The Role of Emotions in Reflective Teaching in Second Language Classrooms: Felt Sense, Emotionality, and Practical Knowledge Acquisition

2018 ◽  
pp. 145-163
Author(s):  
Toshinobu Nagamine ◽  
Yutaka Fujieda ◽  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Knowledge Acquisition ◽  
Practical Knowledge ◽  
Reflective Teaching ◽  
Felt Sense ◽  
Language Classrooms

Reflective teaching in second language classrooms

System ◽  
1996 ◽  
Vol 24 (1) ◽  
pp. 133-134
Author(s):  
Elsa Tragant
Keyword(s):  
Second Language ◽  
Reflective Teaching ◽  
Language Classrooms

Reflective Teaching in Second Language Classrooms

1995 ◽  
Vol 79 (1) ◽  
pp. 121
Author(s):  
Robert C. Kleinsasser ◽  
Jack C. Richards ◽  
Charles Lockhart
Keyword(s):  
Second Language ◽  
Reflective Teaching ◽  
Language Classrooms

scholarly journals Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)

2016 ◽  
Vol 9 (3) ◽  
pp. 130 ◽  
Author(s):  
Elahe Sadeghi ◽  
Akbar Afghari ◽  
Gholam-Reza Zarei
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Second Language Learners ◽  
Main Concern ◽  
Efl Learners ◽  
Language Classrooms ◽  
Post Test ◽  
And Control

<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.</p>

scholarly journals The role of input in second language oral ability development in foreign language classrooms: A longitudinal study

2016 ◽  
Vol 22 (4) ◽  
pp. 398-417 ◽  
Author(s):  
Kazuya Saito ◽  
Keiko Hanzawa
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
First Year ◽  
Continuous Change ◽  
First Semester ◽  
English Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Academic Year

The current project longitudinally investigated the extent to which first-year Japanese university students developed their second language (L2) oral ability in relation to increased input in foreign language classrooms. Their spontaneous speech was elicited at the beginning, middle and end of one academic year, and then judged by linguistically trained coders for pronunciation, fluency, vocabulary and grammar qualities. According to the statistical analyses, the total amount of input (operationalized as number of English classes taken and L2 use outside of classrooms) was significantly related to the participants’ quick and immediate development of fluency and lexicogrammar during the first semester. Their pronunciation development was mixed, either subject to continuous change over two academic semesters (for prosody) or limited within the timeframe of the study (for segmentals). Similar to naturalistic L2 speech learning, the findings support the multifaceted role of input in different areas of oral proficiency development in foreign language classrooms.

scholarly journals Oral corrective feedback in second language classrooms

2012 ◽  
Vol 46 (1) ◽  
pp. 1-40 ◽  
Author(s):  
Roy Lyster ◽  
Kazuya Saito ◽  
Masatoshi Sato
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Strategy Training ◽  
Theoretical Perspectives ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
Potential Benefits ◽  
Learner Uptake

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

scholarly journals Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences

2015 ◽  
Vol 37 (4) ◽  
pp. 813-840 ◽  
Author(s):  
KAZUYA SAITO ◽  
KEIKO HANZAWA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Target Language ◽  
Oral Performance ◽  
Language Classrooms ◽  
Picture Description ◽  
Description Task ◽  
Cram School ◽  
Temporal Qualities

ABSTRACTThe current study aimed to examine how instruction can impact the global, segmental, prosodic, and temporal qualities of second language (L2) oral ability in foreign language (FL) settings (i.e., a few hours of target language input per week). Spontaneous speech was elicited via a timed picture description task from 56 Japanese freshman college students who had studied English through FL instruction from Grades 7 to 12 without any experience abroad. The tokens were rated for global accentedness and then submitted to segmental, prosodic, and temporal analyses. According to statistical analyses, (a) the participants' oral performance widely varied in relation to the length and focus of FL instruction, the frequency of their conversations in the L2, and aptitude; and (b) their diverse proficiency levels were predicted in particular by the amount of extra FL activities inside (i.e., pronunciation training) and outside (i.e., cram school) of high school (but not junior high) classrooms. The results in turn suggest that whereas extensive FL instruction (>875 hr) itself does make some difference in L2 oral ability development, its pedagogical potential can be increased by how students optimize their most immediate FL experience beyond the regular syllabus.

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