( 3) ( needs),, (Nunan 1988a: b: 10-20, 1994) 2001)
|
|
|
- Elaine Kelly
- 7 years ago
- Views:
Transcription
1 ,,,, : (1),, (2),,,, 3-5, / / ( 3),, (4) ; ; ( needs),, ( 1994) ( needs analysis),, / ( ) (Nunan 1988a: b: 10-20, 1994) ( Frank 2000, 1994 ) ( 1996 ) ( 2002) (W eir, et al. 2001) 2000: 28-50) (W aters & V ilches 2001,,, 20 90,, ( 1997) ( 1995) ( 1995) ( 2002 : 17) ( g 1997) ( 1999) ( 2000),,,,, ( target2needs), ( necessities) ( lacks) (wants) ;, 68 3
2 ( learning2needs),,,,,,,,, : (1), : ; (2), : ; ( 3), : ; (4), : ( 2002: 46),,, ( ),, ( ),, 900, 691, 669, %, %, 150, 110, %, %, SPSS(11. 5) 2. 1 : (1), ( : 46. 6% ; 62. 4%, ) ; (2), (26. 9% ; 25. 1% ) ; (3),, (23. 2% ; 10. 7% ) ; (4), (0. 7% ; 1. 8% ) ; (5), (2. 6% ; 0% ), (X2 = 8. 34; P > 0. 05), (4) (5) ( ), : (1) 0 (0. 3% ; 0% ) ; (2) 2 (0. 9% ; 0% ) ; (3) 4 (0. 7% ; 0% ) ; (4) 8 (2. 3% ; 0% ) ; (5) (11. 9% ; 25. 0% ) ; ( 6) ( 41. 2% ; 39. 3% ) ; (7) (11. 9% ; 12. 5% ) ; (8) (30. 3% ; 17. 9% ) ; (9) 2 (0. 5% ; 5. 3% ),, :,, (88. 8% ; 89. 3% ), (11. 2% ; 10. 7% ),, (69. 8% ; 92. 9% ), (30. 2% ; 7. 1% ) 69
3 :, (41. 1% ; 44. 6% ), (58. 9% ; 54. 4% ) 2. 2 : 1, : % 5. 4% 10. 8% 8. 9% 84. 7% 85. 7% 3. 5% 17. 9% 11. 2% 12. 5% 85. 3% 69. 6% 12. 4% 10. 7% 16. 2% 17. 9% 71. 4% 71. 4% 14. 1% 12. 5% 19. 7% 19. 6% 66. 2% 67. 9% : (1) (6. 8% ; 25. 1% ) ; (2) (7. 7% ; 5. 2% ) ; (3) (9. 1% ; 26. 8% ) ; (4) (56. 4% ; 42. 9% ) ; ( 5) ( 7. 5% ; 0% ) ; (6) (5. 2% ; 0% ) ; (7) (2. 1% ; 0% ) ; (8) (5. 2% ; 0% ), (X2 = ; P < 0. 01),, : (1) 1 (9. 1% ; 5. 4% ) ; (2) 2 (22. 0% ; 46. 4% ) ; (3) 3-5 (62. 3% ; 44. 6% ) ; (4) (6. 6% ; 3. 6% ), (X2 = ; P < 0. 01), (2) (3) 3-5 : (1) / / (45. 1% ; 53. 6% ) ; ( 2) / (12. 6% ; 5. 4% ) ; (3) (8. 7% ; 17. 9% ) ; (4) (18. 2% ; 3. 4% ) ; (5) (7. 7% ; 12. 5% ) ; (6) / (1. 9% ; 1. 8% ) ; (7) (5. 8% ; 5. 4% ) (X2 = ; P < 0. 05), ( 3) ( 4) / /, /, ( 35. 1% ; 30. 4% ), ( 64. 9% ; 69. 6% ) 2. 3,, (73. 9% ; 76. 9% ), (26. 1% ; 23. 1% ) : (1) (78. 7% ; 57. 1% ) ; (2) ( 4. 9% ; 12. 5% ) ; ( 3), ( 14. 8% ; 28. 6% ) ; ( 4) (1. 6% ; 1. 8% ) (X2 = ; P < 0. 01), (3),, : (1) ( 64. 6% ; 51. 7% ) ; (2) (7. 3% ; 16. 1% ) ; (3), (21. 5% ; 25. 1% ) ; (4) (6. 6% ; 7. 1% ) (X2 = 6. 23; P > 0. 05) :,, 70
4 : (1) (13. 1% ; 8. 9% ) ; (2) (17. 3% ; 1. 8% ) ; (3) (53. 2% ; 57. 1% ) ; (4), (5. 9% ; 1. 8% ) ; (5) (HSK) ( 10. 5% ; 30. 4% ) (X2 = ; P < 0. 01), (2) (5) 3. 1, ( naturalistic lan2 guage acquisition), ( instructed language acquisition) : (1), ; ( Ellis 1994: 12) (2),,,,,,,, / : :,,,,, ( 2001: 557) ( ) ( Ellis 1994: 601) :,, ( home stay),,,,,,,, :, /,,,,, ( 2002) : 3. 2,, Jones & Jones (2000) 13,, Reilly (2001) :, B rophy :,, 71
5 ,,,,, (Reilly 2001),, :,, ( 1998),,,,,, /, (2000: ), : ; ; ; ; ; ;, ( 2000: 334) :,,,,, Eltis & Low (1985), : A lcorso & Kalantzis (1985) : W illing(1988: ) :, : : Seedhouse (1995) : : Wong(2001) :, :, : Bada & Okan ( 2000) :, :, ( 2001: 557) : ( lockstep) (pair work) ( group work) ( individual work), ( 2002: 18) 60 70,,, (B ritish Council) (B rumfit 1984: 76), : (1), 72
