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Listening in a second language is challenge for students and
teachers alike. This book provides a personal account of an action
research intervention involving listening strategy instruction that
investigated the viability of this innovative pedagogy in the
Japanese university context.
This book offers a range of perspectives and insights from around
the world on the teaching and learning of listening, speaking,
reading and writing. It brings together contributors from across
six continents, who analyse a wide range of teaching and learning
contexts, including primary, secondary, tertiary, private, and
adult ESL/EFL classes. In doing so, they provide locally relevant
accounts that nonetheless resonate with other contexts and wider
concerns. This informative and practical edited collection will
appeal to students and scholars who are interested in the four
building blocks of language learning, as well as language education
and teacher education.
Developing Notetaking Skills in a Second Language combines
theoretical perspectives with an analysis of empirical classroom
studies and offers a detailed discussion that increases pedagogical
awareness of factors impacting second language (L2) notetaking
performance and instruction. Based on original research and
including descriptions of classroom practices and samples of
student work, the book provides insights on a range of topics
relevant to L2 notetaking. The book emphasizes the challenges that
many students from different international backgrounds face when
taking notes in an L2 and outlines a five-stage pedagogic cycle for
notetaking that can be applied to any listening text. It also
explores the dialogic potential of notes for stimulating class
discussion about notetaking strategies. This book will be of great
interest for teachers, academics, scholars, and postgraduate
students in the fields of applied linguistics, L2 and foreign
language education. It will also be a useful resource for those in
charge of teacher education and postgraduate TESOL, L1, and L2
listening researchers and psycholinguists.
Developing Notetaking Skills in a Second Language combines
theoretical perspectives with an analysis of empirical classroom
studies and offers a detailed discussion that increases pedagogical
awareness of factors impacting second language (L2) notetaking
performance and instruction. Based on original research and
including descriptions of classroom practices and samples of
student work, the book provides insights on a range of topics
relevant to L2 notetaking. The book emphasizes the challenges that
many students from different international backgrounds face when
taking notes in an L2 and outlines a five-stage pedagogic cycle for
notetaking that can be applied to any listening text. It also
explores the dialogic potential of notes for stimulating class
discussion about notetaking strategies. This book will be of great
interest for teachers, academics, scholars, and postgraduate
students in the fields of applied linguistics, L2 and foreign
language education. It will also be a useful resource for those in
charge of teacher education and postgraduate TESOL, L1, and L2
listening researchers and psycholinguists.
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