Helping Learners Succeed: Activities for the Foreign Language Classroom. Language in Education: Theory and Practice, No. 36.

Autor/in	Omaggio, Alice C.
Institution	ERIC Clearinghouse on Languages and Linguistics, Washington, DC.; Center for Applied Linguistics, Washington, DC.
Titel	Helping Learners Succeed: Activities for the Foreign Language Classroom. Language in Education: Theory and Practice, No. 36.
Quelle	(1981), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87281-157-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Class Activities; Cloze Procedure; Cognitive Style; Componential Analysis; Context Clues; Curriculum Design; Educational Diagnosis; Elementary Secondary Education; Error Analysis (Language); Holistic Evaluation; Individualized Instruction; Instructional Materials; Language Research; Learning Problems; Postsecondary Education; Reading Skills; Second Language Learning; Semantics; Student Characteristics; Student Needs; Syntax; Teaching Methods; Vocabulary Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lückentext; Cognitive styles; Kognitiver Stil; Lehrplangestaltung; Pedagogical diagnostics; Pädagogische Diagnostik; Error analysis; Language; Fehleranalyse; Holistische Methode; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachforschung; Lernproblem; Post-secondary education; Tertiäre Bildung; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Aktiver Wortschatz
Abstract	In response to the need for dynamic foreign language materials with a communicative focus, this report addresses the relationship between learner characteristics and success in language learning. It suggests that a self-pacing individualized option should be available to students to deal with unique problems. The problems may be dealt with by identifying the range of possible causes of the learning difficulty and by suggesting specific remedial activities that correspond directly to that difficulty. With this as the aim, the report discusses cognitive styles and learning strategies, labeling the learning problem, some diagnostic instruments and procedures for determining sources of difficulty, and classroom activities for responding to learner needs. Among these activities are: (1) the analysis of samples of the language with attention to linguistic and semantic units; (2) the synthesis of elements of the language to create an organized whole; (3) the paraphrasing, expansion, or transformation of ideas; (4) the analysis and synthesis of information to make inferences about missing cues or conclusions; and (5) the expansion of capacities for remembering words, phrases, sentences, grammatical features, and ideas in the foreign language. Sample exercises are provided in French, Spanish, and German. (JK)
Anmerkungen	Center for Applied Linguistics, 3520 Prospect Street, NW, Washington, DC 20007 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC