A Case Study of the Process of Learning Standard Written English An Interactive Classroom-Based Action Research of the Influences of Students' Language Background on Their Ability to Learn Standard Written English |
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| Author:
| Mathis-Wisseh, Ruth |
| Series title: | Language I and Language II Students' Learning Process Ser. |
| ISBN: | 978-1-4895-3205-3 |
| Publication Date: | Sep 2013 |
| Publisher: | CreateSpace Independent Publishing Platform
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| Book Format: | Paperback |
| List Price: | USD $69.99 |
Book Description:
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First language learning and second language acquisition are two mental processes that are used by Language 1 (native speakers of English) and Language 2 (non-native speakers of English) students that are found in our classrooms daily. This case study/ book encompasses classroom-based action research that examines the process by which L 1 and L 2 students learn the standard written form of the English language. The students in this research were identified through stratified random...
More DescriptionFirst language learning and second language acquisition are two mental processes that are used by Language 1 (native speakers of English) and Language 2 (non-native speakers of English) students that are found in our classrooms daily. This case study/ book encompasses classroom-based action research that examines the process by which L 1 and L 2 students learn the standard written form of the English language. The students in this research were identified through stratified random sampling and authenticated by their language background. The influences of their language background played a major role in both learning and acquisition. The three teaching strategies outlined in the text were used by the author to instruct both L1 and L2 students. There were some similarities and differences found in the students' methods of learning. Hence, their classroom interactions and/or text processing behavior were observed by the author and other educators who used selective instruments to record and tabulate the students' learning behavior. How successful were these strategies, is embedded in the content of this book. The material contained in the book is designed to be used for teaching pedagogy to students at higher educational institutions who wish to become accomplished classroom teacher-researchers. Moreover, education students that used this text as learning tool will learn the skill of measuring L1 and L2 students' learning behavior in the confines of a classroom.