This presentation given at the MATSDA conference 2017 in Tilburg describes the development of a multilingual platform called PALM.
It provides learners with authentic input texts and meaningful tasks for language acquisition.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Paper presented at the Researching Multilingually seminar, held at The University of Manchester, UK. (22-23 May, 2012). Some slides have been added, containing information that was communicated orally during the seminar.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
Linguistic Resistance - Maria Grazia ImperialeRMBorders
Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
Paper presented at the Researching Multilingually seminar, held at The University of Manchester, UK. (22-23 May, 2012). Some slides have been added, containing information that was communicated orally during the seminar.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
Linguistic Resistance - Maria Grazia ImperialeRMBorders
Linguistic Resistance:
in search of localized, creative and critical approaches in English language teaching - Maria Grazia Imperiale presentation at Language and the Art of Resistance. IUG 14 April 2015.
The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
American Ukrainian Project "Learning Together: SSU & PMBSSU"Tatyana Zubenko
Second international American and Ukrainian project between Salem State University and Petro Mohyla Black Sea State University: "Learning Together: SSU & PMBSSU" took place in January-April 2014. Additional link: cenincom.blogspot.com
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
American Ukrainian Project "Learning Together: SSU & PMBSSU"Tatyana Zubenko
Second international American and Ukrainian project between Salem State University and Petro Mohyla Black Sea State University: "Learning Together: SSU & PMBSSU" took place in January-April 2014. Additional link: cenincom.blogspot.com
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Fan fiction Tasks in the Advanced Language ClassroomShannon Sauro
This presentation builds upon work in media and fan studies to explore the use of fanfiction tasks as bridging activities for advanced language learners in a technology-enhanced university English as a foreign language class. Presented at TBLT 2017 in Barcelona, Spain.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_HSC
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_AH
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
Embedding modern languages across the disciplines - Catriona CunninghamHEA_STEM
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xsrSQg
Diversity in CLIL in Plurilingual Communities of Practice
CLILの多様性と複言語コミュニティー
On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.
The elevation of English to the status of an international language has brought with
it the reconceptualisation of many traditional issues as well as the emergence of
new insights in the language-teaching profession. All of these happened so quickly
that busy practising teachers may find it hard to keep abreast of all the significant
developments in the field. Luckily, Jack C. Richards, a notable scholar in applied
linguistics, has helped to put everything together neatly in this weighty book of 826
pages. As the title suggests, the book provides the most up-to-date encyclopedic
account of the central issues that are both historically grounded and recently
emerging in the field of teaching English as a second or foreign language.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
Short presentation about the role of English within the countries of the European Union. Including a discussion on 'Euro-English' as a (possibly) emerging new variety of English.
Vortrag zur frühen Mehrsprachigkeit bei der BIG_inn Konferenz. Die Veranstaltung wurde von Nyugat-Pannon Terület- és Gazdaságfejlesztési Szolgáltató Közhasznú Nonprofit Kft. im Rahmen des INTERREG V-A Projekts BIG_inn AT-HU organisiert.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
Student teacher learning through online lesson studyclaudiamewald
Since March 2020, teaching and teacher education have changed dramatically. Although digital literacy had been at the forefront of new developments in education to foster 21st century skills, nobody had really anticipated a total lockdown and the need to facilitate remote and autonomous learning from one day to the next. Success in this endeavour seemed to depend on three main aspects: the access to digital resources (hard- and software), the ability to make use of digital learning opportunities, and the efficiency of the collaboration between parents, pupils and teachers, student teachers and lecturers, or all of these in the case of teacher education. This round table presents three modifications of lesson study in a virtual environment making use of various digital technologies and strategies to support student teacher learning in three seminars: formative feedback in English as a foreign language, mathematics, and physical education for primary and secondary school pupils.
Lernen im Fokus: Unterrichtsentwicklung durch Lesson Studyclaudiamewald
Lesson Study ist eine Form der kollaborativen Unterrichtsforschung, deren Ursprung in japanischen Primarschulen
zu finden ist. Im Zentrum jeder Lesson Study steht das Lernen der Schüler/innen, welches
durch die Zusammenarbeit eines Teams von Lehrkräften möglichst gut gefördert werden soll. Indem
Lesson Study das Augenmerk auf das Lernen legt, wird sie zur Forschung für das Lernen und dadurch
zum natürlichen Bestandteil einer förderlichen Lernumgebung. Kein anderer Forschungsansatz ist so
nahe am Unterrichtsgeschehen und so intensiv und direkt am Unterrichtsergebnis, dem Lernen der
Schüler/innen, beteiligt.
