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Martínez-Adrián, María; Arratibel-Irazusta, Izaskun – Studies in Second Language Learning and Teaching, 2020
This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing…
Descriptors: English (Second Language), English Language Learners, Language Usage, Native Language
DRISKILL, WALTER E.; AND OTHERS – 1963
SEVERAL STUDIES ON THE QUESTION OF OVERT VERSUS COVERT RESPONSES WERE REVIEWED. OF THE 10 STUDIES DISCUSSED, FIVE SUPPORTED THE POSITION OF OVERT RESPONSE. THE OTHERS SHOWED NO SIGNIFICANT DIFFERENCES BETWEEN RESPONSE MODES EXCEPT THAT LEARNING EFFICIENCY WAS LOWER IN THE OVERT RESPONSE CONDITION IN COMPARISON WITH THE COVERT AND READING…
Descriptors: Covert Response, Educational Technology, Learning Activities, Linear Programing
Suarez, Maria – 1972
This course is designed to help students improve their oral and written expression as well as their ability to summarize. Stories by Spanish and Spanish American writers are used. Students also have the opportunity to reinforce skills in recognizing the importance of writing as an efficient means of communication, and experience is provided in…
Descriptors: Course Descriptions, Educational Objectives, Educational Strategies, Instructional Materials
Sullivan, Rick; Green, David – 1994
Teachers and students can view the world of animals together through an exploration of how-and-why questions about animals in this curriculum unit. The problem-solving and critical thinking skills of students are improved through interactive activities involving oral and written communication, mathematics, creative arts, music, dance, and creative…
Descriptors: Animals, Biology, Conservation (Environment), Creative Expression
Findley, Charles A. – 1977
Most instructional materials developed in the past 10-15 years do not provide for sufficient activities to allow the student to become involved in anything other than drill and memorization. Furthermore, in those situations where "communication activities" do occur, they are designed to teach the sentence as a structural, grammatical…
Descriptors: Communication Skills, Communication (Thought Transfer), Communicative Competence (Languages), Elementary Education