Gladys Jean
Biographic Data
| ID | 3843701 |
|---|---|
| NAME | Gladys Jean |
| GIVEN NAMES | Gladys |
| FAMILY NAME | Jean |
| SIGNATURE | JEAN G |
| AFFILIATIONS | Université du Québec à Montréal |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles
Grammar Teaching and Learning in L2: Necessary, but Boring
This descriptive inquiry-based study targeted second language (L2) high school students’ (n = 2321) and teachers’ (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students’ and teachers’ beliefs and perceptions, and very few differences according to the target language and st…
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
This descriptive observational study aimed at exploring the form-focused instruction (FFI) interventions used by four French and four English as-a-second-language high school teachers to draw their students' attention to form. With the help of an Intervention-on-Form(s)-Observation Scheme (IFOS) developed and tested for this purpose, each FFI intervention observed during 60 hours of video-recorded class time was coded according to its type (e.g.,…
Grammar Teaching and Learning in L2: Necessary, but Boring
This descriptive inquiry-based study targeted second language (L2) high school students’ (n = 2321) and teachers’ (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students’ and teachers’ beliefs and perceptions, and very few differences according to the target language and st…
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
This descriptive observational study aimed at exploring the form-focused instruction (FFI) interventions used by four French and four English as-a-second-language high school teachers to draw their students' attention to form. With the help of an Intervention-on-Form(s)-Observation Scheme (IFOS) developed and tested for this purpose, each FFI intervention observed during 60 hours of video-recorded class time was coded according to its type (e.g.,…
Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles
Grammar Teaching and Learning in L2: Necessary, but Boring
This descriptive inquiry-based study targeted second language (L2) high school students’ (n = 2321) and teachers’ (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students’ and teachers’ beliefs and perceptions, and very few differences according to the target language and st…
An Exploration of L2 Teachers' Use of Pedagogical Interventions Devised to Draw L2 Learners' Attention to Form
This descriptive observational study aimed at exploring the form-focused instruction (FFI) interventions used by four French and four English as-a-second-language high school teachers to draw their students' attention to form. With the help of an Intervention-on-Form(s)-Observation Scheme (IFOS) developed and tested for this purpose, each FFI intervention observed during 60 hours of video-recorded class time was coded according to its type (e.g.,…
Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles
EFL/ESL Teaching and Learning (3 works) · Grammar (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Second Language Acquisition and Learning (2 works) · Class (philosophy) (1 works) · Corrective Feedback (1 works) · Creativity in Education and Neuroscience (1 works)