Adjunct language instruction and schema theory

This paper focuses on the concept that Adjunct Language Instruction (ALI) functions effectively when the teaching conduct, preferred materials and materials matching the learners' proficiency act as contributing factors in the effectiveness of ALI as shown by the ALI model produced by Ref [14]....

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Published in:CSSR 2010 - 2010 International Conference on Science and Social Research
Main Author: Omar M.; Nadarajah D.
Format: Conference paper
Language:English
Published: 2010
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959635632&doi=10.1109%2fCSSR.2010.5773790&partnerID=40&md5=9ea22eef717e71c2d7af9ccec96f6d64
id 2-s2.0-79959635632
spelling 2-s2.0-79959635632
Omar M.; Nadarajah D.
Adjunct language instruction and schema theory
2010
CSSR 2010 - 2010 International Conference on Science and Social Research


10.1109/CSSR.2010.5773790
https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959635632&doi=10.1109%2fCSSR.2010.5773790&partnerID=40&md5=9ea22eef717e71c2d7af9ccec96f6d64
This paper focuses on the concept that Adjunct Language Instruction (ALI) functions effectively when the teaching conduct, preferred materials and materials matching the learners' proficiency act as contributing factors in the effectiveness of ALI as shown by the ALI model produced by Ref [14]. This objective of this paper is to highlight Schema Theory as an additional factor which helps learners in an ALI class to write reports. Possessing relevant schema helps in the understanding of the content. We propose that the ALI factors (Teaching conduct, Preference for materials and Proficiency), are necessary conditions which would activate learners' content schema and aid understanding of a given task. The notion that ALI factors which rekindles relevant schema are important considerations when planning a lesson. Likewise, language teaching also can be enhanced effectively if content from core course subjects such as physics, are used as basis for writing in the English language lesson. © 2010 IEEE.


English
Conference paper

author Omar M.; Nadarajah D.
spellingShingle Omar M.; Nadarajah D.
Adjunct language instruction and schema theory
author_facet Omar M.; Nadarajah D.
author_sort Omar M.; Nadarajah D.
title Adjunct language instruction and schema theory
title_short Adjunct language instruction and schema theory
title_full Adjunct language instruction and schema theory
title_fullStr Adjunct language instruction and schema theory
title_full_unstemmed Adjunct language instruction and schema theory
title_sort Adjunct language instruction and schema theory
publishDate 2010
container_title CSSR 2010 - 2010 International Conference on Science and Social Research
container_volume
container_issue
doi_str_mv 10.1109/CSSR.2010.5773790
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959635632&doi=10.1109%2fCSSR.2010.5773790&partnerID=40&md5=9ea22eef717e71c2d7af9ccec96f6d64
description This paper focuses on the concept that Adjunct Language Instruction (ALI) functions effectively when the teaching conduct, preferred materials and materials matching the learners' proficiency act as contributing factors in the effectiveness of ALI as shown by the ALI model produced by Ref [14]. This objective of this paper is to highlight Schema Theory as an additional factor which helps learners in an ALI class to write reports. Possessing relevant schema helps in the understanding of the content. We propose that the ALI factors (Teaching conduct, Preference for materials and Proficiency), are necessary conditions which would activate learners' content schema and aid understanding of a given task. The notion that ALI factors which rekindles relevant schema are important considerations when planning a lesson. Likewise, language teaching also can be enhanced effectively if content from core course subjects such as physics, are used as basis for writing in the English language lesson. © 2010 IEEE.
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