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Showing 1 to 15 of 95 results Save | Export
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Elshoff, Joost –, 2014
In this paper, I will report on the progress made in designing a curriculum for intensive language training, in which one-on-one instruction is combined with online exercises and drills to achieve an optimal blend of expertise and technology enhanced language learning. The Common European Framework of Reference (CEFR) has become a crucial tool for…
Descriptors: Curriculum Development, Curriculum Design, Intensive Language Courses, Task Analysis
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Alshahrani, Ali; Windeatt, Scott –, 2012
Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…
Descriptors: Portfolios (Background Materials), Teaching Methods, English (Second Language), Second Language Learning
Stuart, Moira K. – 2002
This paper describes two different English programs for international students at the American Language Institute in San Diego, California. One is English for Academic Purposes (EAP), and the other is Intensive English for Communication (IEC). The paper focuses on one teacher's experiences teaching IEC writing after 2 years of teaching EAP…
Descriptors: Adult Education, Class Activities, English (Second Language), Intensive Language Courses
Perkins, Samuel S. – 1998
The role of participant attitudes in the effectiveness of two teacher education program types, English-as-a-Second-Language (ESL) and intensive English programs (IEPs), are discussed. Three factors are viewed as influencing participant attitudes: professional separation of ESL and IEP instruction as fields of study; physical separation of ESL and…
Descriptors: College Faculty, English (Second Language), Higher Education, Intensive Language Courses
Thomson, Chihiro Kinoshita – 1998
Based on a hypothetical situation in which second language learners must attain substantial skills in a very short time, the paper recommends intensive training not in the language itself, but in skills and strategies for learning the language. This requires achieving self-directed learning skills to: create a climate maximizing learning; identify…
Descriptors: Classroom Techniques, College Instruction, Course Content, Higher Education
Beaubien, Richard L. – 1999
The need for a better understanding and better treatment of learning disabilities (LD) in adult learners of English as a second language (ESL) is discussed. Such an effort should draw on both existing knowledge of LD in the first-language context and new research on LD and second language learning. The ethical implications of teaching ESL to…
Descriptors: Adult Learning, Adults, Educational Research, English (Second Language)
Marcus, Sybil – 1996
The structure of an 8-week intensive course in literature for advanced learners of English as a Second Language is described. Focus is on engaging student interest with texts rich in theme and/or language that can elicit thoughtful discussion. In the first 2 weeks, the language and length of the texts (short stories) selected make them relatively…
Descriptors: Course Content, Course Descriptions, Course Organization, Curriculum Design
Baccouche, Ella; And Others – 1996
A study investigaged: (1) whether learners of English as a Second Language can attend to meaning and form simultaneously; (2) how the nature of the linguistic form might affect processing for meaning; and (3) whether the learner's ability to focus on particular linguistic features is affected by whether or not those features have been acquired.…
Descriptors: Adult Students, English (Second Language), Intensive Language Courses, Language Patterns
Buzash, Michael D. – 1994
The evolution of a 2-week summer honors program in French for high school students, inaugurated in 1980 and conducted on a university campus, is chronicled. The program was designed to offer enriching experiences in language review, new skill building, French culture, understanding of French phonology, and conversation on topics of interest to…
Descriptors: Academic Achievement, Achievement Gains, College Second Language Programs, French
van Naerssen, Margaret; Pressley, Joyce – 1991
The problems encountered in implementing an intensive summer course in English for specific purposes, designed to prepare students for graduate study in urban planning, urban design, and architecture, are discussed by the course's language and content specialists. Positive course results included development of useful classroom communication…
Descriptors: Architecture, Classroom Communication, Curriculum Development, Educational Objectives
Wesche, Marjorie; And Others – 1993
A study compared four tests of English as a Second Language (ESL) used for placement of students of varying language backgrounds and skill levels in an intensive ESL program. The tests were a text-based listening and reading test, a listening dictation, a self-assessment questionnaire, and a self-reported vocabulary size test. All measures were…
Descriptors: College Students, Comparative Analysis, Dictation, Difficulty Level
Mosher, Arthur; Resch, Margit – 1986
The demand for an improved international dimension in American education is a move in the right direction, and American Council on the Teaching of Foreign Languages (ACTFL) and Educational Testing Service efforts in defining foreign language proficiency guidelines and developing a reliable mechanism for testing oral proficiency have resulted in…
Descriptors: College Second Language Programs, Competency Based Education, Course Descriptions, Curriculum Design
Zhang, Xiaolin – 1990
A study investigated language transfer in the writing of 20 Spanish-speaking learners of English as a Second Language (ESL). Research on language transfer is critically reviewed, and it is concluded that existing theory supports a reconceptualization of language transfer as a form of second language (L2) learning/communication strategy that…
Descriptors: English (Second Language), Intensive Language Courses, Interlanguage, Learning Strategies
Stanley, Karen – 1986
An introductory course in notetaking for low intermediate students of English as a second language (ESL) is described. The course is designed to give practice in notetaking techniques to college-bound ESI students before they are required to take notes with a competence equal to that of native speakers. The class begins with a discussion of common…
Descriptors: Class Activities, Classroom Techniques, College Bound Students, Course Content
Grosse, Christine Uber; Lubell, Dawna – 1984
An evaluation and comparison of college and university intensive English programs in the United States focuses on program structure, organization, curriculum, faculty, program strengths, and areas for development. The evaluation instrument was a five-page questionnaire returned by directors of 41 of the 51 qualifying programs. It was determined…
Descriptors: College Faculty, College Second Language Programs, Comparative Analysis, Curriculum
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