Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

Autor/in	Hmidani, Thana
Titel	Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 19 (2017), S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Medical Schools; Morphemes; Grammar; Intensive Language Courses; Metalinguistics; Teaching Methods; Linguistic Competence; Literacy; Vocabulary Development; Statistical Analysis; Pretests Posttests; Comparative Analysis; Females; Medical Students; Semitic Languages; Native Language; Foreign Countries; Cognitive Style; Personality Traits; Control Groups; Experimental Groups; Surveys; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Medizinische Ausbildung; Morphem; Grammatik; Intensivkurs; Sprachkurs; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Statistische Analyse; Weibliches Geschlecht; Arabisch; Hebräisch; Ausland; Cognitive styles; Kognitiver Stil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Survey; Umfrage; Befragung; Saudi-Arabien
Abstract	This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocabulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/prof
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01