Dieser Beitrag beschäftigt sich mit der Rolle von Lesson Study beim Planen und Beobachten von Lernen.
Die Verbindung zwischen kriterienorientierter Zielsetzung und lernförderlichem Feedback wird am
Beispiel der Lebenden Fremdsprache dargestellt und Strategien der formativen Bewertung von Lernergebnissen
werden erläutert.
The role of lesson study in the quality assurance of material production in l...claudiamewald
This presentation, given at the 2017 International WALS Conference at the University of Nagoya, describes the quality assurance process through Lesson Study in the ERASMUS+ project PALM which creates an interactive platform for language learning in eight languages.
WALS 2016: Process writing and peer assessment in teacher educationclaudiamewald
This presentation discusses the implementation and study of process writing and peer assessment in the context of three courses in teacher education: young adult literature, methodology, and language skills. The primary aim of the study was to learn about the effects of the approach on language and content learning, as well as the trainees’ gains in their pedagogical content knowledge about formative assessment.
WALS 2016:Competence-oriented foreign language education: Making competence-u...claudiamewald
This PPT given at the 2016 WALS conference presents a Lesson Study which aimed at making a competence-oriented approach of teaching and learning English as foreign language visible in practice. Four case studies are used to exemplify a theory that defines and frames competence-oriented teaching and learning and to demonstrate how the learners’ competence development was made visible.
FRINCOM: Framework of Intercomprehensionclaudiamewald
This contribution to the 10th International Conference of Multilingualism and Third Language Acquisition describes a framework of intercomprehension - FRINCOM - which developed from an ERASMUS+ project called PALM.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
24. Authenticity: theoretical construct (1)
Breen’s four types of authenticity in the language
classroom (1985: 68)
1. the authenticity of the texts used as input data
2. the authenticity of the learner’s own interpretations of
such texts
3. the authenticity of the tasks conducive to language
learning
4. the authenticity of the actual social situation of the
language classroom
24
29. 29
Questions Group 1
What is the Earth’s atmosphere made of?
Welcher ist der größte Planet?
Wie viel wiegt er?
What is Laika famous for?
Woher kommt Laika?
Chi era Albert II?
Which two dogs were first to return
from space alive?
How long did the first astronauts’ walk on the moon take?
Welche Nahrungsmittel sind in den Verpackungen?
Do you think this is healthy food? Why? Why not? Discuss your ideas.
Which planet is closest to the sun?
What is this planet called in your first language?
Which names of planets look similar in Hungarian language and your first language?
Seul sur Mars:
Which words in the text are similar to words in your own language?
Which are they and what do they mean?
Which two things are precious on the ISS?
33. Thank you for your attention!
www.palm-edu.eu
claudia.mewald@ph-noe.ac.at
sabine.wallner@ph-noe.ac.at
33
34. References
Boers, F. & Lindstromberg, S. (2008) Cognitive Linguistic Approaches to Teaching Vocabulary and
Phraseology. Berlin: Mouton de Gryter.
Breen, M. P. (1985) Authenticity in the Language Classroom. Applied Linguistics, 6(1), pp. 60-70.
Buck, G. (2001) Assessing Listening. Cambridge: Cambridge University Press.
Davis P. & Kryszewska H. (2013) The Company Words Keep. Guildford: Delta Publishing.
Geranpayeh, A. & Taylor, L. (2013) Research and practice in assessing second language listening.
Cambridge: Cambridge University Press
Hoey, M. (2005) Lexical Priming. New York: Routledge.
Hulstijn, J. H. (2001) Intentional and incidental second language vocabulary learning: a
reappaisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and
Second Language Instruction. Cambridge: Cambridge University Press, pp. 258 - 268.
Khalifa, H. & Weir, C. (2009) Examining reading: research and practice in assessing second
language reading. Cambridge: Cambridge University Press.
Krashen, S. (2004) The power of reading: insights from the research. (2nd ed.). Westport, CT:
Libraries Unlimited.
Marzano, R. J. & Simms, J. A. (2013) Vocabulary for the Common Core. Bloomington: Marzano
Research Laboratory.
Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge
University Press.
Nation, I.S.P. (2008) Teaching Vocabulary - Strategies and Techniques. Boston: Heinle.
Nation, I.S.P. & Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. New York:
Routledge.
Weir, C. (1993) Understanding and developing language tests. London: Prentice Hall.
34
35. 35
The European Commission support for this presentation
does not constitute an endorsement of the contents
which reflects the views only of the authors, and the
Commission cannot be held responsible for any use which
may be made of the information contained therein.