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Direct linkEkembe, Eric Enongene – RELC Journal: A Journal of Language Teaching and Research, 2014
Inteaction determines and affects the conditions of language acquisition especially in contexts where exposure to the target language is limited. This is believed to be successful only within the context of small classes (Chavez, 2009). This paper examines learners' progress resulting from interaction in large classes. Using pre-, post-, and…
Descriptors: Second Language Learning, Second Language Instruction, Class Size, Cognitive Style
Peer reviewedMahlios, Marc C. – Perceptual and Motor Skills, 1981
Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)
Descriptors: Classroom Communication, Cognitive Style, Elementary School Teachers, Interaction Process Analysis
Download full textJacobs, Ronald L. – 1982
The relationship between cognitive style (field independence/field dependence), proctor/student interactions, and achievement of undergraduate students in a Personalized System of Instruction (PSI) course was studied. Field dependence/independence was measured using the Group Embedded Figures Test (GEFT), which measures ability to identify a…
Descriptors: Classroom Communication, Classroom Observation Techniques, Cognitive Style, Group Behavior
