FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W89870249> ?p ?o ?g. }

• W89870249 endingPage "270" @default.
• W89870249 startingPage "265" @default.
• W89870249 abstract "Abstract Gifted second language learners deserve an optimal learning environment in which to develop talent. Direct grammar instruction capitalizes on the strengths of high-ability students allowing them to form their understanding of the structure of the language and progress rapidly toward communicative competence. Direct instruction of communication strategies can provide the tools that will enable them to develop an effective interlanguage. Gifted and talented students arrive at the classroom with prior skills that must be utilized to enhance their learning experience in meaningful ways. Introduction The ongoing debate over the most appropriate and effective method of instruction for second language students has torn the field in opposing directions for decades. The influence of first language studies on second language instruction is clearly visible in immersion programs and acquisition-based methods. As more research emerges demonstrating the differences between first and second language acquisition as distinct processes, curriculum developers are learning to take advantage of students' prior knowledge and experience in an effort to maximize learning potential in the second language classroom. The highly sensitive topic of direct grammar instruction, while taboo for an extended period of time, has resurfaced as a strategy designed to capitalize on the pre-existing structural understanding of one's first allowing students to make connections, hypothesize, and utilize higher order thinking skills in the construction of their interlanguage in the process of second language learning. Gifted and talented students in particular are in a position to apply their superior abilities to the learning of a second language. Advanced verbal and higher order thinking skills inherent in those with a high aptitude for learning can serve as catalysts for linguistic comparisons and rapid competence development if provided instruction on the linguistic structures necessary for those connections to take place. In order to encourage multilingualism among the most capable students in a classroom, direct grammar instruction can be supplemented with the explicit instruction of communication strategies in order to prolong communicative opportunities and strengthen self-confidence. Accepting that certain learners arrive at the classroom with prior knowledge that can prove beneficial to communicative development can help promote motivation and self-efficacy in the second language classroom while maximizing the potential of the learners. Direct grammar instruction coupled with an understanding of communication strategies can enhance language learning in the gifted and talented population furthering the global intelligence and capabilities of the future leaders of society. Acquisition vs. Learning Arguably the most controversial perspective regarding second language learning was introduced by the work of Stephen Krashen in the 1980s. The Acquisition-Learning Hypothesis claims that adult second language learners internalize language both consciously and subconsciously (Brown, 1994, p. 279). In his pivotal study of 1959, Robert Lado had distinguished between these two distinct and independent ways to develop competence. He stated that 'acquisition' was a process similar, if not identical, to the way children develop their first while 'learning' referred to conscious knowledge of a second knowing the rules, being aware of them, and being able to talk about them (Lado, 1964). Douglas describes 'acquisition' as a subconscious and intuitive process used by children to pick up a language, and 'learning' as a conscious process in which learners attend to form, figure out rules, and are generally aware of their own process (Brown, 1994, p. 279). Barry McLaughlin (1990) utilizes the terms controlled and automatic processes to describe the acquisition and learning processes. …" @default.
• W89870249 created "2016-06-24" @default.
• W89870249 creator A5084470593 @default.
• W89870249 date "2006-03-22" @default.
• W89870249 modified "2023-09-26" @default.
• W89870249 title "Strategies for Gifted Second Language Learners" @default.
• W89870249 hasPublicationYear "2006" @default.
• W89870249 type Work @default.
• W89870249 sameAs 89870249 @default.
• W89870249 citedByCount "2" @default.
• W89870249 countsByYear W898702492014 @default.
• W89870249 crossrefType "journal-article" @default.
• W89870249 hasAuthorship W89870249A5084470593 @default.
• W89870249 hasConcept C123960582 @default.
• W89870249 hasConcept C129353971 @default.
• W89870249 hasConcept C138885662 @default.
• W89870249 hasConcept C145420912 @default.
• W89870249 hasConcept C15744967 @default.
• W89870249 hasConcept C170350167 @default.
• W89870249 hasConcept C19417346 @default.
• W89870249 hasConcept C207489910 @default.
• W89870249 hasConcept C26022165 @default.
• W89870249 hasConcept C2777549822 @default.
• W89870249 hasConcept C41008148 @default.
• W89870249 hasConcept C41895202 @default.
• W89870249 hasConcept C47177190 @default.
• W89870249 hasConcept C74672266 @default.
• W89870249 hasConceptScore W89870249C123960582 @default.
• W89870249 hasConceptScore W89870249C129353971 @default.
• W89870249 hasConceptScore W89870249C138885662 @default.
• W89870249 hasConceptScore W89870249C145420912 @default.
• W89870249 hasConceptScore W89870249C15744967 @default.
• W89870249 hasConceptScore W89870249C170350167 @default.
• W89870249 hasConceptScore W89870249C19417346 @default.
• W89870249 hasConceptScore W89870249C207489910 @default.
• W89870249 hasConceptScore W89870249C26022165 @default.
• W89870249 hasConceptScore W89870249C2777549822 @default.
• W89870249 hasConceptScore W89870249C41008148 @default.
• W89870249 hasConceptScore W89870249C41895202 @default.
• W89870249 hasConceptScore W89870249C47177190 @default.
• W89870249 hasConceptScore W89870249C74672266 @default.
• W89870249 hasIssue "1" @default.
• W89870249 hasLocation W898702491 @default.
• W89870249 hasOpenAccess W89870249 @default.
• W89870249 hasPrimaryLocation W898702491 @default.
• W89870249 hasRelatedWork W166813892 @default.
• W89870249 hasRelatedWork W1991144302 @default.
• W89870249 hasRelatedWork W2105088257 @default.
• W89870249 hasRelatedWork W2141115761 @default.
• W89870249 hasRelatedWork W214538071 @default.
• W89870249 hasRelatedWork W2181600341 @default.
• W89870249 hasRelatedWork W228323047 @default.
• W89870249 hasRelatedWork W2340930868 @default.
• W89870249 hasRelatedWork W2591549880 @default.
• W89870249 hasRelatedWork W2604380220 @default.
• W89870249 hasRelatedWork W3125609797 @default.
• W89870249 hasRelatedWork W3144325707 @default.
• W89870249 hasRelatedWork W804381865 @default.
• W89870249 hasRelatedWork W2141789272 @default.
• W89870249 hasRelatedWork W2336280464 @default.
• W89870249 hasRelatedWork W2600167135 @default.
• W89870249 hasRelatedWork W2604315966 @default.
• W89870249 hasRelatedWork W2608346739 @default.
• W89870249 hasRelatedWork W2628459625 @default.
• W89870249 hasRelatedWork W2737258779 @default.
• W89870249 hasVolume "10" @default.
• W89870249 isParatext "false" @default.
• W89870249 isRetracted "false" @default.
• W89870249 magId "89870249" @default.
• W89870249 workType "article" @default.