Teach past tense12/16/2023 In the production task, both PI and TI groups obtained greatest gains. Findings show that the PI group displayed significant improvement from pre-test to post-test in the interpretation task, and they also obtained the greatest gains. A pre-test and a post-test consisting of interpretation and production tasks were administered to examine if there is any significant difference in the performance after classroom intervention. This study involved Primary 2 students who were divided randomly into 3 groups being taught using 3 different forms of classroom intervention: Processing Instruction Group (PI), Traditional Instruction Group (TI), and Implicit Instruction Group (II). As English tense is not realized overtly in Cantonese, it has been causing great difficulty to English as a Second Language (ESL) learners. The purpose of this study was to examine the role of classroom input in achieving the English simple past to unite the insights of SLA theory and L2 pedagogy. It confirmed that primary EFL teachers’ PPK, LTC and practice are complex and situated, influenced by a myriad of factors such as their personal history as EFL learners, teacher education, beliefs, values, moral concerns and teaching goals. It showed that teaching practices were underpinned by LTC and PPK relating to FL learning but also to more fundamental views which recognize the importance of the child, inclusion and a sense of a rich educational experience. The study found that these teachers’ experiential knowledge adjusts anddevelops to respond to both the urgencies of daily educational situations and to the challenges posed by contextual factors. Qualitative data collected through class observation plus pre- and post-observation interviews allowed for detailed analysis of a) the expression of LTC and PPK, b) teachers’ classroom practices and c) the relationships between LTC, PPK and practice. These case studies conducted over thirteen months documented teachers’ beliefs and experiential knowledge and how these related to their daily classroom practice. Recognizing the centrality of the teacher in young learner classrooms accords importance to investigating the knowledge, beliefs and understandings that underpin teachers’ decision-making and practice.This study investigated the Language Teacher Cognition (LTC) and Personal Practical Knowledge (PPK) of three EFL in-service primary teachers in a Mexican primary school. It aims to give a local picture by analyzing three Mexican teachers’ classroom work in a private school and their conceptualization of that work.Research activity indicates the importance of the teacher and classroom environment in supporting learning, outcomes and therefore, policy sustainability (Enever, 2011). Large-scale surveys (Emery, 2012 Garton, Copland & Burns, 2014 Goto Butler, 2009 Rixon, 2000, 2013) have given a specific account of policy implementation and contextual conditions for younger children EFL learning) provision.This study is concerned with primary EFL teacher cognition. The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom.įor the last four decades, there has been a global trend towards introducing English (or other additional languages) from the earliest years of compulsory education (Enever, 2018) which has led to a developing research agenda. The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010 Stavy, Subon & Unin, 2019 Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010 Lawrence & Lawrence, 2013 Reyes-Chua & Lidawan, 2019). Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015 Petrovic, 2007 Yaccob & Yunus, 2019) their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015 Lan, Van & Huyen, 2019 Nguyen & Nga, 2003). P>The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context.
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