Foreign Language Teaching and Learning: New Research

Terrell Welch (Editor)

Series: Languages and Linguistics
BISAC: EDU020000

Clear

$195.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

eBook

Digitally watermarked, DRM-free.
Immediate eBook download after purchase.

Product price
Additional options total:
Order total:

Quantity:

Details

Foreign Language Teaching and Learning: New Research begins by examining whether, and to what extent, the three types of linguistico-cultural expressions (proverbs, idioms and sayings) of Nepali translated into English would be intelligible to native English speakers and non-native English speakers outside of Nepal.

The second chapter reveals the challenges in successful foreign language acquisition for primary school age learners. Particular attention is paid to the investigation of cognitive styles such as impulsivity, reflexivity, rigidity, and flexibility in the learning process.

The third chapter focuses on the theoretical substantiation and experimental verification of student-centered learning technology in the educational process.

Additionally, the authors investigate data collected in Portuguese L2 classrooms in a multicultural university in Macau, China. The combination of the students’ first language (Cantonese or Mandarin), the target language (Portuguese) and the official language of the university (English) was found to provide different spaces for participants to formulate contexts and define rules regarding the exclusive use of the target language in class.

The impact of an integrated cooperative learning approach on soft skills related to English as a foreign language learning is assessed, in addition to existing research on the characteristics of written texts of level two test-takers by adopting a linguistic and discourse analytic approach.

The authors go on to present data gathered through a questionnaire adapted from McMillan (2001) and follow-up interviews conducted to gain a deeper insight into the instructors’ classroom practices. The findings of the study revealed important implications related to the congruence and incongruence between the requirements of Turkish as second language curriculum in Turkey.

The closing chapter focuses on teaching methodologies and classroom practices that could provide learning opportunities to develop and maintain academic skills and self-regulated language learning strategies, specifically, through implementing a project-based learning approach.
(Imprint: Nova)

Preface

Chapter 1. Nativizing English as a Foreign Language with Local Lingusitico-Cultural Expressions: Classroom Applications and Wider Implications
(Kamal Kumar Poudel, Department of English Language Education, Tribhuvan University, Mahendra Ratna Campus, Tahachal, Kathmandu, Nepal)

Chapter 2. Value of Cognitive Styles in Successful Foreign Language Acquisition among Primary School Age Learners
(Elena N. Bicherova, Psychology and Pedagogy Faculty, Petrovski Bryansk State University, Bryansk, Russia)

Chapter 3. Pedagogical Conditions for Stimulating the Development of Students' Linguistic Competencies as Part of Their Self-Learning
(Agzam A. Valeev, Liliia A. Latypova, and Niyaz R. Latypov, Institute of International relations, Kazan federal university, Kazan, Russia, and others)

Chapter 4. Claiming Identity Categories in an L2 Classroom
(Ricardo Moutinho, Department of Portuguese, University of Macau, Macau, China)

Chapter 5. The Impact of an Integrated Cooperative Learning Approach on EFL Learners’ Soft Skills
(Huiping Ning, and Lifang Ma, Department of Foreign Languages, Shanxi University of Finance and Economics, Taiyuan, Shanxi, P.R.C., China)

Chapter 6. A Critical Review of Research on Linguistic and Discourse Analytic Approach to Second Language Writing Assessment
(Feifei Han ,Office of Pro-Vice-Chancellor (Arts, Education and Law), Griffith University)

Chapter 7. Assessment Practices of Turkish as a Second Language (TSL) Instructors
(Banu Inan-Karagul, Dogan Yuksel, and Mehmet Altay, Kocaeli University, Kocaeli, Turkey)

Chapter 8. Enhancing Self-Regulated Learning Strategies through Project-Based Learning in Higher Education: Curricular and Instructional Practices
(Meral Seker, Alanya Alaaddin Keykubat University, Antalya, Turkey)

Index

You have not viewed any product yet.