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This study examined the effects of memory strategy training on vocabulary development of Austrian secondary school students. The study found that: 1) Memory strategies helped intermediate EFL learners develop vocabulary. 2) There was a significant difference between treatment styles in terms of scores on post-training and long-term retention tests, with memory strategy training leading to better retention. 3) Memory strategies help students integrate new vocabulary and recall it more easily later.
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2. Results showed that students scored significantly higher on a post-test after undergoing the RASEL Approach intervention compared to their pre-test scores, indicating the approach was effective.
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A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.
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3) Curriculum-based measurement of reading (CBM-R) is discussed as an assessment tool that can be used with repeated reading interventions to monitor student progress. CBM-R involves having students read passages aloud for one minute while errors are recorded.
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This document summarizes a study that investigated the influence of suffix word strategy and short-term memory on vocabulary learning speed. The study involved 60 sophomore students learning English vocabulary through a suffix word handout. Participants completed a 20-item test of vocabulary from the handout and a questionnaire measuring their experience with suffix strategies and short-term memory. The literature review discussed prior research showing the importance of vocabulary and learning strategies for language acquisition. It also defined key terms like suffix words and short-term memory. The methodology section described the participants, instrument using the handout and questionnaire, and procedures of the study.
2013.10.23 論文發表課
The document summarizes a study that examined the impact of imagery strategy on EFL learners' vocabulary learning compared to direct translation. 80 intermediate English learners were divided into an experimental group that used imagery strategy and a control group that used direct translation. Both groups learned from the same book over 16 weeks. Results showed no significant difference between the groups' pre-test scores, but the experimental group performed better on the post-test, indicating imagery strategy had a significant positive impact on vocabulary learning. The reflection proposes a future study comparing suffix word strategy to traditional strategy with 120 participants divided between two equal groups.
The speckled band
- Arthur Conan Doyle published the Sherlock Holmes story "The Speckled Band" in the Strand Magazine from 1892-1927
- The story follows Holmes and Watson as they investigate the mysterious death of Helen Stoner's twin sister
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Patty proposal defense
This document summarizes a study on the relationship between extroversion-introversion personality types and English proficiency among English major students in Taiwan. The study aims to investigate whether extroverts perform better on TOEIC tests than introverts and whether they use different language learning strategies. It reviews literature on personality types, extroversion vs introversion, their relationship to language proficiency and strategy use. The methodology section describes a quantitative study collecting data through questionnaires measuring personality, English skills, and strategy use administered to English majors of varying years. The results will analyze the relationships among personality, strategies, and proficiency.
Proposal Presentasi RO. Airola
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Approaches to Language Learning and Teaching.pptx
The document discusses the evolution of approaches to language teaching over the past century. It begins with a timeline showing the succession of different teaching methods from the late 19th century through the 1980s. It then explains that methods are now criticized for being too prescriptive and not accounting for specific teaching contexts. The focus has shifted to designing effective classroom tasks based on principles of second language acquisition. An effective approach is guided by fundamental principles and involves diagnosis of learner needs, treatment through varied teaching techniques, and ongoing assessment. Theories of language teaching influence the field, with some viewing it as a science based on research findings or an art incorporating teacher intuition.
Chapter no. 4
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
Investigating English Listening Strategy Use of Middle School Students
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In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning. An Investigation of Difficulties Encountered by EFL Teachers in the Applicat...
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Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.Early diagnosis of esl learners' reading levels
The document summarizes a study that assessed the reading levels and attitudes of 37 Form Four students in a Malaysian secondary school. Diagnostic tests found that 72% of students were at the elementary reading level and 27% at the intermediate level. Vocabulary and grammar tests found most students had limited proficiency. A survey found 36% had above average reading attitudes, 33% average, and 2% below average. The study concluded that diagnosing reading levels helps teachers plan suitable instruction to motivate students and improve understanding of English reading materials.
Language Teaching Methods
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How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.ENHANCING VOCABULARY ACQUISITION.pptx
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
language learning strategies
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Investigating Teaching/Learning Vocabulary Techniques and Strategies
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Assessing the Use of Motivational Strategies in English Language Instruction:...
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The document provides information on the Remediation Plus (R+) training program for interventionists and reading teachers. It discusses the founder's goal of creating an effective teaching system to remediate academic challenges in reading, writing, and spelling. It also summarizes key points from scientific research that support the R+ approach, including how explicit, systematic phonics instruction can change brain activity in struggling readers. The document outlines the various components of the R+ teaching materials and program.
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First and second language acquisition.ppt
This document discusses the social and discourse aspects of second language acquisition. It first addresses socio-cultural models that seek to explain the speed of learning and ultimate proficiency level in everyday communication. It then outlines accommodation theory, which examines convergence and divergence between speakers as they indicate cohesiveness or distinctiveness from social groups. Acculturation models look at a learner's willingness and ability to become part of a new culture, considering factors like social distance and how language groups perceive each other. The document also mentions stylistic continua in relation to second language acquisition.
Post methods era in Language Teaching
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
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Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
An Analysis Of Language Learning Strategies (Thesis)
This document provides an introduction and background on language learning strategies. It discusses how the focus of second language acquisition research has shifted from the teacher to the learner and the learning process. It also summarizes some key literature on language learning strategies, including common classifications of strategies into cognitive, metacognitive and social categories. The document introduces the research topic of comparing language learning strategies used by different groups of learners, including college students, English teachers and office workers. It outlines the problem statement, significance, objectives and limitations of the study.
