L1 Educational Studies in Language and Literature最新文献_第9页

Positioning students as linguistic and social experts: Teaching grammar and linguistics in the United States 将学生定位为语言和社会专家:美国的语法和语言学教学

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.03.02

K. Denham

引用次数: 8

Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece 希腊学前和一年级小学教师对学前和一年级小学课程整合的看法

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.01.14

Zoi T. Apostolou, Nektarios Stellakis, Gerasimos S. Koustourakis

引用次数: 3

Reflections on teaching devices articulating grammar and text 语法与篇章衔接教学手段的思考

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.03.06

Ecaterina Bulea Bronckart, Véronique Marmy Cusin, Roxane Gagnon, Florence Aubert, Daniel Bain, Rosalie Bourdages, Jean-François de Pietro, Serge Erard, Christopher Laenzlinger, Matthieu Merhan, Martine Panchout-Dubois, Bulea Bronckart

{"title":"Reflections on teaching devices articulating grammar and text","authors":"Ecaterina Bulea Bronckart, Véronique Marmy Cusin, Roxane Gagnon, Florence Aubert, Daniel Bain, Rosalie Bourdages, Jean-François de Pietro, Serge Erard, Christopher Laenzlinger, Matthieu Merhan, Martine Panchout-Dubois, Bulea Bronckart","doi":"10.17239/l1esll-2020.20.03.06","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.03.06","url":null,"abstract":"Over and above the theoretical questions it raises, the interaction between grammar and text is a particularly open problem, constituting a real challenge for language teaching and teacher training. In this arti- cle, we will first examine the origins and characteristics of this problem, as it emerged several decades ago and as it appears today in the cantons of French-speaking Switzerland. We will then examine theo- retical and pedagogical conceptions of the status of grammars and texts, and present the goals of grammar teaching so as to understand how the teaching problem that articulates grammar and texts is an- chored in it. Then we will describe elements of a research program on this type of articulation which we are conducting in French-speaking Switzerland with the GRAFE ’ MAIRE group. This program, called Principles of a fundamental didactics of grammar 1 , is particularly focused on the function of noun phrase complements and the values of past tenses . The experimental part of our research is ongoing, but as we will indicate in the conclusion, preparatory analyses of these experiments have revealed the need for a serious re-examination of the very status of these grammatical objects, and the efficient pedagogical approaches they require.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90292763","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: 1

The effects of teaching strategies on primary school students’ reading outcomes and interest in reading 教学策略对小学生阅读效果及阅读兴趣的影响

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.01.12

Maile Käsper, Krista Uibu, Jaan Mikk

{"title":"The effects of teaching strategies on primary school students’ reading outcomes and interest in reading","authors":"Maile Käsper, Krista Uibu, Jaan Mikk","doi":"10.17239/l1esll-2020.20.01.12","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.12","url":null,"abstract":"Teaching text comprehension in primary school aims to develop long-lasting skills. This study assessed the direct and indirect effects of teaching strategies on students’ reading and interest in reading in primary school. Two hundred and twenty Estonian primary school students and their 18 native language teachers participated in the study. Correlation analysis indicated that students who achieved better results in read- ing and who were interested in reading in grade 1 had better results in vocabulary, text comprehension and reading interest in grade 3. Moreover, students’ vocabular y acquisition and text comprehension in grades 1 and 3 were associated with the promotion of students’ reading interest by teachers in grade 3. A structural equation model revealed that the frequent use of teaching strategies by teachers in grade 1 had a small positive longitudinal effect on students’ reading outcomes and interest in reading in grade 3. Knowledge of the different effects of teaching strategies on students’ reading outcomes and interest in reading would optimally promote students’ text compr ehension.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77505455","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

The beliefs of primary education teachers regarding writing and grammar instruction 小学教师对写作和语法教学的看法

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.03.04

M. Casas, Llorenç Comajoan, Alícia Santolària

引用次数: 2

Grammar teaching 91-19: an analysis of the Portugese curricula 语法教学91-19:葡萄牙语课程分析

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L1 Educational Studies in Language and Literature Pub Date : 2020-11-01 DOI: 10.17239/l1esll-2020.20.03.03

Ana Costa

引用次数: 0

Continuity of traditional and new tendencies in L1 teaching: A scientific essay on the challenges and projections 传统与新趋势在外语教学中的延续:一篇关于挑战与展望的科学论文

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L1 Educational Studies in Language and Literature Pub Date : 2020-09-01 DOI: 10.17239/l1esll-2020.20.01.11

M. Ligos

{"title":"Continuity of traditional and new tendencies in L1 teaching: A scientific essay on the challenges and projections","authors":"M. Ligos","doi":"10.17239/l1esll-2020.20.01.11","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.11","url":null,"abstract":"The study focuses on the basic dimensions of the teaching of mother tongue (L1) in relation to new challenges and prospects in the European context. The introductory part of the paper highlights some stimuli and inspirations from Polish professional provenance in the second half of the 20th century. The core of the paper focuses on four basic dimensions in L1 teaching set against the background of a variety of rele- vant educational documents and decrees, current scientific knowledge, the author’s research an d authentic pedagogical practice. The dimensions are: 1. A reference framework for education in the EU focusing on the competences a person requires to function in the 21st century. 2. The training and lifelong education of an L1 teachers, including the evaluation of the results of their work. 3. Educational programmes and standards for the teaching of L1, including the output measurement tools. 4. Comprehensive cognition, diagnostics and pupil’s personality development which respects the pupil’s learning a bilities and uti- lises the influence of the educational system and the overall circumstances of the pupil’s life.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82810938","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

Teachers’ reading promotion activities: variation, structure and correlates 教师阅读促进活动:变异、结构与关联

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L1 Educational Studies in Language and Literature Pub Date : 2020-07-07 DOI: 10.17239/l1esll-2020.20.01.09

Marlon Ruwette, E. Schooten, K. D. Glopper

{"title":"Teachers’ reading promotion activities: variation, structure and correlates","authors":"Marlon Ruwette, E. Schooten, K. D. Glopper","doi":"10.17239/l1esll-2020.20.01.09","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.09","url":null,"abstract":"The purpose of this study is to determine which different forms of reading promotion activities teachers perform in fifth and sixth grade in The Netherlands and whether different forms of reading promotion activities are acted out independently or cluster into meaningful categories of reading promotion behavior. A survey was administered to 194 teachers and data was analyzed using Principal Component Analyses (PCA). Based on the results of the PCA thirteen different types of reading promotion behavior can be distinguished. Specific teacher and class characteristics are connected with the different types of reading promotion activities teachers perform. Teachers seem to be mainly focusing on promoting the reading of fictional texts. Free reading happens most often, and teachers frequently use comics and short stories in class. Most daily activities take little or no preparation. Correlations are small but do suggest that teachers act out more different forms of reading promotion activities when there are more girls are in class than boys. Also, classes with more girls act out more activities concerning new media and nonfiction.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90453571","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: 2

Concepts of literature in Danish L1-textbooks and their framing of students’ reading 丹麦语l1教科书中的文学概念及其对学生阅读的建构

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L1 Educational Studies in Language and Literature Pub Date : 2020-07-01 DOI: 10.17239/l1esll-2020.20.02.06

Helle Rørbech, Anna Karlskov Skyggebjerg

引用次数: 5

Emotions while reading literature in multicultural groups 多元文化群体阅读文学作品时的情感

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L1 Educational Studies in Language and Literature Pub Date : 2020-07-01 DOI: 10.17239/l1esll-2020.20.01.10

I. Elkad-Lehman, Y. Poyas

引用次数: 4