翻訳と辞書 Words near each other ・ Secondary School Admission Test Board ・ Secondary School Certificate ・ Secondary School Mathematics Curriculum Improvement Study ・ Second-generation jet fighter ・ Second-generation programming language ・ Second-generation wavelet transform ・ Second-Hand ・ Second-Hand Hearts ・ Second-hand shop ・ Second-hand Smoke ・ Second-harmonic generation ・ Second-harmonic imaging microscopy ・ Second-impact syndrome ・ Second-in-command ・ Second-language acquisition ・ Second-language acquisition classroom research ・ Second-language attrition ・ Second-language phonology ・ Second-level domain ・ Second-order ・ Second-order arithmetic ・ Second-order cellular automaton ・ Second-order co-occurrence pointwise mutual information ・ Second-order conditioning ・ Second-order cone programming ・ Second-order cybernetics ・ Second-order election ・ Second-order fluid ・ Second-order intercept point ・ Second-order logic Dictionary Lists mini英和辞書 mini和英辞書 Webster 1913 Latin-English FOLDOC Wikipedia English ウィキペディア

翻訳と辞書　辞書検索 [ 開発暫定版 ] スポンサード リンク Second-language acquisition classroom research ： ウィキペディア英語版 Second-language acquisition classroom research Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students. ==Evaluating teaching practices== Efforts have been made to systematically measure or evaluate the effectiveness of language teaching practices in promoting second-language acquisition. Such studies have been undertaken for every level of language, from phonetics to pragmatics, and for almost every current teaching methodology. It is therefore impossible to summarize their findings here. However, some more general issues have been addressed. Research has indicated that many traditional language-teaching techniques are extremely inefficient.〔 cited in .〕 One issue is the effectiveness of explicit teaching: can language teaching have a constructive effect ''beyond'' providing learners with enhanced input? Research on this at different levels of language has produced quite different results. Traditional areas of explicit teaching, such as phonology, grammar and vocabulary, have had decidedly mixed results. It is generally agreed that pedagogy restricted to teaching grammar rules and vocabulary lists does not give students the ability to use the L2 with accuracy and fluency. Rather, to become proficient in the L2, the learner must be given opportunities to use the L2 for communicative purposes, learning (as for example, through a teacher's corrective feedback) to attend to both meaning and formal accuracy.〔.〕〔.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Second-language acquisition classroom research」の詳細全文を読む スポンサード リンク 翻訳と辞書 : 翻訳のためのインターネットリソース Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.