Input is usually thought of as linguistic forms to which learners are exposed. How the brain works has a significant impact on what kinds of learning activities are most effective. Using differentiated PowerPoint presentations with materials in an artificial language designed for the study, this study investigates three types of language input to find the most effective input to help foreign language teaching in the classroom: translation-based input, picture-cued input and breadth-and limits-of-association input. Three PowerPoint presentations were created providing various types of input. The target language was an artificial language we designed. Subjects were 80 undergraduate students divided into 3 groups. The results of ANOVA and post hoc Scheffé performed on post-test scores for the 3 groups indicate that the breadth-and limits-of-association input showed a significant advantage over the other two, but the picture-cued input did not differ from the translation-based input (F=16.041, p=.000).
Input is usually thought of as linguistic forms to which learners are exposed. How the brain works has a significant impact on what kinds of learning activities are most effective.
The emergence of TIMMS and PISA that measure the student cognitive performance against the international standards has become very important and the latest TIMMS and PISA result showed that critically 18% and 60% of the students did not meet minimum proficiency level in Mathematics. These students were identified as possessing only limited mastery of basic mathematical and scientific concepts. The new education policy has been designed to meet the standard and the teachers and pupils have to equip with new approach of teaching and learning method.
The emergence of TIMMS and PISA that measure the student cognitive performance against the international standards has become very important and the latest TIMMS and PISA result showed that critically 18% and 60% of the students did not ...
Presents the newest research on the adolescent brain and offers a framework for linking brain-based teaching to students' social, emotional, and cognitive needs.
With Wizard of Oz metaphors and new graphic organizers, illustrations, and sidebars, this revision helps teachers translate current research on learning, memory, and the brain into effective classroom practice.
Children want to influence their own destinies and will relate this in someway
through their behavior. Theywant some control. Relationships that enable
feelings tobe shared and ideasto be respectedare compelling factors. Children
wantto be listened to and understood. If theydonot have theseneeds met by
adults, they will go totheir peers. This is not always an ideal situation. When
problems arise, an experienced person is usually more helpful. Finally, children
must feelthat their lives ...
Discusses how to use cognitive instruction to help students see commonalities and patterns in a particular concept and includes examples of visual patterns.
Discusses how to use cognitive instruction to help students see commonalities and patterns in a particular concept and includes examples of visual patterns.