6 ,, ; (2),,,,, ( 2001) ( 3), (Long & Porter 1985) ; (4), (W heeler 1994: 48), : (1) ( Ellis 1994: 598) ; (2) ( Ellis 1994: 601) ; (3),, : (W heeler 1994: 48),, :W illing(1988: ) Bada & Okan (2000: 4) Wong (2001) : 3-5,,,,,,,,,,, /,, ( g 1997),,, :W illing(1988: 66), Seedhouse (1995) Bada & Okan (2000) : / /, /, :,,,,,,,, ( 2000: 189),, ( 1992: 38), ( ) 93%, ( 2000: 189), 3. 3, : Martens, et al. (1977) : 73
7 ,,,,,, Wong (2001) :,, Bada & Okan (2000: 7),,, : :,,,,,,, ( 2000),, HSK TOEFL GRE,,, :,, : (1),,, (2),,,, 3-5, / /, (3),, (4),, 1997, g, 2002, 1994, , ( ), 1999, , , 1 g 1997 :, , , 2 74
8 1998, 1992, 2002, 1995, , ,, , , , : 2002 (2) 2001, 2000, 3 A lcorso, C., & Kalantzis, M The Learning Process and Being a Learner in the AMEP, Report to the Com2 m ittee of Review of the AdultM igrant Education Program. Department of Imm igration and Ethnic Affairs, Canber2 ra. Bada, E., & Okan, Z Students language learning p references. TESL - EJ, 4 (3) : B rumfit, C Comm unicative M ethodology in Language Teaching. Cambridge: Cambridge University Press. Ellis, R The S tudy of Second L anguage A cquisition. Oxford: Oxford University Press. Eltis, K., & Low, B A Review of the Teaching Process in the AdultM igrant Education Program, Report to the Comm ittee of Review of the AdultM igrant Education Program, Department of Imm igration and Ethnic Affairs, Canberra. Frank, R. A Medical Communication: Non2native English Speaking Patients and Native English Speaking Professionals. English for Specific Purposes, 19 (1) : Jones, V., & Jones, L Com prehensive C lassroom M anagem ent: C reating Comm unities of Support and Solving Problem. Needham Heights, Mass. : A llyn and Bacon. Long, M., & Porter, P Group Work, Interlanguage Talk, and Second Language Acquisition. TESOL Q uar2 terly, 19 (2) : Martens, B. K., H iralall, S., & B radley, T. A A Note to Teacher: Imp roving Student Behavior through Goal Setting and Feedback. School Psychology Q uarterly, 12 ( 1) : Nunan, D. 1988a Syllabus D esign. Oxford: Oxford University Press. Nunan, D. 1988b The Learner2centered Curriculum. Cambridge: Cambridge University Press. Reilly, P Meeting learners academ ic needs. English Teaching Forum, 39 (2) : Seedhouse, P Needs Analysis and the General English Classroom. ELT Journal, 49 (1) : W aters, A., & V ilches, C Imp lementing ELT Innovations: A Needs Analysis Framework. EL T Journal, 55 (2) : W eir, C. J., Yang, H. Zh., & J in, Y S tudies in Language Testing. Cambridge: Cambridge University Press. W heeler, J Overcom ing D ifficulties in Pair and Group Work. English Teaching Forum, 32 (3) : W illing, K L earning S tyles and A dult M igrant Education. Adelaide: National Curriculum Resource Center. Wong, L. T The Needs Analysis and Characteristics of Chinese2speaking Adult ESL Learners. L anguage, Society and Culture, Issue. No. 9. Tasmania: University of Tasmania. 75
