NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
The Development of Conceptual Fluency in Second Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Gong, Zhiqi – Applied Language Learning, 2020
Learning a second language (L2) is not merely mastering an additional linguistic system, but rather learning a new way of conceptualizing the world. Grammatical development does not always align simultaneously with conceptual development in L2. That explains why L2 learners may produce sentences that are grammatically correct, but pragmatically…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Grammar
Classroom Feedback Practices and Students' Learning Motivation: Experiences of English as a Foreign Language (EFL) Students
Peer reviewed Peer reviewed
Direct linkDirect link
Gan, Zhengdong; He, Jinbo; Liu, Fulan; Xie, Qing – Applied Language Learning, 2020
Although substantial research has examined how teachers respond to students' linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Oral Language
Process-Driven Culture Learning in American KFL Classroom Settings
Peer reviewed Peer reviewed
Direct linkDirect link
Byon, Andrew Sangpil – Applied Language Learning, 2007
Teaching second language (L2) culture can be either content- or process-driven. The content-driven approach refers to explicit instruction of L2 cultural information. On the other hand, the process-driven approach focuses on students' active participation in cultural learning processes. In this approach, teachers are not only information…
Descriptors: Cultural Awareness, Learning Processes, Korean, Second Language Learning
Inside the Classroom: Learning Processes and Teaching Procedures.
Peer reviewed Peer reviewed
van Lier, Leo – Applied Language Learning, 1991
Proposes a theory of second-language (L2) learning that differs from accepted modes of theorizing in the second-language field. The theory is based on data gathered from the L2 classroom and strives to consider practical knowledge from other fields. (72 references) (JL)
Descriptors: Classroom Research, Educational Theories, Language Proficiency, Learning Processes
Using Task Products To Assess Second Language Learning Processes.
Peer reviewed Peer reviewed
Abraham, Roberta G.; Vann, Roberta J. – Applied Language Learning, 1996
Reviews Bialystok's (1990a) analysis of communication strategy work and describes two studies in which products are interpreted within frameworks illuminating underlying processes of second language (L2) learning. Concludes that products, appropriately analyzed, can provide important insights into the processes of L2 learners. (73 references)…
Descriptors: Classification, Cloze Procedure, College Students, Communication (Thought Transfer)
From Learning-Centeredness to Learner-Centeredness.
Peer reviewed Peer reviewed
Nunan, David – Applied Language Learning, 1993
Two closely related concepts are explored, with a selective review of research since publication of "The Learner-Centered Curriculum" in 1988. Practical ideas are presented for experimenting with learner-centeredness in foreign language teaching, including examples of specific strategies such as scanning and brainstorming. (Contains 20…
Descriptors: Learning Processes, Second Language Instruction, Student Centered Curriculum, Student Participation
Discontinuous Interlanguage Development and Its Implications for Oral Proficiency Rating Scales.
Peer reviewed Peer reviewed
Young, Richard – Applied Language Learning, 1995
Examines two rating scales for assessment of oral proficiency and judges both as inadequate because they are based on an untenable theory of the development of proficiency in a second language and on mistaken intuitions about oral interaction. The paper concludes with a discussion of an architectural, context-dependent theory of second-language…
Descriptors: College Students, Developmental Stages, English (Second Language), Interlanguage