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Open content licensing for educators - WikiEducator

Open content licensing for educators - WikiEducator | TELT | Scoop.it

A free professional development opportunity from the OER Foundation
3 - 14 December 2012

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015

Effects of pedagogic intervention on development of speech fluency: Tavakoli et al. 2015 | TELT | Scoop.it

This study measured the fluency of learner speech before and after a 4-week intensive English course at a British university. The experimental group received awareness-raising activities, strategy training, and fluency practice, while the control group received more general listening/speaking instruction. On 4 of 9 fluency measures, the experimental group outperformed the control group; speech rate showed the largest advantage, but articulation rate, mean length of run and of pause were also significantly better. (The study also measured accuracy and complexity, but found no difference on 3 of 4 measures, and a slight advantage to the control group on verb accuracy.)

 

The authors suggest that

"providing effective instruction and creating opportunities for practice facilitated the process of proceduralisation of learner interlanguage, which might have contributed to the learners’ preparedness for developing a degree of automatisation in their performance (DeKeyser, 2001, 2007; Segalowitz, 2010)" (p. 17)

 

They conclude that

"a key finding of the current study is that, although the classroom context often provides limited and insufficient opportunities for L2 practice, tailor-made training aimed at improving fluency can have short-term positive effects" (p. 20)

 

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This is an interesting finding from what looks like a well-designed and controlled study, using fewer than 40 learners but in an ecologically valid study and including a range of measures of fluency, accuracy and complexity.  While explanation of the findings in terms of second language theory goes beyond the scope of the paper, the teaching implications are encouraging.

 

The experimental group received the following teaching:

1. Activities to raise awareness of different aspects of fluency. Students lis- tened to a nonnative speaker of English retelling a picture story and evaluated the speaker’s fluency in terms of speed, pausing, and repair measures. Students examined the transcript of the picture story retelling and identified where fluency had broken down.

2. Strategies that can be used for improving fluency. Using lexical fillers (e.g., well) and longer lexical chunks (e.g., let me think) and practising them in conversations. Avoiding repetitions and hesi- tations in conversations when possible.

3. Opportunities for practising fluency. In class: Retelling the picture story that they had listened to in exercise 1. At home: Retelling another picture story and recording their performance, listening

to their own performance to identify fluency problems, and recording their performance of the same task again.


(Ahead of print free access for now.)

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L'intercompréhension

L’intercompréhension est une forme de communication plu-rilingue où chacun comprend les langues des autres et s’ex-prime dans la ou les langue(s) qu’il maîtrise, instaurant ainsiune équité dans le dialogue, tout en développant, à différentsniveaux, la connaissance de langues dans lesquelles on a descompétences de réception (c'est à dire de compréhension)et non de production.

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PDF de 28 pages avec références

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Shakespeare’s Plays: open culture

Shakespeare’s Plays: open culture | TELT | Scoop.it
A couple of years ago we published a post on 'what Shakespeare sounded like to Shakespeare' which highlighted some prominent linguists' attempts to recreate the Elizabethan speech patterns and accents of the playwright's day.
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68 hour playlist, including other languages

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Concerning coursebooks: Steve Brown

Concerning coursebooks: Steve Brown | TELT | Scoop.it
Earlier this year there was a bit of a hoo-hah in the ELT blogging world on the topic of coursebooks.
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Useful summary of recent debate on pros and cons of ELT textbooks, with links and references.

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Language learning theories & DDL: L. Flowerdew 2015

Language learning theories & DDL: L. Flowerdew 2015 | TELT | Scoop.it
  Lynne Flowerdew Language learning theories underpinning corpus-based pedagogy The noticing hypothesis (Schmidt) Attention consciously drawn Noticing linked to frequency counts Implicit vs explicit learning  Constructivist learning Learners engage in discovery learning Inductive learning Cognitive skills, problem solving to understand new data Widmann et al. 2011: the more possible starting points for exploitation, the more likely for CONTINUE READING ...
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Talk summary from Perez Paredes; abstract from conference PDF http://ucrel.lancs.ac.uk/cl2015/doc/CL2015-AbstractBook.pdf. Pity that didactique des langues and data driven leaning both go by #DDL (there's a talk title in there for someone).

