مقالههای I–An Chen
توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقالههای نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده میشوند.
اطلاعات انتشار: Spring - Summer ۲۰۱۴، Volume۳ - Issue۲، سال ۰
تعداد صفحات: ۱۸
This case study analyzes how a Taiwanese EFL teacher participating in a U.S. based MATESOL program made sense of systemic functional linguistics (SFL) and genre based pedagogy in designing and reflecting on literacy instruction for EFL learners in Taiwan. Using longitudinal ethnographic methods, the findings indicate that this teacher’s conceptualization of grammar shifted from a traditional sentence–level, form–focused perspective to a more functional understanding operating in interconnected ways across genre and register features of texts. This shift occurred as she developed an ability to use SFL to discover how language works in children’s literature. However, the degree to which this teacher was able to use SFL and genre based pedagogy in classroom practice was influenced by the mandated curriculum framework and assessment practices in the context of where she taught when she returned to Taiwan. The implications of this study relate to re–conceptualizing grammar in EFL instruction and teacher education in Asian contexts.Since an important role for working memory has been found in the first language acquisition (e.g., Daneman, 1991; Daneman & Green, 1986; Waters & Caplan, 1996), research on the role of working memory is emerging as an area of concern for second language acquisition (e.g., Atkins & Baddeley, 1998; Miyake & Freidman, 1998; Robinson, 1995, 2002, 2005). The present study focused on the role of working memory capacity in the development of second language reading ability. 55 L1 Persian EFL learners at three proficiency levels from a private language school participated in this study. They completed a battery of reading and working memory measures. Memory measures included phonological short–term memory, and reading span test (RST). Reading measures included two expository reading comprehension tests. Multiple regression analysis was applied to determine whether there are any significant relationships between working memory capacity and reading measures. Results of this study indicated a significant relationship between working memory capacity (as measured by RST) and reading ability at lower levels of proficiency.
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