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Direct linkJacee Cho – Second Language Research, 2024
Using self-paced reading, the present study compared native English and adult L1-Korean-L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like "Some/All elephants have trunks and ears." Results indicate that native speakers showed online sensitivity (i.e.…
Descriptors: Native Language, Second Language Learning, Adult Learning, Second Language Instruction
Download full textMacDonald, Kara; McCaw, Tatiana; Scheibner, Annette – CATESOL Journal, 2021
ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez & Morrison, 2016). Teachers face the challenge of balancing conventional…
Descriptors: Instructional Design, English Language Learners, Situated Learning, Teaching Methods
Walsh, Robert; Wyatt, Mark – Studies in Second Language Learning and Teaching, 2014
Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers' "misconceptualizations" of "imported" methods, including Communicative Language Teaching (CLT), are often blamed,…
Descriptors: Teaching Methods, Communicative Competence (Languages), Educational Policy, Second Language Learning
Alexander, Patricia A. – Educational Researcher, 2003
The Model of Domain Learning (MDL) is an alternative perspective on expertise that arose from studies of student learning in academic domains, such as reading, history, physics, and biology. A comparison of the MDL and traditional models of expertise is made. The key components and stages of the MDL are then overviewed. Discussion concludes with a…
Descriptors: Educational Practices, Theory Practice Relationship, Competence, Models
