Malaysian Journal of Learning and Instruction (MJLI) Vol. 18, No.2 July 2021

Abstract Empirical research on the learning and instruction of Latin is still scarce. In this article, relevant research is surveyed, along with publications that report experiences of classics teachers or provide teaching suggestions. An overview is presented of where to find publications on the learning and instruction of Latin, as well as a brief introduction to several relevant research methods. The article is organized by reference to various research fields relevant to the learning and instruction of Latin. These fields are classics and Latin linguistics, second language acquisition, vocabulary acquisition and dictionary use, reading and text comprehension, translation research and pedagogy, child development and psychology.

Download Full-text

A contingency perspective on learning and instruction in physical education

European Physical Education Review ◽

10.1177/1356336x20985884 ◽

2021 ◽

pp. 1356336X2098588

Author(s):

Jonas Wibowo ◽

Ben Dyson

Keyword(s):

Physical Education ◽

Learning Processes ◽

Methodological Issues ◽

Unit Of Analysis ◽

Contingency Perspective ◽

Two Factors ◽

The Individual ◽

Teaching Learning ◽

The Relationship ◽

Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Download Full-text

Applied Linguistics and the Psychology of Instruction – A Case for Transfusion?

Studies in Second Language Acquisition ◽

10.1017/s027226310000084x ◽

1979 ◽

Vol 1 (2) ◽

pp. 91-115 ◽

Cited By ~ 2

Author(s):

M. A. Sharwood Smith

Keyword(s):

Foreign Language ◽

Language Learning ◽

Applied Linguistics ◽

Foreign Language Learning ◽

Psychological Theory ◽

Language Instruction ◽

Second Language Instruction ◽

Applied Psychology ◽

Theory Of Language ◽

Learning And Instruction

It has become increasingly evident in recent years that what is by convention termed ‘applied linguistics’, in that it has to do with foreign language learning and instruction, should be as much applied PSYCHOLOGY as applied linguistics to say nothing of other possible types of application. Still, it is by no means unfortunate that linguistics has established itself as the primary discipline since it is, after all, LANGUAGE that is being taught and learned. It is admittedly symptomatic of this, dare one say, historical bias in applied linguistics that a good theory of language applied with a minimal knowledge of psychological theory (plus, one hopes a large amount of common sense) is probably more generally regarded as acceptable than a way of working based on a sound knowledge of psychology and only a brief acquaintance with linguistics. However it would be extremely unwise to presume that by applying just linguistics to problems of second language instruction or learning one had all that one needed as far as sources (content and techniques) are concerned. This would be to ignore all past and present theorising and experimentation within the field of instructional and learning psychology. The bias needs to be corrected.

Download Full-text

1. Advancing cognitive linguistic approaches to Japanese language learning and instruction

Cognitive Linguistics and Japanese Pedagogy ◽

10.1515/9783110456554-002 ◽

2018 ◽

pp. 5-28

Keyword(s):

Language Learning ◽

Japanese Language ◽

Cognitive Linguistic ◽

Linguistic Approaches ◽

Learning And Instruction

Download Full-text

Helping High Ability Students Overcome Math Anxiety through Bibliotherapy

Journal of Secondary Gifted Education ◽

10.1177/1932202x9700800403 ◽

1997 ◽

Vol 8 (4) ◽

pp. 164-178 ◽

Cited By ~ 29

Author(s):

Thomas P. Hébert ◽

Joseph M. Furner

Keyword(s):

Secondary Students ◽

Math Anxiety ◽

Lesson Plan ◽

Mathematics Learning ◽

Critical Role ◽

High Ability ◽

Negative Attitudes ◽

Affective Factors ◽

High Ability Students ◽

Learning And Instruction

Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.

Download Full-text