Language education

  • 文章类型: Journal Article
    通过COVID-19大流行,土著社区坚持土著语言振兴和复垦工作。这项研究利用了社交媒体的扫描,一项调查,和采访,在2020年夏季和秋季进行,主要集中在加拿大,探索:在COVID-19大流行的最初几个月中发生了哪些变化来支持土著语言工作?这些变化对土著语言的振兴和回收有何影响?本文讨论了六个交叉主题:(a)转变和调整语言工作以确保社区健康和安全,(b)建设能力以进行必要的轮班和改编,(c)在网上转移方面面临挑战,(d)在网上和社区推广土著语言,(e)创建和共享语言资源,作为替代或增加的活动,和(f)(重新)设想大流行时期的语言教育和教学法。这些主题体现了大流行期间土著人对土著语言振兴和复垦工作的坚持。
    Through the COVID-19 pandemic, Indigenous communities have persisted in Indigenous language revitalization and reclamation efforts. This research utilized a scan of social media, a survey, and interviews, conducted in the summer and fall of 2020 and primarily focused on Canada, to explore: What shifts to support Indigenous language work occurred during the early months of the COVID-19 pandemic? and What were the impacts of these shifts on Indigenous language revitalization and reclamation? This article discusses six cross-cutting themes: (a) shifting and adapting language work to ensure community health and safety, (b) building capacity to make necessary shifts and adaptations, (c) facing challenges in shifting online, (d) promoting Indigenous languages online and in community, (e) creating and sharing language resources as alternative or increased activity, and (f) (re-)envisioning language education and pedagogy in a pandemic time. These themes exemplify Indigenous persistence in Indigenous language revitalization and reclamation work during the pandemic.
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  • 文章类型: Journal Article
    本研究调查了基于隐喻的语言教学对高中二语词汇学习和保留的多方面影响,订婚,社区的感觉,以及不同维度的存在,即社会,认知,教学,和整体存在。采用准实验设计,本研究提供了一项深度对照试验.这项研究的参与者包括86名(43名男性,43女)图尔基耶的高中英语学习者,他们被分配到两组。对照组使用传统的教学技术,而实验组则使用隐喻技术。这些课程都基于两个群体的社会建构主义理论。前测和后测用于定量评估词汇学习和保留,并揭示这两个领域的实质性改进。一系列精心挑选的心理测量量表捕捉了参与的核心方面,社区的感觉,和存在。研究结果表明,参与度和存在感增加,和语言学习社区内的联系,这证实了MBLT的功效。然而,社会存在的改善没有达到统计学意义。累计,这项研究的发现超越了词汇学习和保留方面的可量化改进。他们通过强调社会互动和数字体现在高中第二语言教育中的意义,揭示了语言学习体验的整体转变。该研究强调了隐喻者在塑造语言教育未来方面的潜力,重新构想传统范式,提出了一个沉浸式的新时代,互动式,和变革教育学。
    This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse\'s potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy.
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  • 文章类型: Journal Article
    本文旨在调查促进跨文化能力(IC)的语言教学MOOC。具体来说,该调查旨在确定与带有IC组件的MOOC最相关的关键词,所教的语言,提供国家,和嵌入式软技能。关键字的选择很重要,因为它们可以指示不同学科之间的联系。在几轮初始搜索中尝试了一组更广泛的关键字之后,我们确定了五个与语言教育最相关的关键词:文化,跨文化,跨文化,多元文化,和社会。然后选择具有这五个关键词的语言学习课程进行进一步分析。结果总结如下:(1)大多数语言教学MOOCs都是在关键词“文化”下发现的,\“表明语言教育与跨文化交际之间有着密切的联系;(2)在目标语言和提供国家方面,发现英语,中文,西班牙语是跨文化能力背景下广泛教授的主要语言;中国,美国,在这方面,爱尔兰和爱尔兰是提供MOOC数量最多的三个国家;美国,英国,澳大利亚和澳大利亚是提供不同语言的MOOC数量最多的三个国家。结果表明,有限数量的语言和提供国家主导了语言学习MOOC。该研究呼吁通过MOOC教授多种语言和文化,为全球受众提供更多样化的知识体系。(3)语言教学MOOCs不仅注重语言,还旨在培养五种类型的软技能(语言学习技能,沟通技巧,商业和创业技能,职业发展技能,和文化发展技能),这表明跨文化能力及其相关的软技能通常是嵌入在此类MOOCs课程中的重要组成部分。
    This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword \"culture,\" indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.
