A Resource-Oriented Functional Approach to English Language Learning

Autor/in	Li, Jia
Titel	A Resource-Oriented Functional Approach to English Language Learning
Quelle	In: Canadian Modern Language Review, 74 (2018) 1, S.53-78 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Asians; Immigrants; Foreign Countries; Preferences; High School Students; Native Language; Teaching Methods; Learning Experience; Chinese; Pragmatics; Transfer of Training; Learning Strategies; Urban Schools; Prior Learning; Correlation; Questionnaires; Interviews; Student Attitudes; Language Proficiency; Canada; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; China; Chinesen; Pragmalinguistik; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Vorkenntnisse; Korrelation; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Kanada
Abstract	This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and ESL instruction they have encountered in the North American classroom. Twenty Grade 9-10 Chinese immigrant students in a Canadian urban public high school participated in the study. Data derived from questionnaires and interviews show that the students pragmatically searched for strategies to optimize their English learning by taking advantage of their first language skills and available scaffolding. In particular, they considered the explicit strategies they had experienced in first language (L1) and English as a foreign language (EFL) instruction before their arrival in North America to be valuable. This article proposes a resource-oriented functional approach to teaching and learning ESL. To that end, it argues that language-teaching strategies often used in North American ESL classrooms can integrate more explicit teaching and learning strategies to help students, particularly those with beginner levels of English proficiency, to acquire vocabulary more effectively. [An 8-page appendix follows this article.] (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01