9 An Ana lysis of the L earn ing Needs of In terna tiona l L earners of Ch inese in Ch ina Abstract This paper conducts an emp irical p robe into the field of needs analysis for interna2 tional learners of Chinese through a questionnaire. The students would like to know the learning goals and the learning p rocess in class, and are ready to be trained in Chinese learning strategies. The findings of this study include: 1) the concerned students hope to learn Chinese through formal instruction. This instruction should last from half a year up to a year and a half. They p refer to learn Chinese together w ith classm ates of sim ilar Chinese p roficiency and of different nationalities; 2) they like to p ractice Chinese with classmates in class and work in small group s (3-5 students). They are interested in learning Chinese through television, videos and film s; 3) the students expect their teachers to assess their perform anceon the spot and p refer to be corrected in the p resence of both their teacher and their classmates. They want to check and imp rove their Chinese by p racticing the language in real2life situation; 4) in most cases, teachers are aware of students learning needs. Key words learning needs; needs analysis; teaching Chinese as a second language ( ) ( ) 2007 (2007 CLSI) 2007 ( 2007 China L inguistics Summer Institute / 2007 CLSI) 7 ( ) 8 ( ), 10, 1 : 1. ( ) ; 2. ( ) : 3. ( ) ; 4. ( ) 10 ( ), : http: / /chinese. pku. edu. cn : http: / /ccl. pku. edu. cn : shuqiban2007@126. com : (010) ( ) ,, : www. cp. com. cn, , ( )
Bibliografía. Baker, C. (1992). Attitudes and language. Clevedon: Multilingual Matters.
Bibliografía Baker, C. (1992). Attitudes and language. Clevedon: Multilingual Matters. (2001). Foundations of bilingual education and bilingualism, 3rd. Edition. Clevedon: Multilingual Matters. Berumen,
The George Washington University Graduate School of Education and Human Development Department of Curriculum and Pedagogy
The George Washington University Graduate School of Education and Human Development Department of Curriculum and Pedagogy CPED 6557: Second Language Acquisition Fall 2013, 8/26-12/2 Dr. Jill Robbins Mondays
For Special Education and Reading/Writing MA Students seeking the endorsement in Culturally and Linguistically Diverse Education (CLDE)
For Special Education and Reading/Writing MA Students seeking the endorsement in Culturally and Linguistically Diverse Education (CLDE) Students who are completing or have completed the Special Education
Editorial. Metacognition and Reading Comprehension
Metacognition and Reading Comprehension Alireza Karbalaei* Department of English Language, Islamic Azad University, Safashahr Branch, Safashahr, Irán 1. Introduction The importance of learning to read
Multimedia for learning: methods and development Review of Educational Research, 66 Educational Psychology Review, 3 University of Hawaii Working Papers in ESL, 8 Instructional message design: Principles
The Role of Motivation in Learning English Language for Pakistani Learners
The Role of Motivation in Learning English Language for Pakistani Learners Abdur Rehman Department of English, University of Lahore, Sargodha Campus Hafiz Ahmad Bilal Department of English, University
Fall 1 2015 August 24 October 16 (online classes begin August 21) Drop Deadline: September 4 Withdrawal Deadline: October 2
FALL 2015 COURSES WEBG WEBSTER TESL PROGRAM 1 FALL 2015 COURSES WEBSTER UNIVERSITY SCHOOL OF EDUCATION TEACHING ENGLISH AS A SECOND LANGUAGE ADVISERS: DR. DJ KAISER djkaiser@webster.edu 314-246-7153 DR.
