principles that underlie second language acquisition for the light these throw on how human language processing functions in general. Moreover, it is only through an understanding of these principles that foreign language teaching can become maximally effective. In the first part of his book, Wolfgang Klein provides a critical assessment of the state of the art at the time. The second part, 'from the learner's point of view', is devoted to four central problems which anyone learning a second language (either through everyday communication or in the classroom) is faced with, and whose solution constitutes the acquisition process. This accessible introduction provides students of linguistics and applied linguistics and anyone concerned with foreign language teaching with a real understanding of the fundamental issues in the field.

Contexts of Competence

Social and Cultural Considerations in Communicative Language Teaching

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Author: Margie Berns

Publisher: Springer Science & Business Media

ISBN: 1475798385

Category: Language Arts & Disciplines

Page: 186

View: 9243

The introduction of communicative competence as the goal of second and for eign language teaching has led to recognition of the role of context in language learning and use. As communicative competence is defined by the social and cultural contexts in which it is used, no single communicative competence can serve as the goal and model for all learners. This recognition has had an impact on program design and materials development. One significant change is that the choice of a teaching method is no longer the primary concern. Instead, the first step for the program designer is becoming familiar with the social and cultural features of the context of the language being taught. This includes a consideration of the uses speakers make of the language, their reasons for using it, and their attitudes toward it. Contexts of Competence: Social and Cultural Considerations in Commu nicative Language Teaching explores the relationship between context and com petence from a theoretical and practical perspective. Its audience is applied linguists in general and language teaching practitioners in particular. The overall aim of its five chapters is to provide a framework for consideration of various contexts of language learning and use and to guide the implementation and development of models of communicative language teaching that are responsive to the context-specific needs of learners.

Making Sense of Learners Making Sense of Written Language

The Selected Works of Kenneth S. Goodman and Yetta M. Goodman

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Author: Kenneth S. Goodman,Yetta M. Goodman

Publisher: Routledge

ISBN: 1134062516

Category: Language Arts & Disciplines

Page: 256

View: 2410

Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

Principles and Practices for Response in Second Language Writing

Developing Self-Regulated Learners

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Author: Maureen S. Andrade,Norman W. Evans

Publisher: Routledge

ISBN: 0415897017

Category: Education

Page: 225

View: 3817

Based on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress once the course ends, with or without teacher guidance. The book focuses on the six dimensions of self-regulated learning —motive, methods of learning, time, physical environment, social environment, and performance. Each chapter offers practical activities and suggestions for implementing the principles and guidelines, including tools and materials that teachers can immediately use.

Revision Cognitive and Instructional Processes

Cognitive and Instructional Processes

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Author: Linda Allal,L. Chanquoy,Pierre Largy

Publisher: Springer Science & Business Media

ISBN: 9400710488

Category: Education

Page: 237

View: 860

Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.

Understanding Silence and Reticence

Ways of Participating in Second Language Acquisition

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Author: Dat Bao

Publisher: A&C Black

ISBN: 1441128530

Category: Language Arts & Disciplines

Page: 256

View: 3497

What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition. Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages.