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Foreign Language Teaching in a Sexed Classroom 性别课堂中的外语教学
e-TEALS Pub Date : 2015-12-01 DOI: 10.1515/eteals-2016-0003
Luísa Sá Monteiro
{"title":"Foreign Language Teaching in a Sexed Classroom","authors":"Luísa Sá Monteiro","doi":"10.1515/eteals-2016-0003","DOIUrl":"https://doi.org/10.1515/eteals-2016-0003","url":null,"abstract":"Abstract Recent scientific studies have demonstrated the clear existence of brain sexual dimorphism, with distinct structural, chemical, genetic, hormonal and functional differences between the two sexes. In spite of the complexity of this theme and even though science acknowledges that many questions are still not answered, it is a fact today that the brain is a sexed organ. The differences between girls and boys regarding cognitive and emotional processing naturally have consequences in teaching-learning situations. Nevertheless, most teachers are not aware of these differences and their effects. Each group of students is not a selection of androgynous individuals, therefore differentiated strategies according to sex are an optimisation tool in teaching-learning situations, both in single-sex and co-ed contexts.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130269215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Humour in Peer Interaction in the L2 Classroom 第二语言课堂中同伴互动中的幽默
e-TEALS Pub Date : 2015-12-01 DOI: 10.1515/eteals-2016-0004
C. Leslie
{"title":"Humour in Peer Interaction in the L2 Classroom","authors":"C. Leslie","doi":"10.1515/eteals-2016-0004","DOIUrl":"https://doi.org/10.1515/eteals-2016-0004","url":null,"abstract":"Abstract Research in the study of affect in L2 learning acknowledges that attention to the social dimension can ‘improve language teaching and learning’ and that negative emotions such as anxiety, fear, stress, anger or depression may compromise our learning potential, whereas positive emotions such as self-esteem and empathy can ease the language learning process (Arnold and Brown 1). For the majority of learners, the classroom environment should be a place which encourages interaction and minimises negative emotions such as anxiety, which could interfere with such interaction. This study seeks to describe episodes of humour during peer oral interaction which may help generate a positive social dimension amongst learners.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121292354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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