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Direct linkMalupa-Kim, Miralynn Faigao – ProQuest LLC, 2011
The Problem: The purpose of this study was to identify and analyze the information structure of native-English speaking (NES) ESOL teachers in giving explanations in a grammar class at an Intensive English Program (IEP) at a university in southern California Method: This mixed-method study employed a sequential-exploratory design. Six grammar…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Download full textAlshahrani, Ali; Windeatt, Scott – Research-publishing.net, 2012
Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…
Descriptors: Portfolios (Background Materials), Teaching Methods, English (Second Language), Second Language Learning
Wilcox, Kristen Campbell – CALICO Journal, 2009
This action-research project was designed to assess how the use of video as a central instructional component impacts features of cross-cultural competence among adult ESL students. The study was conducted in a college-level intensive English language program in North America. Findings suggest that students' deeply embedded beliefs and values…
Descriptors: English (Second Language), Cultural Awareness, Action Research, Video Technology
Chun, Christian W. – Journal of English for Academic Purposes, 2009
This article explores ways in which a university Intensive English Program (IEP) featuring English for Academic Purposes (EAP) at a U.S. university functions as an institutionalized discursive space of neoliberalism. By examining discourses that one program adopts in promoting itself online, and in the curriculum material used in IEP/EAP classes,…
Descriptors: Textbooks, Ideology, Cultural Differences, Instructional Materials
Ducar, Cynthia M. – Foreign Language Annals, 2008
Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey…
Descriptors: Heritage Education, Student Attitudes, Spanish, Native Language Instruction
Son, Jeong-Bae – Computer Assisted Language Learning, 2007
The World Wide Web offers a global database of authentic materials that can enhance language learning and teaching. This study examines the use of the web for language learning through a study of English as a second language (ESL) learners' experiences in web-based language learning (WBLL) activities in an English language intensive course for…
Descriptors: Internet, Teaching Methods, Second Language Learning, Second Language Instruction
Carr, Wendy – Canadian Modern Language Review, 2009
This article examines why students participated in British Columbia's first intensive French (IF) program between 2004 and 2008 and what they achieved as a result, with a particular focus on the effect on the French and English language proficiency of English as additional language (EAL) students. Qualitative case studies found that students and…
Descriptors: Foreign Countries, Grade 6, Grade 5, French
Hawkins, E. W. – Times Educational Supplement (London), 1975
A dozen articles in this inset deal with different aspects of an approach to language teaching just now attracting increasing interest. (Editor)
Descriptors: Course Descriptions, Course Evaluation, Intensive Language Courses, Language Instruction
Tsuboi, Chuji – 1969
While "good" English is desirable in developing skill in the language as an international tool of communication, phonetic and grammatical perfection are not of prime importance. (The author observes that many Japanese are so conscious of rules that they are reluctant to speak in English.) The speaker must have, first of all, an…
Descriptors: Communication Skills, English (Second Language), Instructional Innovation, Intensive Language Courses
Price, Jo-Ann – New York Times, 1978
Describes the techniques used by Dr. John A. Rassias, professor of romance languages and literature at Dartmouth College, in teaching intensive foreign language courses. (RK)
Descriptors: Classroom Environment, Higher Education, Intensive Language Courses, Language Instruction
La Valva, Maria Provvidenza – Linguistik und Didaktik, 1972
Descriptors: Course Evaluation, Educational Experiments, Instructional Materials, Intensive Language Courses
Peer reviewedChu, Wen-djang; And Others – Journal of the Chinese Language Teachers Association, 1972
Paper presented at the Annual Meeting of the Chinese Language Teachers Association, November 27, 1971, in Chicago, Illinois. (DS)
Descriptors: Chinese, Evaluation, Instructional Materials, Intensive Language Courses
Ammar, Ahlem – Language Teaching Research, 2008
The merits of recasts have been widely debated and investigated in and out of the language classroom. This quasi-experimental study examines the impact of recasts in comparison to prompts and no corrective feedback on francophone learners' acquisition of English third person possessive determiners. Sixty-four students from three intact intensive…
Descriptors: Form Classes (Languages), Second Language Learning, Second Language Instruction, Cues
Kunai, Ikue; Ryan, Clarissa C. S. – California Teachers of English to Speakers of Other Languages, 2007
Informed by theories about the use of pleasure-reading to develop students' overall English ability, this demonstration encouraged teachers to use manga (Japanese comics) in their classes. Manga and related comics from Korea, Taiwan, etc., are popular throughout the world for their emotionally-involving stories and high-quality art. Since these…
Descriptors: Student Interests, Cartoons, Foreign Countries, English (Second Language)
Peer reviewedVan Handle, Donna C. – Unterrichtspraxis, 1984
Describes a computer software program developed as part of an intensive elementary German course that emphasizes vocabulary development and provides a comprehensive review of the grammatical concepts stressed in the accompanying textbook. Suggests that computer assisted instruction be used in a supplementary capacity to reinforce what is learned…
Descriptors: Computer Assisted Instruction, German, Grammar, Intensive Language Courses