AMERICAN UNIVERSITY School of Education, Teaching & Health EARLY CHILDHOOD EDUCATION GRADUATE PROGRAM OF STUDY
School of Education, Teaching & Health EARLY CHILDHOOD EDUCATION STARTING SEMESTER: FINAL SEMESTER: CERTIFICATE: 30 CREDIT HOURS MASTERS: 36 CREDIT HOURS NAME: EMAIL: ID#: _ CELL: _ EDUCATION COURSES (6
Teaching and Managing a Project-based English Course to the College Students in Diverse Levels of English Proficiency
Teaching and Managing a Project-based English Course to the College Students in Diverse Levels of English Proficiency Yoshihiko Yamamoto, Syuhei Kimura Ritsumeikan University, Japan 0429 The Asian Conference
Programme Specification (Postgraduate) Date amended: March 2012
Programme Specification (Postgraduate) Date amended: March 2012 1. Programme Title(s): MA in Applied Linguistics and TESOL 2. Awarding body or institution: University of Leicester 3. a) Mode of study Campus:
Course-Based Key Assessment #4 ESOL Teaching Portfolio and Reflective Summary of Field Experience Used in TESL 5040 Practicum in ESOL
Course-Based Key Assessment #4 ESOL Teaching Portfolio and Summary of Field Experience Used in TESL 5040 Practicum in ESOL Introduction Advanced teacher candidates work with an experienced, certified ESOL
LEARNER AUTONOMOY AND COMPUTER TECHNOLOGY AS A FACILITATOR OF AUTONOMOUS LANGUAGE LEARNING
LEARNER AUTONOMOY AND COMPUTER TECHNOLOGY AS A FACILITATOR OF AUTONOMOUS LANGUAGE LEARNING Res.Assist. Fatma Hayta Dicle University, f_hayta@hotmail.com Res.Assist. Zeynep Yaprak Dicle University, zeynep_yaprak@yahoo.com
The Advantages and Disadvantages of using Small Group and Pair Work in the Classroom Linda Martine Himeji Dokkyo University
The Advantages and Disadvantages of using Small Group and Pair Work in the Classroom Linda Martine Himeji Dokkyo University Abstract Having students work in small groups and pairs has been a regular feature
9 The Difficulties Of Secondary Students In Written English
9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill
Pronunciation views and practices of reluctant teachers
Pronunciation views and practices of reluctant teachers SHEM MACDONALD La Trobe University ABSTRACT Why don t some teachers of English as a Second Language (ESL) teach pronunciation? There is evidence
Greystone College TESOL FAQs
Greystone College TESOL FAQs 1. What s the difference between TESOL, TESL and TEFL? The basic teaching skills for all of the above are the same; the difference between the names relates to where you are
APEC Online Consumer Checklist for English Language Programs
APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,
STANDARDS FOR THE MASTER OF INSTRUCTIONAL TECHNOLOGY/ COORDINATOR/ DIRECTOR OF TECHNOLOGY LICENSE
STANDARDS FOR THE MASTER OF INSTRUCTIONAL TECHNOLOGY/ COORDINATOR/ DIRECTOR OF TECHNOLOGY LICENSE The Instructional Technology Coordinator/Director certification is appropriate for those persons who, through
REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL])
![REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL])](/thumbs/22/1441440.jpg "REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL])")
REGULATIONS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (MA[TESOL]) (See also General Regulations) Any publication based on work approved for a higher degree should
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS Introduction The English as a Second Language standards describe the knowledge and skills that beginning teachers must have to meet expectations for
Bishop s University School of Education. EDU 102: Philosophy of Education. Fall 2011
Bishop s University School of Education EDU 102: Philosophy of Education Fall 2011 Professor: Anthony Di Mascio Office: N303 Office Hours: MW 13:00 14:30 and by appointment Email: anthony.dimascio@ubishops.ca
The Facilitating Role of L1 in ESL Classes
The Facilitating Role of L1 in ESL Classes Çağrı Tuğrul Mart Ishik University, Erbil, Iraq Email: tugrulbey@hotmail.com Abstract It has been widely advocated that insistence on English-only policy and
Chinese Proficiency Test (HSK)
Chinese Proficiency Test (HSK) The new HSK test was launched by Hanban in an effort to better serve Chinese language learners. The test is the result of coordinated efforts by experts from different disciplines
Exploring the Chinese proficiency test! Hanyu Shuiping Kaoshi and its washback effects: The test takers perspective. Shujiao Wang April 11, 2014
Exploring the Chinese proficiency test! Hanyu Shuiping Kaoshi and its washback effects: The test takers perspective Shujiao Wang April 11, 2014 Chinese Proficiency Test" Also known as the HSK or Chinese
The Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction
Yıl/Year: 2013 Cilt/Volume: 2 Sayı/Issue: 5 Sayfalar/Pages: 1-12 The Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction Mohammad Rahi Islamic Azad University,
Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words:
Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words: Lexical field academic proficiency syntactic repertoire context lexical categories
Teaching ESP in Vocational Colleges in Net-Based Environment
