Question 3 -Suggestion -- Work Group Two

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Subject: Question 3 -Suggestion

Author:
Mar�lia Defraigne

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Date Posted: 15:36:45 08/21/10 Sat

Hello guys! I'm sending suuggestion about the question 3.How you know I can work only on weekends.Please speak about,right?
How do the article writers validate their own thoughts and conclusions?
The writers used real Enlish's teacher's experiences, researches and the way that they worked with them in your studies.In the article "From principles to practice Teacher's uptake of principles from instructed language learning to plan a focus on language form in content lesson by Susan Gray,beyond the research done in New Zeland, as in other countries,increasing numbers of students are learning English immersion in the maisntream curriculum. We could observe in this research the students are rliant in their teacher's planning for language from and there is extensive theoretical input from second language research that teachers might draw on for such planning.This is a point.The text suggests that the second language learning is one way to plan specifically,better,after make a diagnosis, what the students need to learning,however, considering their difficulties, some factors that influence teacher's planning. Something important,observed,contrary to what many people believe, is that immersion in a language is often insufficient for students to meet increasing demands for written expression in their subjects as they advance throuh secondary school. It describes some points,ways, in which a pair of secondary content,teachers used principles in an action research project to focus on form when they are planning a task-based lesson sequence.Teachers need to co-ordinate theoretical input from multiple sources when planning for the integration of language form with secondary content. The theoretical input and conceptual tools of the TESOL programme provide the materials for planning.They used aProject Manual containing summaries of theoretical input,Data collection (with a number of methods),documents and analysis of these complete worksheets, journal entries of their reflections,interview,Data analysis.According the text, to prepare and to plan foreign English's performance is a point to continued professional development and assist teachers in their instructional decision making.
Cited in the article " Reading strategy awareness of Arabica-speaking medical students studying English's,the method of research was diffrent.The author showed the procedures to study what kind of strategies about the 160 medical students of the University in Bahrain used to answer the questionnaires given to them while they read it ( a native Arabic-speaking English instructor prepared an Arabic version of the SORS and year one student were given the questionnaire in their regular English classes by their
class instructor and were asked to respond using either the English or Arabic version - the students were advised to consider the strategies that they used while read the academic material. On focus of the studies conducted over the past few decades has been determining the extent to which second language reading ability depends on first language reading ability or second language proficiency (Alderson,1984;Anderson,1991;Bernhard and Kamil,1995;Carrell,1991;Clarke,1980, Lee and Schallert,1997;Olshavsky,1997). These studies have provide evidence that a low level of familiarity with the second language appears to "short-circuit" reading ability,forcing readers to a more basic, word by word approach to decoding text, and disabling the use of their already developed L1 reading strategies. The exact nature and extent of L2 knowledge required to permit full and fluent reading strategy use remain to be determined,but it is clear that factors other than language proficiency level contribute to readind success. This work was divided in moments.The first one,Year one,it was about medical students who were in the first year of academic study and the second ,about the students who were in the fourth year academic study.The questionnaires results were tabulated for individual strategy used in each group (metacognitive, cognitive and support) and strategies used for all students in each year,also low and initial English proficiency. The SORS questions to this researc were:
1) Are there differences in the reported of academic reading startegies among Arabic-speaking medical students studying through the medium of English at different years of instruction?
2) Do students of low initial English language Proeficiency
report using different reading strategies than students with high initial proficiency in English?
Significant differences were not found between the groups of students observed in this research.

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