The Experts below are selected from a list of 26562 Experts worldwide ranked by ideXlab platform

Katie Foran-mulcahy - One of the best experts on this subject based on the ideXlab platform.

Alan R. Hirvela - One of the best experts on this subject based on the ideXlab platform.

  • Connecting Reading & Writing in Second Language Writing Instruction
    2016
    Co-Authors: Alan R. Hirvela
    Abstract:

    Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In "Connecting Reading and Writing in Second" "Language Instruction," Alan Hirvela contends that Second Language writing students should be considered as readers first and advocates the integration of reading and writing Instruction with a survey of theory, research, and pedagogy in the subject area. Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, "Connecting Reading and Writing in Second Language Instruction" will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.

  • connecting reading writing in Second Language writing Instruction
    2016
    Co-Authors: Alan R. Hirvela
    Abstract:

    Academic writing often requires students to incorporate material from outside sources (like statistics, ideas, quotations, paraphrases) into their own written texts-a particular obstacle for students who lack strong reading skills. In "Connecting Reading and Writing in Second" "Language Instruction," Alan Hirvela contends that Second Language writing students should be considered as readers first and advocates the integration of reading and writing Instruction with a survey of theory, research, and pedagogy in the subject area. Although the integrated reading-writing model has gained popularity in recent years, many teachers have little more than an intuitive sense of the connections between these skills. As part of the popular Michigan Series on Teaching Multilingual Writers, "Connecting Reading and Writing in Second Language Instruction" will provide invaluable background knowledge on this issue to ESL teachers in training, as well as teachers who are already practicing.

Cheryl Ghosh - One of the best experts on this subject based on the ideXlab platform.

Julia Frazer - One of the best experts on this subject based on the ideXlab platform.

  • First step auf deutsch teacher lesson guide
    2005
    Co-Authors: Julia Frazer
    Abstract:

    This lesson guide is written for teachers who have little or no knowledge of the Language and are not trained to teach a foreign Language. Suggestions are given as to how a regular classroom teacher can provide this valuable Second Language Instruction to his/her students.Since the purpose of First Step auf deutsch is exposure to the German Language, the major portion of the ten video lessons is totally in German. Use this lesson guide and the other accompanying components to take the greatest advantage of the First Step series and to maximize your students’ learning.

Peter Robinson - One of the best experts on this subject based on the ideXlab platform.

  • cognition and Second Language Instruction task complexity cognitive resources and syllabus design a triadic framework for examining task influences on sla
    2001
    Co-Authors: Peter Robinson
    Abstract:

    Introduction In this chapter I describe a theoretical rationale for and, where possible, empirical research into criteria to be adopted when progressively increasing the cognitive demands of Second Language (L2) tasks. These criteria, I argue, provide a basis for decisions about sequencing tasks in a task-based syllabus as well as a framework for studying the effects of increasing L2 task complexity on production, comprehension and learning. I distinguish task complexity (the task dependent and proactively manipulable cognitive demands of tasks) from task difficulty (dependent on learner factors such as aptitude, confidence, motivation, etc.) and task conditions (the interactive demands of tasks), arguing that these influences on task performance and learning are different in kind, and have not been sufficiently distinguished in previous approaches to conceptualizing the options in, and consequences of, sequencing tasks from the syllabus designer's perspective. My focus in this chapter is on the issue of task complexity, which I argue should be the sole basis of prospective sequencing decisions since most learner factors implicated in decisions about task difficulty can only be diagnosed in situ and in process, so cannot be anticipated in advance of implementation of a syllabus and therefore can be of no use to the prospective materials and syllabus designer. Those learner factors which can be diagnosed in advance of syllabus implementation (e.g., aptitude and cognitive style) have not to date been shown to have stable effects on task performance at the different levels of complexity proposed here.

  • Cognition and Second Language Instruction - Cognition and Second Language Instruction
    2001
    Co-Authors: Peter Robinson
    Abstract:

    Chapter 1. Attention. Richard Schmidt Chapter 2. Memory for Language. Nick C. Ellis Chapter 3. The Competition Model: The Input, the Context and the Brain. Brian MacWhinney Chapter 4. Sentence Processing. Michael Harrington Chapter 5. Automaticity and Automatization. Robert M. DeKeyser Chapter 6. Learnability and Second Language Acquisition Theory. Kevin R. Gregg Chapter 7. Cognition and Tasks. Peter Skehan and Pauline Foster Chapter 8. Cognitive Underpinnings of Focus on Form. Catherine Doughty Chapter 9. Intentional and Incidental Second Language Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity. Jan H. Hulstijn Chapter 10. Task Complexity, Cognitive Resources and Second Language Syllabus Design: A Triadic Framework for Examining Task Influences on SLA. Peter Robinson Chapter 11. Aptitude, Individual Differences, and Instructional Design. Mark Sawyer and Leila Ranta Chapter 12. Cognition, Instruction and Protocol Analysis

  • cognition and Second Language Instruction
    2001
    Co-Authors: Peter Robinson
    Abstract:

    Chapter 1. Attention. Richard Schmidt Chapter 2. Memory for Language. Nick C. Ellis Chapter 3. The Competition Model: The Input, the Context and the Brain. Brian MacWhinney Chapter 4. Sentence Processing. Michael Harrington Chapter 5. Automaticity and Automatization. Robert M. DeKeyser Chapter 6. Learnability and Second Language Acquisition Theory. Kevin R. Gregg Chapter 7. Cognition and Tasks. Peter Skehan and Pauline Foster Chapter 8. Cognitive Underpinnings of Focus on Form. Catherine Doughty Chapter 9. Intentional and Incidental Second Language Learning: A Reappraisal of Elaboration, Rehearsal and Automaticity. Jan H. Hulstijn Chapter 10. Task Complexity, Cognitive Resources and Second Language Syllabus Design: A Triadic Framework for Examining Task Influences on SLA. Peter Robinson Chapter 11. Aptitude, Individual Differences, and Instructional Design. Mark Sawyer and Leila Ranta Chapter 12. Cognition, Instruction and Protocol Analysis