Conferences - Business LYIT
https://research.thea.ie/handle/20.500.12065/195
2024-03-29T14:21:01ZTeaching a second language to Anglophones: evidence from Ireland
https://research.thea.ie/handle/20.500.12065/1081
Teaching a second language to Anglophones: evidence from Ireland
Catena Fontalba, Manuel.; Stephens, Simon.
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Evidence from the British academy indicates that the decline in modern language learning in the UK endangers the ability of the UK to compete with researchers who are more linguistically competent. Indeed this is a challenge for all Anglophones. Increased competition for funding and learners means that the traditional advantage of Anglophones is being eroded. This creates a pedagogical challenge. Why? Didactic approaches to second language acquisition and strategies used at other European universities are not effective for Anglophones. For the purpose of this scoping piece, the mixed methods approach of sequential explanatory strategy (Creswell, 2003) is adopted. The method is used as follows: first, secondary data is collected to profile the experience of Anglophones when learning a second language. Second interviews are conducted with language lecturers and learners. This qualitative evidence is used to assist in interpreting the findings from stage one. There is need for Anglophones to address their deficit in second languages. A teaching approach that emphasises motivation and utilises a variety of approached will encourage Anglophones to successful learn a second language. This research indicates that a direct, natural and cognitive methods aided by the use of language laboratories may help learners to increase their motivation to learn a new language. Liu (2008) explains that special attention should be paid to the diversity of learning styles and to the importance of dealing with learners that learn differently. Previous research indentifies unique challenges in teaching second language learning to Anglophones. Therefore, higher education providers must provide appropriate teaching resources and methodologies to support motivation and to overcome didactic challenges.
2011-01-01T00:00:00ZUsing formative assessment to teach academic writing skills at Level 9
https://research.thea.ie/handle/20.500.12065/1079
Using formative assessment to teach academic writing skills at Level 9
McClay, Deirdre.
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To ascertain student perceptions of the usefulness of formative assessment in the teaching and learning of academic writing skills at level 9.
2009-01-01T00:00:00ZOut with the new in with the old: revisiting the
Grammar Translation Method in foreign language teaching
https://research.thea.ie/handle/20.500.12065/1080
Out with the new in with the old: revisiting the
Grammar Translation Method in foreign language teaching
Catena Fontalba, Manuel.; Stephens, Simon.
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Didactic approaches to second language acquisition and strategies used at European higher education institutions may not be suitable for Anglophones (Catena and Stephens, 2010). Anglophones tend to have very little formal knowledge of their own language and its grammar. This lack of linguistic competence may be an element that affects their ability to learn a foreign language. The aim of this study is the enhancement of the quality of second language acquisition by exploring methodological adaptations that may motivate Anglophones to learn a foreign language. This paper reports research conducted at a higher education institution in Ireland. For the purpose of this scoping piece, the mixed methods approach of sequential explanatory strategy (Creswell, 2003) was adopted. The method was used as follows: first, quantitative research was conducted with Anglophone learners to examine their attitudes and experience of learning a foreign language(s). Second, the progress of four learners over a period of two years was mapped using a variety of qualitative method. The participants in this study tend to produce correct sentences in a foreign language if they understand how these sentences are grammatically formed. However, the participants like many Anglophones possess a poor understanding of English grammar. Therefore, this paper proposes a return to the Grammar Translation method.
2012-01-01T00:00:00ZPortfolio: Is it a valid and reliable assessment instrument for academic writing skills?
https://research.thea.ie/handle/20.500.12065/1078
Portfolio: Is it a valid and reliable assessment instrument for academic writing skills?
McClay, Deirdre.
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This paper critiques one assessment strategy of a level 9 academic writing module. The module supports masters students in a School of Business by utilising a number of innovative approaches to teaching and assessing of academic writing skills. The assessment instruments include a portfolio of evidence of improvement in writing skills and a series of online discussion postings; the module is 100% continuously assessed. The use of portfolio is critiqued based on both validity and reliability of the assessment instrument, and also on conformity with the concept of formative assessment.
2011-01-01T00:00:00Z