Current trends on syllabus design in foreign language instruction

Rahimpour, Massoud

doi:10.1016/j.sbspro.2010.03.254

Cited by 42 publications

(32 citation statements)

References 6 publications

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“…Compartimos la idea de Rahimpour (2010) de que debe ser el profesor de lenguas quien, con el apoyo de una formación adecuada, participe en el diseño de programas de enseñanza abiertos y negociables, y creemos, además, que este diseño debe realizarse de manera colaborativa y coordinada dentro de los grupos de Español, sin perder el MCER como documento de referencia que nos pretende "alentar a que se adopte un enfoque transparente y coherente a la hora de identificar opciones y tomar decisiones" (Consejo de Europa, 2002 p.168). Pero si a los docentes de ELE en Portugal les corresponde este desafío, a las instituciones públicas les corresponde asegurar las condiciones para que este desafío se convierta en una práctica continua.…”

Section: Conclusionesunclassified

Consideraciones sobre lectura y dimensión intercultural: los programas de español en las universidades portuguesas

Moriano-Moriano

2016

Ocnos

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En este artículo nos proponemos dar respuesta a dos interrogantes que hasta el momento no han sido objeto de investigación: a) por un lado, cuáles son los documentos oficiales que regulan la enseñanza del Español como Lengua Extranjera (ELE) en Portugal para el ámbito universitario, y, por otro, b) qué perspectivas teórico-prácticas ofrecen sobre lectura y dimensión intercultural. Tras contextualizar los estudios del español en Portugal y llevar a cabo una búsqueda bibliográfica que nos permita situar estos dos conceptos en un marco general desde las directrices oficiales, elaboraremos un análisis crítico de los datos obtenidos siguiendo un paradigma de análisis cualitativo. Con esta investigación pretendemos completar las perspectivas sobre la enseñanza universitaria de ELE en Portugal.

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Section: Conclusionesunclassified

Consideraciones sobre lectura y dimensión intercultural: los programas de español en las universidades portuguesas

Moriano-Moriano

2016

Ocnos

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“…In current SLA research as well as language pedagogy several attempts have been made to investigate different aspects of and approaches to second language acquisition (Krashen and Terrel, 1983;Swain, 1985;Schmidt, 1990Schmidt, , 1994 Rahimpour, 2008Rahimpour, , 2010Salemi et al, 2012). These studies have reported different and significant findings with regard to the role of different approaches to second or foreign language teaching in L2 learners" language performance.…”

Section: B Statement Of the Problemmentioning

confidence: 99%

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

Salimi¹,

Bonyadi²,

Asghari³

2014

TPLS

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Abstract-One of the hotly debated areas of research in second language acquisition since 1990s has been pertained to the role of consciousness in learning second or foreign language. A review of the studies conducted on different aspects of consciousness in second language acquisition revealed there is a gap in the literature on the effect of focus on from instruction on L2 learners' oral or written task performance across different proficiency levels. Therefore, the present study set out to fill the existing gap in the literature and investigate the effects of form-focused instruction on L2 learners' written task performance in terms of accuracy across two different proficiency levels (intermediate and advanced). To this end, sixty learners of English studying English in an institute were randomly chosen as the participants of the study. They were randomly divided into two groups of high and low proficiency levels. The two groups were also divided into two subgroups of with and without F-O-F. All groups were taught for 15 sessions. However, one subgroup of each group received form-focused instruction while the other two subgroups did not receive the treatment. A pictorial narrative task was employed as the post-test instrument to collect the written data. The collected written data were quantified and measured according to measures introduced by Ellis (2003). The findings of the study revealed that form-focused instruction had a significant effect on the accuracy of high proficient learners. The study carries some implications for second language acquisition researchers, language teachers, and syllabus and task designers.Index Terms-focus on form, focus on forms, form-focused instruction, proficiency level, accuracy

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“…Specifically, in an Asian EFL environment where learners are limited in their accessibility to use the target language on a daily basis, it is first of all necessary for language learners to be provided with real opportunities to be exposed to language use in the classroom. Rahimpour (2007Rahimpour ( , 2008Rahimpour ( , 2009Rahimpour ( , 2010 claims that task-based language teaching creates a favorable condition for language development and consequently facilitates language acquisition. He further argues that the task in task-based language teaching is considered central to the whole instructional design process, from the identification of learner needs to the measurement of student achievement.…”

Section: Task-based Instructionmentioning

confidence: 99%

Teacher-Students’ Interactions in Task-Based vs Form-Focused Instruction

Rahimpour

Magsoudpour²

2011

WJE

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Teacher-students' and students-students' interactions are of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the effect of two teaching approaches: 1. Task-Based Instruction (TBI) and 2. Form-Focused Instruction (FFI) on the quantity and quality of teacher-students' interactions reflected in the number of occurrences of turn taking, question type, feedback and errors correction. Two groups of intermediate-level learners were selected as the participants of this study. One group was instructed by Form-Focused Instruction (FFI) approach and the other class was instructed by Task-Based Instruction (TBI) approach. Results of the statistical analysis of the collected data revealed that FFI approach led to the occurrence of more teacher-students' interactions than TBI approach. The pedagogical implications are discussed.

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Current trends on syllabus design in foreign language instruction

Cited by 42 publications

References 6 publications

Consideraciones sobre lectura y dimensión intercultural: los programas de español en las universidades portuguesas

Consideraciones sobre lectura y dimensión intercultural: los programas de español en las universidades portuguesas

The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels

Teacher-Students’ Interactions in Task-Based vs Form-Focused Instruction

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