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  • 1.
    Burns, Anne
    et al.
    University of New South Wales, Sydney, Australia.
    Siegel, JosephÖrebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    International Perspectives on Teaching the Four Skills in ELT2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 2.
    Burns, Anne
    et al.
    University of New South Wales, Sydney, Australia.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Teaching the four language skills: Themes and issues2017Ingår i: International Perspectives on Teaching the Four Skills in ELT / [ed] Anne Burns, Joseph Siegel, Cham: Palgrave Macmillan, 2017, 1, s. 1-20Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 3. Firth, Mark
    et al.
    Broadbridge, James
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Pragmatic development and study abroad: Building and maintaining competence2017Ingår i: TESOL Voices: Insider accounts of classroom life: Higher education / [ed] Tim Stewart, Alexandria, Virginia: TESOL Press , 2017, s. 81-90Kapitel i bok, del av antologi (Refereegranskat)
  • 4. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reading for Speed and Fluency: Book 12018 (uppl. 2)Bok (Övrigt vetenskapligt)
  • 5. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reading for Speed and Fluency: Book 22018 (uppl. 2)Bok (Övrigt vetenskapligt)
  • 6. Nation, Paul
    et al.
    Benevides, Marcos
    Broadbridge, James
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reading for Speed and Fluency: Book 32018 (uppl. 2)Bok (Övrigt vetenskapligt)
  • 7.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Appreciating translanguaging in student notesIngår i: English Language Teaching, ISSN 1916-4742, E-ISSN 1916-4750Artikel i tidskrift (Refereegranskat)
  • 8.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Assessing Note Quality in TESOL2019Ingår i: The TESOL Encyclopedia of English Language Teaching / [ed] John Liontas, Hoboken, New Jersey: Wiley-Blackwell, 2019Kapitel i bok, del av antologi (Refereegranskat)
  • 9.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Collaborative action research on notetaking: Simultaneous cycles2019Ingår i: The European Journal of Applied Linguistics and TEFL, ISSN 2192-1032, Vol. 8, nr 2, s. 77-100Artikel i tidskrift (Refereegranskat)
  • 10.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Did you take "good" notes?: On methods for evaluating student notetaking performance2018Ingår i: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 35, s. 85-92Artikel i tidskrift (Refereegranskat)
  • 11.
    Siegel, Joseph
    Meiji Gakuin University, Tokyo, Japan.
    Exploring listening strategy instruction through action research2015Bok (Övrigt vetenskapligt)
    Abstract [en]

    Listening in a second language is challenge for students and teachers alike. This book provides a personal account of an action research intervention involving listening strategy instruction that investigated the viability of this innovative pedagogy in the Japanese university context.

  • 12.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Identifying Action Research Needs: A Report from Sweden2018Ingår i: IATEFL Teacher training and education SIG newsletter, ISSN 2520-2642, nr Spring, s. 6-8Artikel i tidskrift (Övrigt vetenskapligt)
  • 13.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Identifying priorities for Action Research in Swedish EFL classrooms2019Ingår i: Klassrumsforskning och språk(ande) (Classroom research and language/languaging): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018) / [ed] Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Karlstad: Karlstad University Press, 2019, Vol. 27, s. 259-278Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on a study of teachers of English as a foreign language (EFL) in Sweden that aimed to generate a list of potential ideas for a research agenda in the English subject for upper primary school(grades 4−6), lower secondary school (grades 7−9) and upper secondary school (English 5, 6 and 7). Participating teachers responded to survey items that were based on the current National Curriculum for the English subject for grades 4−9 (i.e., LGR 11) and upper secondary school (i.e., LGY 11), which aim to stipulate content but not methods for teaching. As such, teachers are often left to interpret the curriculum themselves, with some support from complementary documents, which can lead to a range of learning outcomes and teacher ability. The survey focused both on teacher perceptions of student performance and the teachers’own confidence in teaching various aspects of the English subject as described in the curriculum. This paper reports the results from the survey, identifying specific aspects of thefour main language skills (i.e., listening, speaking, reading, writing) about which teachers expressed concern in terms of student performance, their own teaching ability, or both. Findings from this study can be used as a tentative agenda for implementing classroom research projects to investigate interpretations of the current steering documents and methods being used in EFL classrooms and the effects of any potential pedagogic innovations.

  • 14.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Learning Second Language Listening2018Ingår i: The Cambridge Guide to Learning English as a Second Language / [ed] Jack Richards and Anne Burns, Cambridge: Cambridge University Press , 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 15.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Listening for Gist2018Ingår i: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 16.
    Siegel, Joseph
    Meiji Gakuin University, Tokyo, Japan.
    Listening vocabulary: Embracing forgotten aural features2016Ingår i: RELC Journal A Journal of Language Teaching and Research in Southeast Asia, ISSN 0033-6882, E-ISSN 1745-526X, Vol. 47, nr 3, s. 377-386Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of 'aural vocabulary' as an important part of 'knowing' words. It describes a set of activities used to improve learners' academic listening abilities and illustrates the activities by using the Academic Word List (Coxhead, 2000).