Teaching ESP in Vocational Colleges in Net-Based Environment LIU Mei-yan, LIU Chang English Department of Northwest Polytechnical University, Xian, China myliu@nwpu.edu.cn, lcnwpu2005@126.com Abstract
KIMBERLY FERRARIO kferrari@usc.edu
KIMBERLY FERRARIO kferrari@usc.edu EDUCATION RESEARCH Ph.D. Education, June 2009 Emphasis on Language, Literacy and Culture University California, Davis Advisers: Professor Sandra Murphy, School of Education,
ELI Progress Report: Mid-Cycle Review presented to Senate Undergraduate Council by Renison University College
ELI Progress Report: Mid-Cycle Review presented to Senate Undergraduate Council by Renison University College The self-study for the English Language Institute (ELI) was submitted on July 20, 2010. A site
The Use of Computer Technology in EFL Classroom: Advantages and Implications
: Advantages and Implications Safia Mujtaba Alsied Department of English Language & Translation Studies, The Faculty of Arts, the University of Sebha, Sebha, Libya Mustafa Mubarak Pathan Department of
M.Ed. in Educational Leadership
M.Ed. in Educational Leadership Experienced, licensed teachers with a desire to become leaders in their schools and districts. A minimum of years experience teaching in a PreK-12 classroom will be required
Dictogloss: The Role of Reconstruction Tasks on Noticing
INONU UNIVERSITY JOURNAL OF THE FACULTY OF EDUCATION August 2012 Volume 13, Issue 2, pp. 43-56 ISSN: 1300 2899 Dictogloss: The Role of Reconstruction Tasks on Noticing Nesrin ORUÇ İzmir University of Economics,
The University of the Indies, St. Augustine CELTA Course 2015 Frequently Asked Questions
1. Is our CELTA different from other CELTA programmes? 2. What's the difference between TESOL, TEFL, and CELTA? 3. Will I be able to find a job? 4. How much money do CELTA qualified teachers make? 5. Can
Teaching Abroad. Career Center. Guide To. Explore your next adventure
Explore your next adventure The idea of teaching English abroad after graduation attracts many CC students. CC students often want to return abroad after a positive study abroad experience. It s a great
Phone: 273-3742 / e-mail: jgleas@ufl.edu
FOL 6943, Fall 2013 Language Teaching Methods T (8:30-9:20) R (8:30-10:25) MAR 0112 Dr. Jesse Gleason 241 Dauer Hall Office Hours: T: 10-11/R: 11-12 & by appt Phone: 273-3742 / e-mail: jgleas@ufl.edu Course
A Study of an ESP Curriculum for Airline Agents in China
54 A Study of an ESP Curriculum for Airline Agents in China Qi Shen School of Foreign languages, Nanjing University of Aeronautics and Astronautics Nanjing 210016, China E-mail: Shenqi928@yahoo.com.cn
Learning English Pragmatics in China: An Investigation into Chinese EFL Learners Perceptions of Pragmatics
The Electronic Journal for English as a Second Language Learning English Pragmatics in China: An Investigation into Chinese EFL Learners Perceptions of Pragmatics May 2015 Volume 19, Number 1 Yifeng Yuan
Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners
Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners Badrul Hisham Ahmad Academy of Language Studies, Universiti Teknologi MARA, 02600 Arau, Perlis. Malaysia Tel: 60-4-984-440
Teaching English to Speakers of Other Languages (TESOL)
Teaching English to Speakers of Other Languages (TESOL) Undergraduate TESOL Concentration for Liberal Studies Majors TESOL Concentration for English Majors/Minors Graduate Masters in English with TESOL
Principles of Teaching English to Young Learners Fall/Winter 2015 MA TESOL Program Kanda University of International Studies
Principles of Teaching English to Young Learners Fall/Winter 2015 MA TESOL Program Kanda University of International Studies Instructor: Makiko Tanaka, Ph.D. Email: tanaka@kanda.kuis.ac.jp Course Dates
The primary goals of the M.A. TESOL Program are to impart in our students:
Quality of Academic Program Goals The primary goals of the M.A. TESOL Program are to impart in our students: (1) knowledge of language, i.e., knowledge of the major elements of language as a system consisting
Payman Vafaee 4705 Branchville Ave. College Park, MD: 207423 (646) 912-4689 pvafaee@umd.edu pv2203@columbia.edu
EDUCATION Payman Vafaee 4705 Branchville Ave. College Park, MD: 207423 (646) 912-4689 pvafaee@umd.edu pv2203@columbia.edu, MD PhD student of Second Language Acquisition, 2012- present, New York, NY Doctoral
PDF created with pdffactory trial version www.pdffactory.com. Note. Chinese Literature: Appreciation and Creative Writing. Practical English 1-8
P.1 of 15 2007.08.28 Class Class Lab Class Lab Class MCU Core Required s Subtotal Language Core Required s Chinese Literature: Appreciation and Creative Writing Practical English 1-8 General Education
How to Register and Prepare for HSK Chinese Test. Dr Xiaomei Ma Director, Canberra HSK Centre hsk@trilong.com.au
How to Register and Prepare for HSK Chinese Test Dr Xiaomei Ma Director, Canberra HSK Centre hsk@trilong.com.au How to Register and Prepare for HSK Chinese Test -Contents What is HSK Why HSK tests Canberra
Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes
Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes Ming Chang Minghsin University of Science and Technology No.1, Xinxing Rd., Xinfeng Hsinchu
