Sökning: "communicative language teaching syllabus"

Visar resultat 1 - 5 av 27 uppsatser innehållade orden communicative language teaching syllabus.

  1. 1. To what extent can explicit morphology instruction promote vocabulary development for older adolescent or adult learners of English as a foreign language?

    Uppsats för yrkesexamina på avancerad nivå, Malmö universitet/Fakulteten för lärande och samhälle (LS)

    Författare :Camilla Parment; Thore Hägglund; [2023]
    Nyckelord :English as a foreign language; explicit teaching; higher education; morphological awareness; morphology; upper secondary education; vocabulary development;

    Sammanfattning : Vocabulary development is important when it comes to learning a language, but it is also a challenging task. The Swedish syllabus focuses on implicit knowledge, and explicit teaching has been shown to have a positive impact on learners’ implicit knowledge. LÄS MER

  3. 2. Reviewing the Effects of Explicit and Implicit Grammar Instruction in Second Language Acquisition : A Literature Review

    L3-uppsats, Linköpings universitet/Institutionen för kultur och samhälle

    Författare :Jonathan Grahn Sherin; [2023]
    Nyckelord :Second Language Acquisition; Grammar Instruction; Explicit Grammar Instruction; Implicit Grammar Instruction;

    Sammanfattning : The syllabus for English 5 in Swedish upper secondary school has a strong communicative focus, and grammar is only explicitly mentioned once throughout the syllabus. This raised my interest about the role and importance of explicit grammar teaching in Swedish upper secondary schools. LÄS MER

  4. 3. Les patterns interactifs et le rôle de la langue cible - Une étude qualitative d’une classe de français langue étrangère au lycée en Suède

    Master-uppsats, Lunds universitet/Franska

    Författare :Sofia Helgesson; [2023]
    Nyckelord :Input; French L2 teaching; interactional patterns; target language use; Languages and Literatures;

    Sammanfattning : In order to acquire new languages, we need to be exposed to large amounts of target language (TL) input. However, studying French as a foreign language in Sweden includes few opportunities to encounter the language outside the classroom. This means that the teacher plays a decisive role as an input provider in the French L2 teaching setting. LÄS MER

  5. 4. Promoting Playfulness within Grammar Exercises in the Context of Writing : A Materials Analysis for Teaching and Learning English in a Swedish Upper-Secondary School Context

    Uppsats för yrkesexamina på grundnivå, Örebro universitet/Institutionen för humaniora, utbildnings- och samhällsvetenskap

    Författare :Anna Hallan; [2022]
    Nyckelord :Grammar teaching; playfulness; EFL education; grammar in context; rhetorical grammar;

    Sammanfattning : The English subject in Swedish upper-secondary school aims to develop students’ holistic communicative ability, giving students opportunities to produce meaningful texts with confidence. The syllabus further proposes that this ability includes knowledge of the language’s grammatical structures since being aware of grammatical structures and options helps students to write in varied and effective ways. LÄS MER

  7. 5. A comparative study of the English language syllabus for the secondary school level in Sweden and Japan with a focus on communicative competence

    Master-uppsats, Stockholms universitet/Engelska institutionen

    Författare :Simona Kimoto; [2021]
    Nyckelord :Communicative Syllabus Design; Communicative Competence; Syllabus analysis; Communicative Language Teaching; English in secondary school; English teaching in Sweden and Japan;

    Sammanfattning : The aim of this master’s thesis is to compare the English syllabus for secondary school in Sweden and the English syllabus for (the age equivalent) junior high school level in Japan, with a focus on communicative competence as it is defined by Canale and Swain (1980). Moreover, the results of the syllabus analysis are compared with qualitative data gathered from in depth, semi-structured interviews with three active English teachers from secondary school in each of the respective countries. LÄS MER