/pdf/an-early-start-young-learners-and-modern-languages-in-europe-20hs2vb829.pdf

Perspectives on Second Language Teaching

An early start : young learners and modern languages in Europe and beyond

The study describes the pedagogical approaches of 4 Grade 9 core French teachers and compares students' results on tests of general French proficiency and achievement tests, based on the objectives of a multidimensional project-based instructional unit used by all 4 teachers during the time I observed them. The observation data suggest that the 4 teacher participants were implementing this new multidimensional project-based approach in very different ways in their core French classes. Two teachers were classified as multidimensional project-based and 2 as less-multidimensional. Students from the multidimensional project-based classes obtained higher test scores than those in the less-multidimensional classes on some components of the French proficiency and achievement tests. It was not possible to conclude with certainty that project-based multidimensional teaching was the single cause of superior test performance by the students from the multidimensional project-based classes. Student involvement in curriculum decisions, a dual form-meaning focus, and teachers' uses of French are discussed as possible confounding factors.

Multidimensional Project-Based Teaching in French Second Language (FSL): A Process-Product Case Study

The Warwick ELT Archive Catalogue

Process-centered teaching, as a contrary to product-centered teaching, is a paradigm which emphasizes the way in which a language, syllabus, or curriculum is taught and learnt from the point of view of the learner, and how the language becomes directly relevant to the lives of the learners. This paper, based on an analysis of process-centeredness, proposes some implications in English teaching in China. It desires to enable English teachers more awaken to the process of teaching instead of just simply paying heeds to learners’ performances in examinations.

/pdf/processed-centered-teaching-and-its-implications-in-english-4usgexjm55.pdf

Processed-Centered Teaching and Its Implications in English Teaching in China.

American 5-year-olds and adults learned to label various spatial relationships using four Japanese locatives that coincided or partially overlapped in meaning with the locative prepositions into, onto, out of , and off . Subjects' generalization of the Japanese words was pre- and post-tested to determine if locatives that were semantically (and to a small extent phonemically) similar to their English equivalents would yield better transfer than terms that deviated in meaning and phonemic structure from English. Results confirmed for children only that generalization was differentially affected following lexical training. Adults generalized all four Japanese words with equal accuracy and showed significantly better transfer than children on all but one locative. Lexical interference initially accounted for many adult and child substitution errors, but did not explain child errors on the post-test. Findings did not agree with predictions that semanticphonemic differences between English and Japanese locatives would adversely affect transfer of the Japanese lexicon to novel exemplars of these terms. Results did confirm, however, that adults learned the Japanese lexicon faster and better than the 5-year-olds.

Perspectives on Second Language Teaching

Citations

An early start : young learners and modern languages in Europe and beyond

Multidimensional Project-Based Teaching in French Second Language (FSL): A Process-Product Case Study

The Warwick ELT Archive Catalogue

Processed-Centered Teaching and Its Implications in English Teaching in China.

Acquisition and Generalization of Japanese Locatives by English Speakers.

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