Mother Tongue Influence on Spoken English
Mother Tongue Influence on Spoken English Shruti Pal Central Institute of Education (India) palshruti27@gmail.com Abstract Pronunciation is not a major problem in a language classroom until it hinders
Effective Sheltered Instruction Strategies
Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com
Innovative computer based professional learning for teachers. Supporting the inclusion of students with autism spectrum disorders
Innovative computer based professional learning for teachers Supporting the inclusion of students with autism spectrum disorders National Education Reform and Disability Education Disability Professional
Differentiated Assessment for Mixed Foreign Language Classrooms. Jiwon Hwang, Eriko Sato, Dongmei Zeng AAAS Stony Brook University
Differentiated Assessment for Mixed Foreign Language Classrooms Jiwon Hwang, Eriko Sato, Dongmei Zeng AAAS Stony Brook University Mixed classes? Heritage learners + Non-heritage learners Students with
QUALIFICATIONS PhD in TESOL/TEFL- Graduate School of Education, University of Exeter, the UK. September 2006 January 2011
Dr. Abdel Hamid Ahmed (PhD.) Assistant Professor of English Writing, Department of English Literature & Linguistics, College of Arts & Social Sciences, Qatar University E-mail: aha202@qu.edu.qa Phone:
The 7 Myths of Language Learning
WHITE PAPER The 7 Myths of Language Learning Challenging common beliefs of language acquisition for use in business David Nunan, Ph.D. Director and Chair, Applied Linguistics, University of Hong Kong Director,
INTEGRATED MARKETING COMMUNICATIONS COURSE SYLLABUS
INTEGRATED MARKETING COMMUNICATIONS COURSE SYLLABUS Course Title: Integrated Marketing Communications (Online) Quarter: Summer 2010 Dates: July 1 September 16, 2010 Instructor: David G. Mahal dgmahal@ucla.edu
Clyde A. Warden, MBA, Ph.D. http://cwarden.org cwarden@cwarden.org
Clyde A. Warden, MBA, Ph.D. http://cwarden.org cwarden@cwarden.org National Chung Hsing University, Taichung, Taiwan College of Business, Department of Marketing Taichung, Taiwan Office: 886 4 22840762-49
The place of translation in Language Teaching. Radmila Popovic
The place of translation in Language Teaching Radmila Popovic For a long time the pivotal point of foreign language teaching, translation has been banned from the language classroom for quite a while.
Master. in English Language Teaching for Self-Directed Learning. Online Program DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES
Master in English Teaching for Self-Directed Learning Online Program DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES Master in English Teaching for Self- Directed Learning Online Program Awarded by the Universidad
MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16
MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16 Programme structure full time students Full time students must complete the programme in one year. All students complete the following
Annotated Bibliography
Name: Susan Mayberry Date: Summer 2009 Class: Cohort 25-02 Course: MAT 735 Meeting the Needs of Diverse Students Instructor: Adam Holden Unit: #4 Assignment: #5 Annotated bibliography Annotated Bibliography
Using Films in the ESL Classroom to Improve Communication Skills of. Non-Native Learners
ELT Voices- International Journal for Teachers of English Volume (5), Issue (4), 46-52 (2015) ISSN Number: 2230-9136 (http://www.eltvoices.in) Using Films in the ESL Classroom to Improve Communication
7 A MANAGEMENT MODEL STUDY
7.1 Aim s and Objectives of the Management Model Study Positive Solutions is part of the consultant team and is w orking on the governance and m anagem ent model to ensure appropriate operating arrangements
ESOL Automatic Transfer List - July 1, 2011 College grade of "C" or above acceptable
ANT 2410 Cultural Anthropology Brevard Community College BLE 547 Testing BLE/TESOL Nova Southeastern University ESOL Testing and Evaluation 1 701 003 A BLE 567 App Ling: Contrs Analy Nova Southeastern
SIOP in Action Supporting SIOP Implementation with Authentic Classroom Video
SIOP in Action Supporting SIOP Implementation with Authentic Classroom Video TESOL Conference March 22, 2013 www.cal.org/siop Overview of SIOP The Sheltered Instruction Observation Protocol (SIOP) Model
In- Conference Certificate Course- - sessions and presenters. Presenter: Plenary Speaker, TESOL International President 2011-2012 Dr Christine Coombe
In- Conference Certificate Course- - sessions and presenters Session 1 Plenary Speaker, TESOL International President 2011-2012 Dr Christine Coombe Curriculum Development in ELT: Past, Present and Future
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COURSE SYLLABUS TESL 710 Principles of Teaching ESL Spring 2010 Instructor: Beverly J. Hearn, Ed.D Office: 227 Gooch Hall Phone:
Melbourne Graduate School of Education
The Application of the Australian Core Skills Framework to Assessment in the Skills for Education and Employment Program: Accounting for heterogeneous learner cohorts By Anh Le, DEd.. Candidate (t.le24@pgrad.unimelb.edu.au)
