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Using Photographs to Learn a Second Language: A New Approach for Tesol

  • Formaat: 216 pages
  • Ilmumisaeg: 15-Dec-2015
  • Kirjastus: Edwin Mellen Pr
  • ISBN-10: 1495504239
  • ISBN-13: 9781495504235
Teised raamatud teemal:
Using Photographs to Learn a Second Language: A New Approach for TesolSuurem pilt
  • Formaat: 216 pages
  • Ilmumisaeg: 15-Dec-2015
  • Kirjastus: Edwin Mellen Pr
  • ISBN-10: 1495504239
  • ISBN-13: 9781495504235
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781495504235.html
Märksõnad:
This research aims to improve the Teaching of English as a Foreign Language with specific reference to the Japanese college context but also concerns the countless classes for English as a foreign language worldwide.
Foreword i
Freek Olaf de Groot
Acknowledgements iii
Chapter 1 Introduction
1(4)
Chapter 2 Literature Review and Methodology
5(12)
2.1 The Problem
5(1)
2.2 Proposed Solution and Hypotheses
6(1)
2.3 The Style of Learning of the Approach
6(5)
2.3.1 Dogme
6(2)
2.3.2 Situated Learning
8(1)
2.3.3 Active Learning
8(3)
2.4 Measuring the Approach's Effect
11(1)
2.4.1 In-class and School-wide Feedback
11(1)
2.4.2 Complexity, Accuracy, Fluency
12(1)
2.4.3 Language Proficiency Test Trends
12(1)
2.5 The Visual Aspect of the Approach
12(1)
2.6 Methodology
13(4)
2.6.1 Participants
13(1)
2.6.2 Materials
14(1)
2.6.3 Procedures, Design Details, Analyses
14(3)
Chapter 3 Who Needs TEFL Textbooks?
17(16)
3.1 Japan's Educational Background
17(8)
3.2 Teaching Material Design Principles
25(2)
3.3 A Communicative Course Example
27(3)
3.4 A Model Class Syllabus
30(1)
3.5 Some Content Examples
30(1)
3.6 Student Feedback Questionnaire
31(2)
Chapter 4 Situated Travel Snaps
33(20)
4.1 The Psychology of Travel
33(4)
4.2 Still Images
37(2)
4.3 Why Travel English Photos?
39(1)
4.4 Course Design Considerations
40(1)
4.5 Control Language
41(1)
4.6 Groupings and Warm Up
42(1)
4.7 The Second Stage
43(1)
4.8 Question Guidelines
44(1)
4.9 Format Development
45(1)
4.10 Language Differences and Quizzes
46(1)
4.11 Conclusion to
Chapter Four
47(6)
Chapter 5 The Wider Angle: beyond the Text
53(16)
5.1 Photo Communication's Evolvement
53(3)
5.2 The Original Research
56(1)
5.3 The Follow-up Research
57(1)
5.4 The Survey Questions
58(1)
5.5 Questionnaire Response Changes
59(5)
5.6 Comments on Changes
64(1)
5.7 Future Implications
65(2)
5.8 Student Comment Examples
67(2)
Chapter 6 A Close-up: Going Digital
69(16)
6.1 Seminar Procedure
69(3)
6.2 Interaction Examples
72(2)
6.3 Succeeding Survey Conditions
74(2)
6.4 Comments on the Results
76(2)
6.5 Student Comment Examples
78(1)
6.6 Approach's Relevance to Seminars
78(1)
6.7 Most Recent Class Evaluations
79(1)
6.8 Class Size Considerations
80(1)
6.9 Pairs, Groups and Whole Class
81(1)
6.10 Interaction Example
82(2)
6.11 Conclusion to
Chapter Six
84(1)
Chapter 7 A Face Book: Photos for Writing
85(16)
7.1 Overall Aim of Using Photos
85(1)
7.2 The Research Background to Date
86(1)
7.3 Photo Writing's Aims and Background
87(4)
7.4 Central Writing Course Features
91(1)
7.5 Questionnaire Method
91(1)
7.6 Central Writing Course Feature Data
92(1)
7.7 Writing Class Students' Comments
92(1)
7.8 Results General Comments
92(1)
7.9 Results Detailed Comments
93(1)
7.10 Writing Class Formal Evaluations
94(3)
7.11 Future Implications and Directions
97(4)
Chapter 8 Bigger Pictures
101(26)
8.1 Dogme's Development
101(2)
8.2 Text or Non-text TEFL Conversation?
103(3)
8.3 Talking Pictures Methodology Review
106(4)
8.4 Spoken Sample and Survey
110(3)
8.5 Photo Essay Writing - Overview
113(2)
8.6 Semester 2 Course Features Review
115(1)
8.7 Semester 2 Writing Aims
116(1)
8.8 Photo Essays and Diary Samples
117(4)
8.9 Semester 2 Writing Class Feedback
121(2)
8.10 School-wide Evaluations
123(1)
8.11 Conclusion to
Chapter Eight
124(3)
Chapter 9 Talking Pictures and beyond
127(34)
9.1 Communication Challenges
127(2)
9.2 Talking Pictures' Structure and Content
129(1)
9.3 Talking Pictures' Interactions
130(2)
9.4 Talking Pictures' Analyses
132(3)
9.5 Comments on Talking Pictures
135(1)
9.6 Written Communication Challenges
136(2)
9.7 Writing Class Structure and Content
138(2)
9.8 Written Interaction Set Up
140(1)
9.9 Written Question Analysis
141(1)
9.10 Photo Essay Analysis
141(7)
9.11 Diary Analysis
148(2)
9.12 Written Communication Comments
150(3)
9.13.1 In-class Conversation Feedback
151(1)
9.13.2 In-class Writing Feedback
152(1)
9.14.1 Formal Conversation Feedback
152(1)
9.14.2 Formal Writing Feedback
153(1)
9.15 Related School-wide Feedback
153(6)
9.16 Conclusion to
Chapter Nine
159(2)
Chapter 10 Photo Communication Development
161(28)
10.1 Photos' Communicative Significance
161(3)
10.2 Lingering Communication Challenges
164(4)
10.3 Photo Communication Method Review
168(5)
10.4 Written Communication Samples
173(3)
10.5 Still Images Approach's Potential
176(2)
10.6 TOEIC Data Implications
178(6)
10.7 A Final Word and Future Directions
184(5)
Appendix I Ets Toeic Descriptors
189(2)
Appendix II Comment Examples from
Chapters
191(8)
Comment Examples 7.7
191(4)
Comment Examples 8.8
195(1)
Comment Examples 9.13.1
196(1)
Comment Examples 9.13.2
197(1)
Comment Examples 9.14.2
198(1)
Bibliography 199(6)
Index 205