The Time Factor in EFL Classroom Practice.
The Time Factor in EFL Classroom Practice.
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英语课堂实践中的时间因素。
DOI：
10.1111/j.1467-9922.2010.00591.x
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发表时间：
2011
影响因子：
4.4
通讯作者：
Raquel Serrano
中科院分区：
文献类型：
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作者：
Raquel Serrano
本文通过比较两种类型的EFL（英语作为外语）课程来分析课堂练习时间的分配是否对学生的外语学习有任何影响：一种是在短时间内分配长时间的教学时间（强化课程），另一种是在长时间内参加短时间的教学时间（常规课程）。收集了两个熟练程度的152名参与者的数据。学生的语法和词汇知识，以及听力，写作和口语技能通过各种任务进行了检查。分析结果表明，中级水平的学生往往使更多的语言增益在强化课程比在常规课程，而先进的EFL学生似乎没有受益于强化课堂练习中级学生一样多。
This article analyzes whether the distribution of the hours of classroom practice has any effect on students’ foreign language gains by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course) and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners’ grammar and vocabulary knowledge, as well as listening, writing, and speaking skills were examined through a variety of tasks. The results of the analyses performed indicate that intermediate-level students tend to make more language gains in intensive programs than in regular programs, whereas advanced EFL students do not seem to benefit from intensive classroom practice as much as intermediate students do.