358 research outputs found
Het belang van onderwijs in zelfregulatie en lexicale vloeiendheid voor schrijven in het Engels als vreemde taal
Teachers’ Experiences With Difficult Bullying Situations in the School: An Explorative Study
Effects of antibullying programs on teachers’ interventions in bullying situations:A meta-analysis
Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools
Assessing students’ ability in performing scientific inquiry: Instruments for measuring complex science skills in primary education
Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education
The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability
Course materials play a vital role in the foreign language classroom. Relatively little attention has been paid, however, to analyzing the activities that foster oral interactional ability in EFL course materials. For the purpose of this study, a coding scheme was designed that focuses specifically on the development of interactional ability. This was used to analyse the three most commonly used EFL course books for pre-vocational learners in The Netherlands. The analysis revealed that course books focus more on developing language knowledge than on developing the ability to use this knowledge in interaction, that interactional strategies practice is missing, and that interactional practice is limited to the personal and public context. We conclude that EFL course books lag behind current SLA theories in the practical application of activities focused on developing interactional ability. Recommendations to strengthen the link between theory and practice are made
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