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Language Learning and Teaching in the Self-Access CentreLanguage Learning and Teaching in the Self-Access Centre (book)

Print: $25.41

Download: $14.34

This practical guide looks at ways in which teachers can make use of Self-Access Centres (SACs) to enhance their teaching. It deals with a range of topics that teachers new to self-access will need to consider, such as how to link the classroom with the SAC, how to assess self-access learning, and how to best prepare and support their learners outside the classroom. The book summarises the principle findings on teaching and learning in SACs and then offers practical suggestions for activities that will help teachers examine the issues for themselves in their own classroom. The findings and suggestions are supported by quotations from relevant literature and examples are given in many places. This book is written with teachers in mind and is especially useful for those who do not yet have much experience with self-access. It contains many ideas for implementing a learner-centred approach to teaching and to develop learner autonomy through self-access.

Do it Yourself? A Learners’ Perspective on Learner Autonomy and Self-Access Language LearningDo it Yourself? A Learners’ Perspective on Learner Autonomy and Self-Access Language Learning (book)

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Download: $7.96

This research presents a learners’ perspective of (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Programme. It provides an evaluation of the success of these course elements as well as an interpretation of students’ understanding of the related concepts. Finally it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning.

THE EFFECTS OF DIFFERENT TASK TYPES ON L2 LEARNERS’ INTAKE AND ACQUISITION OF TWO GRAMMATICAL STRUCTURESTHE EFFECTS OF DIFFERENT TASK TYPES ON L2 LEARNERS’ INTAKE AND ACQUISITION OF TWO GRAMMATICAL STRUCTURES (book)

Print: $36.14

Download: $4.63

This study investigated the effects of 1) implicit and explicit inductive instructions and 2) various task types on both intake and acquisition of two English grammatical structures. Fifty adult ESL learners enrolled in private language schools in New Zealand were pretested with the help of a timed and an untimed grammaticality judgement test for prior knowledge of negative adverbs and adverb placement and were randomly assigned to either a dictation, an individual reconstruction, or a collaborative reconstruction treatment. Treatments were accompanied by either implicit instructions (containing only practical instructions on how to perform the task) or explicit instructions (drawing participants’ attention to the target structures and giving an example of them). Performance on the treatments was taken as a measure of intake, and talk-aloud reports were obtained to gauge participants’ awareness during task completion.