Please use this identifier to cite or link to this item:
Title: The Affordances of Variation Theory (New Phenomenography) in Enhancing EAL Students' Learning
Authors: Sabbaghan, Soroush
Keywords: Variation theory;English language teaching;Teaching vocabulary
Issue Date: Jun-2015
Citation: Sabbaghan, S. "The Affordances of Variation Theory (New Phenomenography) in Enhancing EAL Students' Learning" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 158-167. Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: Variation theory is relatively new perspective on learning and has not been comprehensively explored in the English as an additional language (EAL) context. Research in other educational fields has shown that lesson structures informed by variation theory have been able to enhance student learning. This paper is an attempt to demonstrate how lesson structures guided by variation theory can be applied to teaching vocabulary. An analysis of the lesson presented suggests that using variation theory in an EAL context provides affordances that increases the probably of student learning, and merits further investigation.
ISBN: 978-0-88953-384-4
Appears in Collections:IDEAS 2015: Designing Responsive Pedagogy

Files in This Item:
File Description SizeFormat 
17 The affordances - Sabbaghan.pdf331.6 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.