  • 17.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Notetaking in ELT: A focus on simplification2019Ingår i: The Language Teacher, ISSN 0289-7938, Vol. 43, nr 3, s. 20-24Artikel i tidskrift (Refereegranskat)
  • 18.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Notetaking in English language teaching: Highlighting contrasts2019Ingår i: TESOL Journal, ISSN 0163-7479, E-ISSN 1949-3533, Vol. 10, nr 1, artikel-id UNSP e00406Artikel i tidskrift (Refereegranskat)
  • 19.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Notetaking in TESOL2019Ingår i: The TESOL Encyclopedia of English Language Teaching / [ed] John Liontas, Hoboken, New Jersey: Wiley-Blackwell, 2019Kapitel i bok, del av antologi (Refereegranskat)
  • 20.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Researching Listening Through Action Research2018Ingår i: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 21.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Retentional Effects of Notetaking Instruction in EAP CoursesIngår i: English Language Teaching, ISSN 1916-4742, E-ISSN 1916-4750Artikel i tidskrift (Refereegranskat)
  • 22.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Teaching lecture notetaking with authentic materials2019Ingår i: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, nr 2, s. 124-133Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to ‘take notes’. This approach lacks the scaffolding required for the complex activity. When unpredictable and loosely structured authentic materials are used for notetaking, students can be overwhelmed and teachers left with few pedagogic ideas. To address the need for pedagogy for teaching notetaking with authentic materials, this paper reports a project that introduced a four-step pedagogic sequence in conjunction with TED Talks to upper secondary school students in Sweden. Analysis of pre- and post-intervention comprehension tests and samples of notes suggests that the sequence has positive effects, particularly regarding the quantity of notes recorded. The paper describes and provides justification for each step of the approach and discusses the pedagogic implications.

  • 23.
    Siegel, Joseph
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Teaching top-down and bottom-up strategies2018Ingår i: The TESOL Encyclopedia of English Language Teaching, Hoboken, New Jersey: Wiley-Blackwell, 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 24.
    Siegel, Joseph
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Broadbridge, James
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Firth, Mark
    J. F. Oberlin University, Machida, Tokyo, Japan.
    Saying it 'just right': Teaching for pragmatic success in ELT2019Ingår i: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, nr 1, s. 31-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper helps to address the need for improvement related to the teaching of pragmatic abilities in the ELT classroom. Some of the issues surrounding direct pragmatic instruction are discussed with regard to teachers’ and learners’ roles and expectations. The paper is part of an ongoing research project that practically applies key components of Grice’s maxims and the use of speech acts for consciousness raising and instruction. The authors promote a pragmatic continuum that encourages learners to assess and reflect on their pragmatic abilities. Examples are given to demonstrate its utility for instructors at a variety of levels to enhance learners’ spoken pragmatic ability.

  • 25.
    Siegel, Joseph
    et al.
    Meiji Gakuin University, Tokyo, Japan.
    Broadbridge, James
    Firth, Mark
    Teach your students a lesson about threats2016Ingår i: Back to Basics: Filling the gaps in pragmatics teaching materials / [ed] Donna Tatsuki & Donna Fujimoto, N/A , 2016, s. 98-107Kapitel i bok, del av antologi (Refereegranskat)
  • 26.
    Siegel, Joseph
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Burns, Anne
    University of New South Wales, Sydney, Australia.
    Future directions for the four skills2017Ingår i: International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing / [ed] Anne Burns, Joseph Siegel, Cham: Palgrave Macmillan, 2017, 1, s. 249-254Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Siegel, Joseph
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Crawford, Michael
    Dokkyo University, Japan.
    Ducker, Nathan
    Faculty of Humanities, Miyazaki Municipal University, Miyazaki City, Japan.
    Madarbakus-Ring, Naheen
    Victoria University of Wellington, Wellington, New Zealand.
    Lawson, Andrew
    NIC International College, Japan.
    Measuring the importance of information in student notes: An initial venture2020Ingår i: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 43, artikel-id 100811Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With the growth of English as a medium of instruction (EMI) in many contexts around the world, instructors of English for academic purposes (EAP) are tasked with preparing their learners to succeed in English-speaking academic environments. As the lecture continues to be a core component of academic learning, effective notetaking is critical to success. Although there is a growing body of research regarding notetaking skills in second language (L2) contexts, little of this research focuses on note quality. This situation is problematic for teachers, as there is no consensus on what constitutes “good” notes, making evaluation difficult. The purpose of the current study is to take a first step towards exploring this problem by examining the feasibility of using information units (IUs) as a measurement of note quality. Five teacher-researchers (TRs) rated IUs in two TED Talk transcripts using a three-point scale, based on perceived importance of information. The ratings were compared, and the TRs’ accounts of how they approached and completed the task were compiled. The results revealed a number of issues, in particular the lack of consistency in ratings among the TRs. Potential reasons for these inconsistencies are examined, and possible avenues for future research are outlined.

1 - 27 av 27
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