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Brod, Shirley – 1999
The guide provides adult literacy teachers with background information in adult learning and the performance-based approach to literacy education. The first section reviews theory and research on adult learning, including the factors affecting learning (language background, expectations, gender, learning styles and modes, age and health,…
Descriptors: Adult Education, Adult Learning, Age Differences, Classroom Techniques
Stickels, Leslie; Schwartz, Marsha – 1987
Memory-assisting devices used in high school Spanish instruction are described, including strategies in many forms: visuals, sounds, rhythms, rhymes, and actions. Mnemonics for subjunctives include: a suffix-"switching" procedure; a word ("dishes") to remind them of the six verbs not using the first person to form the present subjunctive; a…
Descriptors: Adjectives, Classroom Techniques, High Schools, Mnemonics
Peer reviewed Peer reviewed
Nemni, Monique – Canadian Modern Language Review, 1985
Four vocabulary instruction problems are addressed on practical and theoretical levels: how to select vocabulary, organize it effectively, convey the meaning of words, and improve retention of new words through meaningful practice. Suggestions are given for using creative activities that are both educationally and linguistically sound. (MSE)
Descriptors: Class Activities, Classroom Techniques, Curriculum Development, French
Davis, Harry O. – 1992
Conjoint retention and confluency are examined as psychological and pedagogical principles for use in instruction in English as a Second Language (ESL) when maps are used as facilitators. The theory of conjoint retention states that dual encoding occurs when a person hears or reads a narrative while simultaneously viewing a map containing…
Descriptors: Class Activities, Classroom Techniques, English (Second Language), Humanistic Education
Di Pietro, Robert J. – 1983
The strategic interaction method is based on the principle that dramatic tension is the essential ingredient in second language learning, but unlike the drama built on audience spectatorship, classroom drama builds within each student involved in the interaction. Students take scenarios, thematically cohesive events, and create their own dialog as…
Descriptors: Class Activities, Classroom Techniques, Difficulty Level, Drama
Peer reviewed Peer reviewed
Rosenthal, Alan S. – French Review, 1987
A university second language program using associative learning and context to enhance retention of words, expressions, and structures is described. Observed results of this situational approach are discussed. (MSE)
Descriptors: Associative Learning, Classroom Techniques, College Second Language Programs, Context Clues