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Àngels Llanes; Elsa Tragant – Language Teaching Research, 2024
The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP).…
Descriptors: Foreign Countries, Second Language Learning, Incidental Learning, Teaching Methods
Anne Barwasser; Karolina Urton; Turid Knaak; Matthias Grünke – Language Teaching Research, 2024
The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges.…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Grade 4
Lara Bryfonski – Language Teaching Research, 2024
This study investigated the relationship between task-based teacher training and novice English language teachers' cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based…
Descriptors: Beginning Teachers, Educational Principles, Teaching Methods, Teaching Experience
Li, Jui-Teng; Tong, Fuhui – Language Teaching Research, 2020
Research has supported the benefit of cognitive vocabulary learning approaches, such as dual-coding (i.e. visual-verbal approach), on Chinese language learners' vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. Therefore, the goal of this study was to investigate the effects of two…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Retention (Psychology)
Huh, Seonmin; Suh, Young-Mee – Language Teaching Research, 2018
The purpose of this study is to extend existing approaches to civic and English as a foreign language (EFL) literacy education to include critical intercultural citizenship. Students not only need to learn how to communicate, but should also develop their positions as citizens who exercise literacy skills to demonstrate connections to others in…
Descriptors: English (Second Language), Second Language Learning, Grade 5, Grade 6
Pladevall-Ballester, Elisabet – Language Teaching Research, 2019
Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting…
Descriptors: English (Second Language), Second Language Learning, Positive Attitudes, Student Attitudes
Martínez-Adrián, María; Gallardo-del-Puerto, Francisco; Basterrechea, María – Language Teaching Research, 2019
The use of communication strategies (CSs) in oral and written second language (L2) production has been widely investigated (e.g. Muñoz, 2007). As for content and language integrated learning (CLIL) settings, learners seem to resort to the first language (L1) less often than in traditional foreign language instruction (e.g. Celaya & Ruiz de…
Descriptors: Second Language Learning, Second Language Instruction, Communication Strategies, English (Second Language)
Lyster, Roy – Language Teaching Research, 2019
This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…
Descriptors: Faculty Development, Social Studies, French, Second Language Learning
Davin, Kristin J. – Language Teaching Research, 2013
This article explores how a primary school teacher utilized the frameworks of dynamic assessment (DA) and the instructional conversation (IC) within a Spanish as a foreign language classroom. DA was used to construct zones of proximal development with individuals in the classroom context. A menu of pre-scripted assisting prompts, used to respond…
Descriptors: Teaching Methods, Sociocultural Patterns, Spanish, Second Language Instruction