ESOL Endorsement Program
NORTHWEST GEORGIA REGIONAL EDUCATIONAL SERVICE AGENCY ESOL Endorsement Program Methods and Materials NWGA RESA 6/1/2007 Instructor: Lynn Lewis Office: Griffin RESA Conceptual Framework Endorsement and
Iranian EFL Learners Attitudes toward Correction of Oral Errors
The European Journal of Social & Behavioural Sciences (eissn: 2301-2218) Iranian EFL Learners Attitudes toward Correction of Oral Errors Ali Sorayaie Azar a*, Somaiyeh Molavi b a, b * English Department,
LANED-GE 2206.001 SECOND LANGUAGE THEORY AND RESEARCH. Spring 2013
NEW YORK UNIVERSITY STEINHARDT SCHOOL OF CULTURE, EDUCATION AND HUMAN DEVELOPMENT Department of Teaching and Learning Multilingual Multicultural Studies LANED-GE 2206.001 SECOND LANGUAGE THEORY AND RESEARCH
CHALLENGES OF NON-NATIVE SPEAKERS WITH READING AND WRITING IN COMPOSITION 101 CLASSES. Abstract
1 CHALLENGES OF NON-NATIVE SPEAKERS WITH READING AND WRITING IN COMPOSITION 101 CLASSES Abstract It is a fact that many non-native international students, who want to pursue their education in US universities,
Pragmatic Investigation in Three Global English Textbooks
Pragmatic Investigation in Three Global English Textbooks Minoo Alemi Sharif University of Technology, Iran Mohsen Bemani Sharif University of Technology, Iran Farhad Roodi Sharif University of Technology,
Completing tasks for online forums: a look through the students eyes
Completing tasks for online forums: a look through the students eyes Maria Kuteeva Instituto Superior de Contabilidade e Administração de Lisboa Abstract The use of ICT for language teaching has been growing
Class Blogs in EFL: A Project for Writer/Audience Interaction and Cultural Exchange
Class Blogs in EFL: A Project for Writer/Audience Interaction and Cultural Exchange Abstract This paper describes and reviews an English class blog exchange project between two classes of English as a
E-Teacher Scholarship Program. Critical Thinking in the EFL (English as a Foreign Language) Curriculum
E-Teacher Scholarship Program Critical Thinking in the EFL (English as a Foreign Language) Curriculum This course is designed to deepen participants understanding of the theory and applied use of Critical
Policy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
BOARD OF TRUSTEES CARSON CITY SCHOOL DISTRICT
BOARD OF TRUSTEES CARSON CITY SCHOOL DISTRICT REGULATION No. 219 PROGRAMS ENGLISH LANGUAGE LEARNER PROGRAM Consistent with Nevada and federal law including the Settlement Agreement between the United States
Price School Dual Language Immersion Program
Price School Dual Language Immersion Program Adelaide Price Elementary School 1516 W. North Street Anaheim, Ca 92801 (714) 517-8947 Anaheim City School District The Price Dual Language Immersion Program
INSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices
7th Edition Office of Distance Learning INSTRUCTION AT FSU A Guide to Teaching and Learning Practices Version 12.02.11 ODL/rg THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING 7th Edition Office
Cooperative Learning in the EFL Classroom
Cooperative Learning in the EFL Classroom Dr. Wafaa Salem Al-Yaseen Kuwait University College of Education Dept. of Curriculum & Instruction Abstract: There is a strong research evidence supporting the
Programme Specification: BA Teaching English as a Foreign Language
Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex
Online: http://www.tesoltrainers.com
INFORMATION PACKET 2012-2013 Contents SIT TESOL Certificate Information Sheet Frequently Asked Questions Fall Schedule Spring Schedule Summer Schedule Course Payment Information Contact List of Course
The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts
The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts ABSTRACT Ching-yi Chang Leader University, Taiwan Ming-chang Shen Leader
Jornades de Foment de la Investigació DOES LANGUAGE LEARNERS BENEFIT FROM CLASSROOM INTERACTION? Autora Alicia Martinez Flor
Jornades de Foment de la Investigació DOES LANGUAGE LEARNERS BENEFIT FROM CLASSROOM INTERACTION? Autora Alicia Martinez Flor INTRODUCTION During the past few years a lot of research has been done in order
GRADUATE PROGRAMS. Education Endorsement. Certificate Programs
GRADUATE PROGRAMS Education Endorsement & Certificate Programs Increase your potential with endorsements & certificates English as a Second Language (ESL) is an 18-credit program intended for certified
CERTIFICATION IN TEACHING BUSINESS ENGLISH SYLLABUS
Instructors CERTIFICATION IN TEACHING BUSINESS ENGLISH SYLLABUS Friday: 12:00pm 4:00pm Saturday and Sunday: 9:00am 1:00pm and 2:00pm 6:00pm Tom Kearin, MBA, CPA, TEFL Ken Jones, MS, MBA, TESOL Course Overview
LANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
2009- Acıbadem University, Foreign Languages Department Foreign Languages Coordinator
Education 1979 İstanbul University Faculty of Letters, BA in English Language and Literature, Beyazıt Certificates in Pedagogy and Social Anthropology 1972 Kadıköy Maarif Koleji, Moda Work Experience 2009-
Curriculum Map for the Doctor of Educational Leadership Degree (Ed.D.)