Using pluralistic approaches to enhance language proficiency. Rebecca DAHM. B...
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Language teaching should not only give learners opportunities to develop their proficiency in a second language but should also enable them to develop their cognitive skills. I hypothesize that the implementation of teaching methods based on teaching unknown languages (pluralistic approaches) helps students develop their metalinguistic competence, a transferable competence we assume independent from the languages used. Furthermore, being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently.
I have explored the educational benefits of such pluralistic approaches on different components of the metalinguistic competence. During the school year 2011-2012, teachers of five year-7 classes led nine sessions of pluralistic approaches: three sessions in Dutch, three in Italian and three in Finnish. 88 students performed, in turn, a metasemantic, a metasyntactic and a metaphonological reflection in groups of four. Group sheets were completed and the verbalization of their discussion was recorded and analyzed, both qualitatively and quantitatively. I want to understand, following Anderson’s research (1995), how students manage to identify relevant solutions in L1 and L2, enabling them to solve the problem they face in the L3 they are discovering. Presumably, the process of proceduralisation helps students develop their metalinguistic competence which, in turn, should enable them to improve their proficiency in the L2 (English) they are learning.
In this presentation, I will first present the theoretical framework before approaching the mixed methodology used. Proof will be discusses as to the enhanced implementation of learning strategies and the development of their metalinguistic competence.1. binti khoirul uluum 16108810034
The document discusses various concepts related to language teaching approaches and methods, including:
- Approach refers to theories of language and language learning that inform teaching practices and principles.
- Method is the practical implementation of an approach through specific procedures and techniques.
- Procedure is an ordered sequence of techniques, smaller in scope than a method.
- Technique is a single activity rather than a sequence, like silent viewing of a video without sound.
The document then provides examples of specific approaches and methods like grammar-translation, audiolingualism, presentation-practice-production, and total physical response.
Powerpoint-for-Thesis Masters 2022-2023.
The document discusses the role of Filipino English teachers in motivating Thai students in an Intensive English Program (IEP). It identifies several key challenges faced by Filipino teachers, including language barriers, training, employment, and lower salaries compared to native English teachers. The main problem is what challenges Filipino teachers encounter in Thailand in handling IEP programs. Sub-problems examine solutions to counteract challenges and potential intervention programs.
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Investigating English Listening Strategy Use of Middle School Students
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論文發表
- 1. The effect of memory strategy training on vocabulary development of Austrian secondary school students Instructor: Dr. Pi-Ying ,Hsu. Presenter: Sabrina, Wu. Date: April 29, 2013.
- 2. Citation • Sozler, S. (2012). The Effect of Memory Strategy Training on Vocabulary Development of Austrian Secondary School Students. Procedia-Social and Behavioral Sciences, 46, 1348-1352. 2
- 3. Contents Introduction Literature Review Methodology Findings Conclusion Reflection 3
- 4. • As language teaching has improved along with various techniques, language scholars became aware of the importance of language learning strategies (LLS). • Vocabulary is generally considered as the basic communication tool, and often labeled as the most problematic area by language teachers. Introduction 4
- 5. Purpose • This study is to find out the effect of memory strategies on vocabulary learning process based on Oxford’s taxonomy of language learning strategies. 5
- 6. Literature Review Classification of learning strategies (Oxford, 1990) Learning strategies Direct Strategies Memory Strategies Cognitive Strategies Compensation Strategies Indirect Strategies Metacognitive Strategies Affective Strategies Social Strategies Creating mental linkages Applying images and sounds Reviewing well Employing action 6
- 7. • Memory strategies (traditionally known as mnemonics) have been found to enhance remembering through the connection of new knowledge with familiar words and images. (Levin, 1983; Mastropieri, Scruggs, &Fulk, 1990) 7
- 8. • Researchers also investigated the benefits of memory strategies in language learning process of kindergarten students. (Kron-Sperl, Schneider, &Hasselhorn, 2008) 8
- 9. Research Questions 1. What are the effects of memory strategies on vocabulary development of intermediate level EFL learners? 2. What is the difference between the treatment styles in terms of post and long terms retention tests obtained from the experiment? 9
- 10. Methodology Participant 20 Austrian 6 Turkish students the 8th grade of a primary school in Austria at the age of 14 10
- 11. In the fall semester of 2010-2011 Lasted 12 weeks Between the dates 15 of Oct. 2010 and the 15 of January 2011 11
- 12. Instruments Questionnaire Achievement tests Long term retention tests 50 questions I know I do not know I am not sure 12 8 13 9 9
- 13. Data analysis • SPSS version 15 • ANOVA test was used for pre, post and long term retention test points comparisons. • Fisher Least Significant Difference (LSD) test was used for multiple comparisons. 13
- 14. While scoring the achievement test… • 1 score for the correct answers • 0 score for the incorrect answers • achievement test vary from 0 to 39 • lowest score available for the questionnaire was 50, the highest score was 150 14
- 15. Q1: What are the effects of memory strategies on vocabulary development of intermediate level EFL learners? 1.54 7.77 Findings 15
- 16. Q2: What is the difference between the treatment styles in terms of post and long term retention tests obtained from the experiment? significant 16
- 17. Conclusion • It has proved that memory strategies help learners to integrate with the language and learn the vocabulary, which helps to recall them easily in the following phases of language teaching. • Students should be trained about the ways of applying the strategies into their own learning process. • The memory based strategies are helpful for them to learn the vocabularies and remember them in long term. 17
- 18. Reflection 18