NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Lazaraton, Anne – TESOL Quarterly, 2003
Examines incidental cultural knowledge displays by two nonnative-English-speaking teachers (NNESTs) in their intensive English program classrooms. Focuses on the nature of the discourse produced in English-as-a-Second-Language (ESL) classes taught by NNESTs. Analysis of videotaped classroom data indicates that a wide and unpredictable range of…
Descriptors: Classroom Communication, Cultural Influences, Discourse Analysis, English (Second Language)
Peer reviewed Peer reviewed
Zimmerman, Cheryl Boyd – TESOL Quarterly, 1997
Reports on a pilot study examining the effects of reading and interactive vocabulary instruction on the vocabulary development of English-as-a-Second-language students attending a U.S. university-preparatory intensive English program. Findings suggest that such instruction combined with self-selected and course-related reading can improve…
Descriptors: College Students, English (Second Language), Independent Study, Intensive Language Courses
Peer reviewed Peer reviewed
Chappelle, Carol; Jamieson, Joan – TESOL Quarterly, 1986
Reports on a study of the effectiveness of computer-assisted language learning (CALL) in the acquisition of English as a second language by Arabic- and Spanish-speaking students in an intensive program. Examines two student variables--time spent using CALL lessons and attitude toward them--as well as four cognitive/affective characteristics.…
Descriptors: Computer Assisted Instruction, English (Second Language), Field Dependence Independence, Higher Education
Peer reviewed Peer reviewed
Christison, Mary Ann; Krahnke, Karl J. – TESOL Quarterly, 1986
Reports on a study which attempted to discover what types of experience former English-an-a-second-language students perceived as having contributed most to their language learning in intensive language programs; what qualities of teacher behavior contributed most; and what types of language use predominated in their academic work. (SED)
Descriptors: Academic Education, English (Second Language), Higher Education, Intensive Language Courses
Peer reviewed Peer reviewed
Lightbown, Patsy M.; Spada, Nina – TESOL Quarterly, 1994
This article describes the context and conditions of English-as-a-Second-Language (ESL) programs in Quebec's French-language schools and reports on several studies of the intensive ESL classes used in some elementary schools. Research on these programs demonstrates their effectiveness in fostering English language skills and positive attitudes…
Descriptors: Elementary Education, Elementary School Students, English (Second Language), Foreign Countries
Peer reviewed Peer reviewed
d'Anglejan, Alison; And Others – TESOL Quarterly, 1986
Reports a study which examined the ability of adult immigrants to communicate as they were completing a 30-week, 900-hour second language program and then again six months later. Two cohorts of learners were interviewed: one comprised of immigrants from Southeast Asia and the other of Poles and Latin Americans. (Author/SED)
Descriptors: Adult Learning, Cohort Analysis, Communicative Competence (Languages), French
Peer reviewed Peer reviewed
Fukuda, Shohachi – TESOL Quarterly, 1975
A detailed description of an intensive training course for teachers of English in Kumamoto Prefecture, Japan. (PMP)
Descriptors: Conversational Language Courses, English (Second Language), Inservice Teacher Education, Intensive Language Courses