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social research number 31 2018 publication date 07 06 2018 rapid evidence assessment effective second language teaching approaches and methods mae r ddogfen yma hefyd ar gael yn gymraeg this ...

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     SOCIAL RESEARCH NUMBER: 
     31/2018 
     PUBLICATION DATE: 
     07/06/2018 
 
 
 
 
    Rapid Evidence Assessment: 
 
    Effective Second Language Teaching 
 
    Approaches and Methods 
     
  Mae’r ddogfen yma hefyd ar gael yn Gymraeg.  
  This document is also available in Welsh. 
       © Crown Copyright       Digital ISBN 978-1-78937-321-9 
      
     Rapid Evidence Assessment: Effective Second Language Teaching 
     Approaches and Methods 
      
     Authors: Fitzpatrick, T., Morris, S., Clark, T., Mitchell, R., Needs, J., 
     Tanguay, E. and Tovey, B. 
              
       
     Full Research Report: Fitzpatrick, T., Morris, S., Clark, T., Mitchell, R., Needs, J., Tanguay, 
     E. and Tovey, B. (2018). Rapid Evidence Assessment: Effective Second Language 
     Teaching Approaches and Methods. Cardiff: Welsh Government, GSR report number 
     31/2018. 
      
     Available at: https://gov.wales/statistics-and-research/assessment-effective-second-
     language-teaching-approaches-methods/?lang=en  
      
     Views expressed in this report are those of the researcher and not necessarily those of the 
     Welsh Government. 
      
     For further information please contact: 
     Catrin Redknap 
     Social Research and Information Division 
     Knowledge and Analytical Services 
     Welsh Government 
     Cathays Park 
     Cardiff 
     CF10 3NQ 
     Tel: 0300 025 5720 
     Email: catrin.redknap@gov.wales  
      
                          
       
      Table of contents 
       
      List of Tables.......................................................................................................................... 4 
      List of Figures ........................................................................................................................ 4 
      Glossary ................................................................................................................................. 5 
      1.  Introduction ............................................................................................................... 7 
       Aims and rationale for the Rapid Evidence Assessment (REA) ......................................... 7 
       Policy background and development .................................................................................. 8 
       Project objectives ............................................................................................................... 9 
       Investigative framework – definition and interpretation of terms ......................................... 9 
       Project Team .................................................................................................................... 11 
       Approach and structure of the report ................................................................................ 11 
      2.  Methodology ............................................................................................................ 13 
       Defining the research question ......................................................................................... 13 
       Methodological approach ................................................................................................. 14 
       Phase 1 – Search ............................................................................................................. 16 
        Database searches ....................................................................................................... 16 
        Supplementary searches .............................................................................................. 18 
        Quality assurance at Phase 1 ....................................................................................... 20 
       Phase 2 – Screening, selection and categorisation .......................................................... 20 
        Phase 2a – Screening .................................................................................................. 20 
        Phase 2b – Identification of thematic domains, and preliminary categorisation ............ 21 
        Quality assurance at Phase 2 ....................................................................................... 23 
       Phase 3 – Detailed data extraction and weighing of evidence ......................................... 23 
        Quality assurance at Phase 3 ....................................................................................... 26 
       Phase 4 – Clustering items and synthesising key findings ............................................... 26 
      3.  Findings ................................................................................................................... 27 
       Vocabulary competence ................................................................................................... 29 
        The effect of CLIL instruction on vocabulary development ........................................... 29 
        Focusing attention and intentional learning activity on form and meaning of individual 
        vocabulary items ........................................................................................................... 31 
                              1 
       
        Input-Only, and Input plus Interaction Instruction.......................................................... 32 
        Involvement Load ......................................................................................................... 33 
        Integrating imagery, gesture and movement................................................................. 34 
        Summary of Vocabulary Competence findings ............................................................. 35 
       Grammatical competence ................................................................................................ 35 
        Explicit Instruction ......................................................................................................... 35 
        Content and Language Integrated Learning (CLIL) ...................................................... 37 
        Oracy and Literacy ........................................................................................................ 37 
        Summary of Grammatical Competence findings ........................................................... 38 
       Reading competence ....................................................................................................... 38 
        Developing lower-level processing skills ....................................................................... 39 
        Developing higher-level processing skills ..................................................................... 41 
        Summary of Reading Competence findings.................................................................. 43 
       Writing competence .......................................................................................................... 43 
        The role of technology in writing development .............................................................. 43 
        Non-traditional approaches to writing instruction .......................................................... 45 
        Taught strategies to promote writing skills .................................................................... 47 
        Summary of Writing Competence findings .................................................................... 48 
       Speaking and listening competence ................................................................................. 48 
        Interaction and negotiating meaning ............................................................................. 49 
        Pronunciation ................................................................................................................ 51 
        Listening ....................................................................................................................... 52 
        Speaking and listening strategies ................................................................................. 53 
        Summary of Speaking and Listening Competence findings .......................................... 54 
       General language competence ........................................................................................ 54 
        CLIL and partial CLIL .................................................................................................... 55 
        Amount and distribution of instruction time ................................................................... 57 
        Isolated and integrated Form Focused Instruction ........................................................ 57 
        Technology and language learning ............................................................................... 58 
        Use of songs in the language classroom ...................................................................... 59 
        A note on approaches and methods ............................................................................. 59 
        Summary of General Language Competence findings ................................................. 60 
                              2 
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...Social research number publication date rapid evidence assessment effective second language teaching approaches and methods mae r ddogfen yma hefyd ar gael yn gymraeg this document is also available in welsh crown copyright digital isbn authors fitzpatrick t morris s clark mitchell needs j tanguay e tovey b full report cardiff government gsr at https gov wales statistics lang en views expressed are those of the researcher not necessarily for further information please contact catrin redknap division knowledge analytical services cathays park cf nq tel email table contents list tables figures glossary introduction aims rationale rea policy background development project objectives investigative framework definition interpretation terms team approach structure methodology defining question methodological phase search database searches supplementary quality assurance screening selection categorisation a identification thematic domains preliminary detailed data extraction weighing clusteri...

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