Search results for "Writing skills"
showing 10 items of 31 documents
Learning from learners: a non-standard direct approach to the teaching of writing skills in EFL in a university context
2016
Corpora have been used in English as a foreign language materials for decades, and native corpora have been present in the classroom by means of direct approaches such as Data-Driven Learning (Johns, T., and P. King 1991. 'Should you be Persuaded'- Two Samples of Data-Driven Learning Materials. In Classroom Concordancing,1-16. Birmingham University. English Language Research Journal 4.). However, the suitability of using learners' output in classroom tasks remains controversial. This paper describes a pilot study in the application of a non-standard direct approach where Spanish university students are invited to reflect on their production. In the experiment, carried out in several sessions…
Word derivational knowledge and writing proficiency: How do they link?
2016
Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing words with help of derivational affixes, is considered important for learners of second or foreign languages (L2), there is still no clear answer as to what aspects comprise the construct of L2 English word derivational knowledge and how it develops. The present study adds to our knowledge on how the ability to derive English words develops among L2 English learners. More specifically, it sheds light on how word derivational knowledge relates to communicatively defined Common European Framework of Reference (CEFR) language proficiency levels regarding learners' writing skills. In the study, 117 …
Starppriekšmetu un savstarpējās sadarbības projekti angļu valodas rakstīšanas prasmju pilnveidei 9.klasē
2022
Sākoties jaunajam mācību gadam, pakāpeniska jaunā mācību satura ieviešana ir kļuvusi par vienu no svarīgākajām sarunu tēmām skolās. Projekta Skola2030 mērķis bija attīstīt skolēniem vairākas svarīgas 21. gadsimta prasmes, kā arī koncentrēt uzmanību uz mācību priekšmetu padziļinātu izpratni un padziļināti izprast mācību vielu nevis sadrumstaloti. 2020./2021. mācību gadu skolēni pavadīja attālināti, un tas sagādāja grūtības attīstīt rakstīšanas prasmes angļu valodas mācību stundās. Tāpēc tika izvēlēta daudznozaru un savstarpējās sadarbības pieeja, lai attīstītu visas nepieciešamās prasmes. Tika veikts gadījuma pētījums, kurā piedalījās 14 skolēni no 9. klases, 7 dažādu mācību priekšmetu skolo…
VALIDACIÓN EN CONTEXTO ESPAÑOL DE LA SUBPRUEBA DE INICIO DE LA ESCRITURA DE LA SHELL
2016
Abstract:VALIDATION IN THE SPANISH CONTEXT OF SHELL’S SUBTEST OF EMERGENT WRITING SKILLSBecause of a lack of research examining early learning skills involved in writing and, above all, the lack of tests evaluating it, the main objective of this work is the validation in the spanish context of SHELL’s subscales related to emergent writing skills. Participants were 119 students from the provinces of Castellón and Valencia, who have been evaluated when 4 years old. The administered instrument was a spanish version of the subtests related to early writing of SHELL scale in which the child has to choose between some letters, the one he needs to write some words (his/her name, “sea”, “sun”, “whi…
Creating and implementing a didactic sequence as an educational strategy for foreign language teaching
2013
Este texto gira en torno a una secuencia didáctica (SD) realizada durante el curso 2011-2012, en un grupo de 6º de primaria en la escuela pública Jaume I ''El Conqueridor'' de Catarroja, Valencia (España), en el área de Enseñanza de lengua extranjera (inglés). Tuvo por objeto familiarizar a los estudiantes con la escritura de textos expositivos. Una serie de estrategias pedagógicas (redundancia de vocabulario, familiaridad con las ideas presentadas, y el uso de una hoja de control que potenciase la autonomía del alumnado) se pusieron en práctica para que el desarrollo de los talleres se experimentase como un proceso cohesionado, unitario y coherente. El diseño final de la SD logró un equili…
Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills
2013
In a cross-sectional study 823 Finnish school children were tested to examine the relation between speed of performance in cognitive and linguistic tasks and second/foreign language reading and writing. Participants were Finnish-speakers with English as foreign language and Russian-speakers with Finnish as second language which made it possible to compare the results across these two language groups. The Finnish group was furthermore divided into three groups by age to see how speed develops with age and education. Groups were tested with a number of cognitive instruments that included measures of speed of performance. Overall, performance on the speed measures improved with age; often, the…
VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic le…
2021
Abstract We investigate the interrelations between pronunciation and writing skills in French as a foreign language produced by two groups of bilingual learners (German-Russian; German-Turkish) and a monolingually raised German control group (each n = 10). As an indicator of the learners’ pronunciation skills, we refer to a perceptually relevant acoustic feature of stop production, “Voice Onset Time” (VOT). Our aim is to explore whether the learners’ proficiency at the level of pronunciation is mirrored in (1) their global language competencies and (2) their writing skills. We applied an extreme-cases approach based on the learners’ VOT productions in L3 French. Both positive and negative d…
Students' satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal…
2018
OBJECTIVES: This study aimed to determine students' satisfaction with a 2-day course on scientific writing in health sciences and to assess their perceptions of the long-term impact on their knowledge, attitudes and skills. SETTING: 27 iterations of a 2-day course on writing and publishing scientific articles in health sciences. PARTICIPANTS: 741 students attending the 27 courses. DESIGN: Prospective longitudinal study. PRIMARY AND SECONDARY OUTCOME MEASURES: Immediately after each course, students completed a first questionnaire, rating their satisfaction with different aspects of the classroom sessions on a Likert scale (0-5). Approximately 2 years after the course, students completed a f…
Authorship in Facilitated Communication: An Analysis of 11 Cases
2014
Abstract. We studied the authorship of messages produced through facilitated communication (FC) for all users of FC in two comprehensive schools in a small city in Finland. The participants were 11 children with intellectual disabilities, including autism, all having used FC from 1 to 3 years. The test conditions involved open and blind information-passing tasks in which the participants were directed to write down the contents of written or pictorial stimuli. The results failed to validate FC as a method of communication for any participant or facilitator. An analysis of the messages produced under the FC condition revealed a large degree of facilitator influence on the content of the mess…
¡Qué quejicosos! Buzón de quejas a través del aprendizaje cooperativo
2017
Resumen: En este artículo se ofrece una experiencia práctica enmarcada dentro del aprendizaje cooperativo, que crea una interdependencia positiva propicia para el aprendizaje. Para ello, después de una breve aproximación teórica al aprendizaje cooperativo, la argumentación y los actos de habla de queja, así como del género textual «carta de reclamación», se expone la propuesta de nivel B2 organizada en diferentes pasos: la selección de equipos, el análisis de cartas de reclamación, la modificación de los equipos, la asignación de roles, así como la escritura de cartas y posterior evaluación. Se trabajan distintas destrezas, además de conseguir que los alumnos interactúen como en la vida rea…