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  • 文章类型: Editorial
    暂无摘要。
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  • 文章类型: Journal Article
    本研究旨在探索如何建立有效的跨机构实践社区(CoP),以促进技术增强的语言学习和教学(TeLL&T)。由于近年来大规模实施技术增强的语言学习和教学,迫切需要建立这样的CoP。在这项研究中,采用了行动研究设计,并确定了建立TeLL&TCoP的五个阶段程序:(1)通过调查和访谈调查TeLL&T的学生和教师需求;(2)确定组成CoP的关键群体;(3)构建CoP网站,以提供具有丰富TeLL&T资源的平台;(4)大学生和教师通过各种方式分享TeLL&T的良好做法(CoP5)活动;在大学生和教师中进行了不同的评估调查,以评估CoP活动的有效性。评估调查的结果表明,CoP的活动得到了好评。这项研究还说明了在TeLL&T上创建和维护大量CoP的挑战和解决方案。希望这些发现将为如何在TELL&T上建立有效的CoP提供一些启示。
    This study aims to explore how an effective cross-institutional Community of Practice (CoP) can be established to promote technology-enhanced language learning and teaching (TeLL&T) at tertiary level, as there is an urgent need for establishing such CoPs due to the large-scale implementation of technology-enhanced language learning and teaching in recent years. In this study, an action research design was adopted, and a five-stage procedure has been identified for the establishment of the CoP on TeLL&T: (1) Investigation of students\' and teachers\' needs in TeLL&T through surveys and interviews; (2) Identifying a critical mass to form the CoP; (3) Constructing the CoP website to provide a platform with rich TeLL&T resources; (4) University students and teachers sharing their good practices of TeLL&T through various means; (5) Evaluation of the CoP activities. Different evaluation surveys were conducted among university students and teachers to evaluate the effectiveness of the CoP activities. Findings of evaluation surveys suggest that the CoP activities were well received. This study also illustrated the challenges and solutions of creating and maintaining a substantial CoP on TeLL&T. It is hoped that the findings will shed some light on how to establish an effective CoP on TeLL&T at tertiary level.
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  • 文章类型: Journal Article
    语言教学本质上是一种复杂的社会实践,具有许多个人和上下文方面。这取决于教师如何看待自己,他们被别人感知的方式,以及他们在课堂中的角色和定位及其发生的互动。尽管对英语作为外语(EFL)教师的专业认同的研究激增,它与代理和定位的联系在学术界被广泛忽视。在这种背景下,本研究旨在从理论上探索教师职业认同之间的关系,agency,在语言教育中的定位。要做到这一点,参考不同的定义,回顾了这一研究路线的理论和实证基础,尺寸,方法,和每个结构的概念化。此外,为了认可他们的紧密联系,科学发现从以前的研究是建立在。此外,这条调查路线对EFL环境中不同利益相关者的影响,特别是教师的详细介绍。最后,该研究列举了该领域的一些研究空白,并为热情的学者提出了一些未来的方向。
    Language teaching is by nature a complex and social practice with numerous personal and contextual aspects. It hinges upon how teachers perceive themselves, the way they are perceived by others, and their roles and positioning in the classroom and its occurring interactions. Despite the proliferation of research on English as a foreign language (EFL) teachers\' professional identity, its association to agency and positioning has been widely ignored in academia. Urged by this backdrop, the current study was a bid to theoretically explore the relationship among teachers\' professional identity, agency, and positioning in language education. To do so, the theoretical and empirical underpinnings of this line of research are reviewed referring to different definitions, dimensions, approaches, and conceptualizations of each construct. Additionally, to approve their strong linkage, scientific findings from previous studies are built upon. Furthermore, the implications of this line of inquiry for different stakeholders in EFL contexts, especially teachers are presented in detail. Finally, the study enumerates a number of research gaps in this domain and suggests some future directions for enthusiastic scholars.