Curriculum Map for the Doctor of Educational hip Degree (Ed.D.) Goal 1: To train the prospective school executive in practices which are aligned to the guiding mission of N.C. public schools in creating
PRESENTATIONS AT PREOFESSIONAL CONFERENCES
Curriculum Vitae Zhi Li Department of English Iowa State University 319 Ross Hall Ames, Iowa, 50010, USA Email: zhili@iastate.edu Website: http://zhili.public.iastate.edu/ EDUCATION PhD., Applied Linguistics
Running head: MODALS IN ENGLISH LEARNERS WRITING 1. Epistemic and Root Modals in Chinese Students English Argumentative Writings.
Running head: MODALS IN ENGLISH LEARNERS WRITING 1 Epistemic and Root Modals in Chinese Students English Argumentative Writings Meixiu Zhang Northern Arizona University MODALS IN ENGLISH LEARNERS WRITING
Abstract. The checklist in this article provides educators with a valuable tool for evaluating reading
The Reading Matrix Vol. 5, No. 2, September 2005 ESL TEXTBOOK EVALUATION CHECKLIST Joshua Miekley mieklejp@email.uc.edu Abstract The checklist in this article provides educators with a valuable tool for
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class
A Study of Student Attitudes and Performance in an Online Introductory Business Statistics Class Sue B. Schou Idaho State University ABSTRACT Due to economic constraints, more and more distance education
Using Blogs as eportfolios in ESL/EFL Writing Classes
Using Blogs as eportfolios in ESL/EFL Writing Classes Min Jung Jee, University of Texas at Austin mjjee@mail.utexas.edu Second or foreign language instruction has been affected by the major change in learning
The Impact of Using Technology in Teaching English as a Second Language
English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education The Impact of Using Technology in Teaching English as
Pre-service EFL Teachers' Beliefs about Foreign Language Learning and How They Relate to Gender
Leyla Tercanlioglu Pre-service EFL Teachers' Beliefs about Foreign Language Learning and How They Relate to Gender Leyla Tercanlioglu Department of ELT, Atatürk University, Erzurum Turkey Leyla@atauni.edu.tr
Five 3-credit courses will be taught by faculty across campus:
TO: Cindy Falk, Chair of the Graduate Committee FROM: Cindy Lassonde and Carol Dean DATE: March 27, 2015 RE: certification program for bilingual education extension The Elementary Education and Reading
Using Adult Education Principles to Provide Professional Development for the Foundations of Inclusion
Using Adult Education Principles to Provide Professional Development for the Foundations of Inclusion Based on principles and research on adult learning and inclusion, this professional development (PD)
Becoming a Cambridge International School A guide to the registration process
Becoming a Cambridge International School A guide to the registration process Section heading We are delighted you are interested in becoming a Cambridge International School. When you join us you will
A NEGOTIATED SYLLABUS: POTENTIAL ADVANTAGES AND DRAWBACKS IN ENGLISH PREPARATORY PROGRAMS AT UNIVERSITIES
A NEGOTIATED SYLLABUS: POTENTIAL ADVANTAGES AND DRAWBACKS IN ENGLISH PREPARATORY PROGRAMS AT UNIVERSITIES Gökhan ÖZTÜRK Afyon Kocatepe University School of Foreign Languages ANS Campus 03200 Afyonkarahisar-
Master of Arts Program in Teaching English as a Foreign Language
Master of Arts Program in Teaching English as a Foreign Language Academic Program Master of Arts Program in Teaching English as a Foreign Language Degree Offered Objectives Master of Arts (Teaching English
Teaching Oral Communication Skills: A Task-based Approach. Abstract
1 Teaching Oral Communication Skills: A Task-based Approach Assistant Professor Department of Humanities and Social Sciences Indian School of Mines University, Dhanbad Abstract Oral communication fulfills
Poetry Kids Online Learning Environment
Poetry Kids OLE 1 Poetry Kids Online Learning Environment by Penny Reed Instructional Technology Master Program Dr. I-Chun Tsai Strategies for On-line Learning 5100:639 Descriptive Paper Summer II 2009