Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19…

This study mainly examined the role of the combination of three senses (i.e., auditory, visual, and tactile) and five senses (i.e., auditory, visual, tactile, olfactory, and gustatory) in the correlation between electrophysiological and electrodermal responses underlying second language (L2) sentence comprehension. Forty subjects did two…

Language learning is an important necessity of today's globalized society. Therefore, it is vital to provide the most effective methods for learning a foreign language. Through understanding how foreign language learning, cognitive load theory, learning modalities, and participants' physiological sex relate to one another, more effective…

The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of…

Discusses research supporting the contention that listening fluency should be taught first and oral response delayed because languaqe acquisition takes place without any overt performance. Includes extensive bibliographic references. (PMJ)

Describes features of Harry Reinert's "ELSIE"; Joseph Hill's "Cognitive Style Interest Inventory"; Anthony Papalia's "Learning Modalities and Individual Difference Inventories"; David Hunt's "Paragraph Completion Method"; and the Dunn, Dunn, and Price "Learning Style Inventory." Although dissimilar in scope and emphases, these instruments…

The major approaches to language teaching (audiolingual method, generative grammar, Community Language Learning and Silent Way) are investigated to discover whether or not they are compatible in structure with an information-processing model of memory (IPM). The model of memory used was described by Roberta Klatzky in "Human Memory:…

SALT, suggestive-accelerative learning and teaching, is the Americanized version of a pedagogy developed in Bulgaria. While most extensively applied to foreign language teaching, the methodology may be applied to any discipline, particularly one based upon a foundation of learned facts. This document applies the method to ESL classes. The teacher…