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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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