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  • 文章类型: Journal Article
    UNASSIGNED:虽然越来越多的研究表明,西班牙语课程可以促进西班牙语的维护,并导致传统演讲者的整体教育成果得到改善,几乎没有经验或纵向证据表明影响他们在中学西班牙语课程注册的因素。为了解决这个问题,目前的研究是大规模的,纵向方法调查中学(6-12年级)西班牙语和其他非英语语言课程的入学率,以及预测传统演讲者在非英语语言课程中的入学率和表现的因素。
    UNASSIGNED:我们分析了迈阿密学校准备项目(MSRP)的子样本数据,大规模,纵向研究由17341名西班牙语传统使用者组成(47%为女性,95.4%西班牙裔/拉丁裔,82.8%收到免费/减价午餐,和18.3%的残疾)从4岁到高中毕业。
    未经评估:一般来说,传统人士在西班牙语语言课程的入学率高于其他非英语语言课程(52.2%和25.3%,分别)。注册模式因不同类型的语言和年级而异。学生水平因素,包括残疾状况,贫困状况,早期的行为问题,和先前的学业成绩显着预测学生的西班牙语入学率和非英语语言课程的表现。
    UNASSIGNED:研究结果揭示了美国这一不断增长的学校人口的语言学习的长期模式,对未来的研究和学校政策产生了影响,这些研究和学校政策旨在改善传统语言学习和维护以及语言少数族裔学生的语言教育的公平机会。
    UNASSIGNED: While a growing body of research indicates that Spanish language courses can promote Spanish maintenance and lead to overall improved educational outcomes among heritage speakers, there is little empirical or longitudinal evidence of factors that shape their enrollment in Spanish language courses at the secondary level. To address this issue, the current study takes a large-scale, longitudinal approach to investigate rates of enrollment in secondary school (6th-12th grade) Spanish and other non-English language courses, as well as factors that predict heritage speakers\' enrollment and performance in non-English language courses.
    UNASSIGNED: We analyzed subsample data from the Miami School Readiness Project (MSRP), a large-scale, longitudinal study consisting of 17,341 heritage speakers of Spanish (47% female, 95.4% Hispanic/Latino, 82.8% received free/reduced-price lunch, and 18.3% with a disability) who were followed from 4 years old until the end of high school.
    UNASSIGNED: In general, Heritage speakers enrolled in Spanish language courses at a higher rate than other non-English language courses (52.2 and 25.3%, respectively). Enrollment patterns varied across different type of languages and grade level. Student-level factors including disability status, poverty status, early behavioral problems, and prior academic achievement significantly predicted students\' enrollment in Spanish and performance in non-English language courses.
    UNASSIGNED: Findings shed light on the long-term patterns of language study of this growing segment of the US school population with implications for future research and school policies that seek to improve heritage language learning and maintenance as well as equitable access to language education for language-minority students.
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  • 文章类型: Journal Article
    听写被认为是测试法语作为外语(FFL)学习者语言能力的有效练习。然而,传统的听写教学方法降低了教学反馈效率。为了补救这一点,本研究采用基于设计的研究方法,并为听写实践建立了一个自动错误类型注释平台FRETA-D(法语错误类型注释的听写),以追求FFL教师和学生的智能教学反馈。FRETA-D可以自动识别错误边界,并将错误分类为学习者的听写文本中的细粒度错误类型。FRETA-D具有基于具有25种主要错误类型的框架的独立于数据集的分类器,这是从法语语法规则和频繁的学习者听写错误的特征中得出的。邀请5名法语教师对随机抽取的147个样本进行自动预测误差类型的适当性评价,合格率达到85%以上。通过与手动标记的参考文献进行比较,对1,009个句子进行自动评估也显示出有希望的结果,与人类判断达到85%以上的一致性。FRETA-D的可及性也得到了50名具有不同专业背景的中国本科FFL学习者的证实。FRETA-D有助于对学习者的错误类型进行动态统计分析。并且我们与以前的研究结果相同,即听写错误与学习者对法语音素和字素的掌握之间存在因果关系。
    Dictation is considered an efficient exercise for testing the language proficiency of learners of French as a Foreign Language (FFL). However, the traditional teaching approach to dictation reduces the instructional feedback efficiency. To remedy this, this study adopts a design-based research approach and builds an automatic error type annotation platform for dictation practice named FRETA-D (French error type annotation for dictation) to pursue intelligent pedagogical feedback for both FFL teachers and students. FRETA-D can automatically identify error boundaries as well as classify the errors into fine-grained error types in learners\' dictation texts. FRETA-D features a dataset-independent classifier based on a framework with 25 main error types, which is generalized from French grammar rules and characteristics of frequent learner dictation errors. Five French teachers are invited to evaluate the appropriateness of automatically predicted error types of 147 randomly selected samples, and the acceptance rate reaches more than 85%. Automatic evaluation on 1,009 sentences by comparing with manually labeled references also shows promising results, reaching more than 85% consistency with human judgments. The accessibility of FRETA-D has also been confirmed by 50 Chinese undergraduate FFL learners with different professional backgrounds. FRETA-D facilitates conducting dynamic statistical analysis of learners\'error types. And we share the same findings with previous studies that there exist causal links between the dictation errors and learners\' mastery of French phoneme and grapheme.