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ELTEA call: innovative writing in ELT

ELTED Journal celebrated its 20th anniversary on 24 June 2015 by moving to this new website and sending out a new call for contributions for a special issue, on Innovative Writing in English Language Teacher Education and Development.

English Language Teacher Education and Development (ELTED) Journal - ISSN 1365-3741 - is an open access peer-reviewed journal for the worldwide ELT community which is produced by the  Language Learning, Teaching and Assessment (LLTA) Research Group of the Centre for Applied Linguistics, University of Warwick. It seeks to provide a medium for the exchange of ideas and information on theoretical and applied issues pertaining to English language teacher education. The journal is targeted at all those involved in English language teacher education and development worldwide, for whom, at present, there are few published journals dealing specifically with English language teacher education and development.

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Call for proposals for special issues on innovative writing in ELT teacher education

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Teaching Pragmatics | American English

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities.
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This looks like a nice resource for teachers with practical lesson ideas for different aspects of pragmatics (speech acts like apologies, refusals, negotiating conversation and so on). Lots of clicking to find only PDFs in the end, but names I recognise (Salsbury, Kontra). Planning to use if for training new teachers this fall.

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Needs Analyses and Reflection Logs in Telecollaboration - Fuchs, 2015

Needs Analyses and Reflection Logs in Telecollaboration - Fuchs, 2015 | TELT | Scoop.it
By Dr. Carolin Fuchs, Teachers College, Columbia University.       This contribution describes the potential of...
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Practical introduction to telecollaboration for language learning

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Bibliography and reference apps

Bibliography and reference apps | TELT | Scoop.it

Via Tom D'Amico (@TDOttawa) , Yashy Tohsaku, Imelda Elliott
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Imelda Elliott's curator insight, July 18, 2:49 AM

Interesting apps. Hard to know if it is worht paying for some.

Jason Smith's curator insight, July 18, 1:27 PM

Apps for education

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Improvisation et apprentissage du français : Nouvelle Revue Synergies Canada

L’improvisation : une invitation à voyager en classe de FLE

Marie-Noëlle Cocton 

 

Improviser dans l’espace numérique: des enjeux pour les acteurs de la scène éducative

Catherine Caws 

 

Improviser en classe de Français Langue Étrangère : spontanéité et réflexion à travers le théâtre-forum

Claire Del Olmo 

 

Le je en jeu dans l'apprentissage du français par improvisation

Rachel Lascar-Feldman

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PDF en accès libre

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IATEFL Teacher Development SIG newsletter

IATEFL Teacher Development SIG newsletter | TELT | Scoop.it

Blogging (Dave Dodgson)

Observation (Dale Coulter)

Self-doubt (John Pfordresher)

Things I wish I'd known (various)

Code (Muralee Navaratnam)

EMI (CLIL; Charlotte Giller)

IATEFL information

 

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Read in your browser or download PDF

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Just don't do it

Just don't do it | TELT | Scoop.it
the problem isn’t women’s speech, it’s the way women’s speech is pathologized and policed
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A linguist replies to recent nonsense on women's speech, including uptalk, apologising, body language and "just"

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Colloque EPAL 2015: tweets via katrinrulokoz

le colloque via les tweets-Merci aux organisateurs et à la prochaine!
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Catherine Caws @Catherine Caws

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Recycling activities: narrow reading/listening

Recycling activities: narrow reading/listening | TELT | Scoop.it
As mentioned in previous posts, listening in my opinion is not taught effectively in many MFL classrooms as students are often engaged in listening comprehension tasks that 'feel' more like tests a...
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Practical suggestions for exploiting listening and reading texts for maximum comprehension and vocabulary retention

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Dramatized Science Fiction Stories: Mind Webs

Dramatized Science Fiction Stories: Mind Webs | TELT | Scoop.it
We here at Open Culture believe that, as far as science-fiction delivery systems go, you can't do much better than radio drama.
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Shona Whyte's curator insight, July 25, 7:34 AM

88 hours of audio, free to download

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50+ Google Tools Tutorial Videos

50+ Google Tools Tutorial Videos | TELT | Scoop.it

Playlist of Google tools tutorials currently has more than 50 videos covering topics like Google Sites, Blogger, YouTube tricks, Google Calendar settings, and Google Drive features.

