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Download full textSaichon Pianpadungporn – Higher Education Studies, 2024
In Thailand, the traditional teaching approach used for English language classes has been to explicitly teach English grammar, but in recent years the strategy has begun to shift towards the implicit teaching of language via communicative techniques. Within academic circles, there has been minimal agreement on the suitability of approaches used.…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Direct Instruction
Direct linkSchurz, Alexandra; Coumel, Marion – Language Teaching Research, 2023
Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of…
Descriptors: Grammar, English (Second Language), Second Language Learning, Second Language Instruction
Gholami, Leila – Language Awareness, 2022
Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…
Descriptors: Phrase Structure, Grammar, Teacher Attitudes, Figurative Language
Zhang, Pengchong; Graham, Suzanne – Language Teaching Research, 2020
This study explored the teaching and learning of vocabulary through listening among 137 senior high-school learners of English as a foreign language (EFL) in China. It compared different types of Lexical Focus-on-Form delivered to four treatment groups: post-listening vocabulary explanations in the L2; codeswitched explanations; explanations…
Descriptors: Code Switching (Language), Vocabulary Development, Second Language Learning, Second Language Instruction
Kim, Jongmin; Nassaji, Hossein – Language Teaching Research, 2018
Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Extraversion Introversion
Alcon, Eva – International Journal of English Studies, 2007
This study examines the effectiveness of teachers' incidental focus on form on vocabulary learning. Seventeen 45-minute audio-recorded teacher-led conversation, 204 learners' diaries (17 sessions x 12 learners) reporting what the participants had learned after each conversational class, 204 post-test translations, and 204 delayed post-test…
Descriptors: Grammar, Vocabulary Development, Second Language Learning, Second Language Instruction