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  • 文章类型: Journal Article
    这项研究的目的是检查参与学生的基于论证的学术写作过程以及这些过程对学生的学术写作技能的贡献。研究的参与者,这是通过混合方法研究设计进行的,是一组53职前土耳其教师,他们在2020-2021学年期间在土耳其的一所州立大学接受土耳其教育计划的第一年。在这项研究中,数据是通过学生产品获得的,rubrics,反思参与者日记,和半结构化面试表格。使用SPSS23对定量数据进行分析,和NVivo12程序用于定性数据分析。当一般考虑分析结果时,可以推断,基于论证的学术写作实践有助于学生在“主题和内容”维度上的发展,\"\"组织,\"\"语言使用,\"\"引文,\"和\"写入过程。“在从反思日记和访谈中获得的数据中,尽管指出了一些困难,学生们关于他们发展的陈述脱颖而出。此外,有人指出,论证不仅有助于学生的学术写作技巧,还有他们思维的发展,客观性,研究动机,和批判性思维。
    The purpose of this research is to examine the participating students\' argumentation-based academic writing processes and the contributions of these processes to the students\' academic writing skills. The participants of the study, which was conducted through mixed method research design, were a group of 53 pre-service Turkish Teachers who are in their first year of Turkish education program at a state university in Turkey during the 2020-2021 academic year. In this research, the data were obtained through student products, rubrics, reflective participant diaries, and a semi-structured interview form. SPSS 23 was used in the analysis of the quantitative data, and NVivo 12 programs were used in the analysis of qualitative data. When the results of the analyses are considered in general, it can be deduced that academic writing practices based on argumentation contributed to the development of students in the dimensions of \"subject and content,\" \"organization,\" \"language use,\" \"citation,\" and \"writing process.\" In the data obtained from the reflective diaries and interviews, although some difficulties were pointed out, the statements of the students regarding their development came to the fore. In addition, it was pointed out that argumentation contributes not only to students\' academic writing skills, but also their development of thinking, objectivity, research motivation, and critical thinking.
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  • 文章类型: Journal Article
    学习者在任何学习领域的成功表现,包括第二/外语,被认为是教育系统中的一个关键问题。此外,各种学习者变量,特别是,应该考虑动机,因为高水平的动机可以产生许多积极的结果。文献介绍了期望值理论(EVT)作为一种最新的动机方法,这引起了研究人员的注意。EVT作为一种基本的综合范式,有助于研究人员和教师理解学习者的动机和行为,事实证明,它对理解学习者使用的认知过程非常有帮助,以及他们的成就。基于这一理论,成功的表现,包括圆满完成任务和未来愿望,主要受对任务或域的结果和价值的预期影响。EVT可以被视为一个镜头,通过它可以看到动机的各个方面。这将为学习者的参与度和成就铺平道路。EVT非常重视学习者对实现目标的合理期望。它还强调弄清楚实现学习目标的价值,这将增强二语学习的动机。当前的审查旨在研究期望值动机模型如何影响学习动机,订婚,参与教育任务,和学习者的学习成绩。
    The successful performance of learners in any field of study, including a second/foreign language, is deemed as a pivotal concern in the educational system. Furthermore, the various learner variables, in particular, motivation should be taken into consideration, as a high level of motivation can yield many positive outcomes. Literature introduces the expectancy-value theory (EVT) as a recent approach to motivation, which has caught the attention of researchers. EVT as a basic and integrated paradigm helps the researchers and teachers to understand learners\' motivations and behaviors, and it has proved to be very helpful in understanding cognitive processes used by the learners, as well as their achievement. Based on this theory, successful performance, including the successful completion of the task and future aspirations, is mainly impacted by perceived expectancies regarding the outcome and value of tasks or domains. EVT can be viewed as a lens through which the aspects of motivation can be seen. This would pave the way for learners\' engagement and their achievement. EVT attaches great importance to learners\' reasonable expectations regarding the accomplishment of a goal. It also emphasizes figuring out the value of achieving the learning goal, which would enhance the motivation for L2 learning. The current review is aimed at examining how the expectancy-value motivational model impacts academic motivation, engagement, and participation in educational tasks, and learners\' academic performance.
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