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Somewhat daunting list, but some good tips.

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Connaissances et usages en langue seconde: colloque Nantes

Le colloque accueillera des communications qui exposent les résultats de recherches sur l'acquisition de langue seconde (y compris sur les langues d'héritage) et interrogent l'interface entre connaissances et usages en langue seconde. Sont encouragés des travaux mettant en place des dispositifs originaux pour accéder aux connaissances et usages des locuteurs, des travaux sur des langues peu étudiées et des études contrastives de productions de locuteurs plus ou moins exposés à des connaissances déclaratives.
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Plenières : Nick Ellis, Barbara Köpke, Emma Marsden

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Language knowledge & language use in expert teacher's classroom: Lam, 2009

While the importance attached to theintegration of form and meaning (Long andRobinson 1998) andencouraginglearners to“notice” linguistic forms (Schmidt 2001: 4)is now well established, there has been littleempirical research that explores secondlanguage teacher use of techniques to directlearner attention to both language form andlanguage use in on-going classroominteractions. The main aim of this article isto profile the methods of an experiencedteacher in directing learner attention to bothlanguage knowledge and language use withinthe English as a Foreign Language (EFL)classroom, thereby providing insights foreffective English teaching.
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Teaching Pronunciation: Top tips from Laura Patsko

Teaching Pronunciation: Top tips from Laura Patsko | TELT | Scoop.it
Our Senior Research Manager Laura Patsko shares the first five of her top ten tips for teaching pronunciation. 1. Make sure you teach pronunciation! First and foremost on this list of top tips: don’t be afraid of teaching pronunciation! It isn’t just a ‘nice to have’. It affects all areas of language learning – for …
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Nothing to argue with here.

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Arizona State University, Claire McLaughlin's curator insight, July 23, 7:53 AM

Very useful information. I especially like tips 3, 4, and 5.

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Corpus linguistics 2015

The eighth international Corpus Linguistics conference (CL2015) will be held at Lancaster University from Tuesday 21st July 2015 to Friday 24th July 2015, preceded by a workshop day on Monday 20th July.

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Abstracts here for #cl2015 on #corpus #linguistics. Focus on learner corpora, paper by @loopy63 and lots of jokes about the importance of size ...

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Quick and dirty vocabulary gapfill: Olya Sergeeva

Quick and dirty vocabulary gapfill: Olya Sergeeva | TELT | Scoop.it

"Apparently, just 12 lexical verbs (say, get, go, know, think, see, make, come, take, want, give, and mean) account for 45% of lexical verbs used in conversation. Biber and Reppern suggest that, since they are so frequently used in speech, these verbs require more attention in class than they currently do, judging by the coursebooks that they reviewed, and that they should be used more to exemplify various grammar structures.

 

I’m thinking of giving the students an occasional gap-fill exercise based on the reading and listening texts that we are working on, with these verbs gapped out. Finding and replacing the various forms of these verbs could be time-consuming, but there’s a free nifty little text editor called Notepad++ in which one can make such a gap-fill exercise in one click.

 

 

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This is clever.

 

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Vocabulary Activities

Vocabulary Activities | TELT | Scoop.it

We all have our go-to activities – those activities that we have found to be effective for our context, students, and style. I’d like to share a few of my favorite ways to teach vocabulary.

 

 

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Lots of activities, resources, and links for vocabulary teaching

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TRELA conference: July 2015

Programme with keynotes and other speakers

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Recent applied linguistics conference in Paris

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ELT Listening Material: Nathan Hall

ELT Listening Material: Nathan Hall | TELT | Scoop.it
Here is a regularly updated collection of authentic and adapted listening material that could be used in an English language classroom or my students for extensive listening. Click on the title of ...
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Nice list of listening resources in categories with brief descriptions.

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Arizona State University, Claire McLaughlin's curator insight, July 17, 10:45 AM

This is quite an extensive bank of listening sites.  Some are familiar (Ted Talks, ELLLO, NPR's Story Corps and VOA) but there are many others that include stories, news and interviews from around the world, and academic lectures. Several of the sites are specifically for English language learners.  This impressive library of listening material should be on every ESL/EFL teacher's favorites.