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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Déjà vu? A decade of research on language laboratories, television and video in language learning

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best.
Shona Whyte's insight:
Vanderplank 2010 in Language Teaching journal - a little dated but useful review of work on subtitling and captioning with respect to language learning
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What Do We Know about the Best Practices for Teaching Vocabulary? Horst (CMLR)

Learners of a new language need to acquire a huge amount of vocabulary. To get a sense of the size of the task, consider the following: Investigations of reading comprehension consistently show that learners of English have good understanding of a text written for native speakers only when an average of one word (or less) in every 50 is unfamiliar. It is estimated that knowledge of as many as 8,000 (!) word families is needed to reach that criterion. (The term “family” refers to a base word and its inflected and derived forms. For example, the sharp family includes sharper, sharpen, sharply, unsharpened, sharpness, and so on.) Since the task is clearly very large, it is important that vocabulary teaching be as efficient and effective as possible. The recommendations that follow are made with that reality in mind.

Shona Whyte's insight:
Et en français pour ceux qui le préfère (traduction proposée en bas de page)
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DNL's curator insight, October 19, 2016 8:15 AM
8 tot 10 keer in verschillende contexten maar vooral ook aandacht vestigen op nieuwe woorden - uitlichten en contextualiseren. Wisten we eigenlijk al maar ....
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The Font | A Literary Journal for Language Teachers

The Font | A Literary Journal for Language Teachers | TELT | Scoop.it
The Font – A Literary Journal for Language Teachers is an online journal of quality writing on the theme of teaching and learning languages at home and abroad.
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Canadian Modern Language Review : What is the best age to learn a second/foreign language?


Carmen Muñoz
University of Barcelona
munoz@ub.edu

The answer to the question, ‘what is the best age to learn a second/foreign language?’ is ‘it depends.’ It depends on who is learning, where, in what teaching/learning conditions, and with what aims. Below, I outline some of the advantages and challenges that belong to the different stages of the life course.

Shona Whyte's insight:
Short critical review with references to Munoz' own work.
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DNL's curator insight, June 4, 2016 3:08 AM
That's why early English makes sens in the NL