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Optimizing new language use by employing young learners’ own language.

Optimizing new language use by employing young learners’ own language.

 Oga-Baldwin,W. L. Quint.
 2014.
 p. 410-421. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning english.Students’ own language.Teaching English.
Tác giả CN Oga-Baldwin,W. L. Quint.
Nhan đề Optimizing new language use by employing young learners’ own language./ W. L. Quint Oga-Baldwin and Yoshiyuki Nakata.
Thông tin xuất bản 2014.
Mô tả vật lý p. 410-421.
Tùng thư Oxford University Press.
Tóm tắt The use and appropriate amount of students’ own language (OL) in foreign language classes remains a subject of debate. While exclusive new language (NL) use may not necessarily always benefit all learners, especially young language learners (YLLs), overuse of the students’ OL may not provide the same range of communicative experiences as greater NL exposure. This article reports on measures by which teachers of elementary-age YLLs use the students’ OL in a systematic fashion to create an optimally rich NL environment. Successful elementary teachers of English as a foreign language in Japan and of Japanese as a foreign language in the United States were selected and observed, and classroom OL use practices enabling clear and engaging use of the NL were documented. Teachers made extensive use of signals for the use of the students’ OL within routines for classroom management to reduce student confusion. These findings are discussed with implications for teachers seeking to use the students’ OL to facilitate the use of the NL in class.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning english.
Từ khóa tự do Students’ own language.
Từ khóa tự do Teaching English.
Tác giả(bs) CN Nakata, Yoshiyuki.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 4.
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Oga-Baldwin,W. L. Quint.
245[1 0] |a Optimizing new language use by employing young learners’ own language./ |c W. L. Quint Oga-Baldwin and Yoshiyuki Nakata.
260[ ] |c 2014.
300[ ] |a p. 410-421.
362[0 ] |a Vol. 68, No. 4 (October. 2014)
490[ ] |a Oxford University Press.
520[ ] |a The use and appropriate amount of students’ own language (OL) in foreign language classes remains a subject of debate. While exclusive new language (NL) use may not necessarily always benefit all learners, especially young language learners (YLLs), overuse of the students’ OL may not provide the same range of communicative experiences as greater NL exposure. This article reports on measures by which teachers of elementary-age YLLs use the students’ OL in a systematic fashion to create an optimally rich NL environment. Successful elementary teachers of English as a foreign language in Japan and of Japanese as a foreign language in the United States were selected and observed, and classroom OL use practices enabling clear and engaging use of the NL were documented. Teachers made extensive use of signals for the use of the students’ OL within routines for classroom management to reduce student confusion. These findings are discussed with implications for teachers seeking to use the students’ OL to facilitate the use of the NL in class.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Học tập |z Tiếng Anh |2 TVĐHHN
653[0 ] |a Learning english.
653[0 ] |a Students’ own language.
653[0 ] |a Teaching English.
700[1 ] |a Nakata, Yoshiyuki.
773[ ] |t ELT journal. |g 2014, Vol. 68, No. 4.
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