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John Wells's phonetic blog: what's important in intonation for EFL?

John Wells's phonetic blog: what's important in intonation for EFL? | TELT | Scoop.it
Wells quotes Francis Nolan on priorities for learners:

…I will suggest that what learners need is a strategy which will optimise the pedagogical cost-benefit ratio in terms of (in order of priority) intelligibility, the avoidance of inadvertent offence, and (lowest in priority) the mastery of intonational nuances. Broadly corresponding to these three goals would be three prioritised learning targets: the mastery of accentuation (involving stress placement, rhythm, and pitch prominence achieved by a reduced inventory of pitch accents); the eradication of any L1-influenced phonetic realisations of pitch accents which might convey unintended meaning in English; and (lowest in priority) the acquisition of a more complete set of intonational pitch contrasts.
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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Action didactique : appel à contributions

L es articles proposés s’inscriront dans les axe s de la problématique et plus largement dans les questionnements suivants :
- L’impact du multi/ plurilinguisme sur l’oral et son enseignement ;
- L’oral pour apprendre, l ’oral réflexif et les interactions comme objet e t moyen d’apprentissage;
- La relation/interaction/articulation de l’oral et de l’écrit ;
- Les implications du passage de l’oral à l’oralité sur l’enseignement des langues ;
- Les représentations de l’oral et de l’oralité et leur prise en charge sociodidactique ;
- Littéracies, oral et ora lité ;
- L’oralité dans la littérature et sa didactisation.
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The Spoken Wikipedia Corpora

The Spoken Wikipedia Corpora | TELT | Scoop.it
The SWC is a corpus of aligned Spoken Wikipedia articles from the English, German, and Dutch Wikipedia. This corpus has several outstanding characteristics: hundreds of hours of aligned audio from a diverse set of readers about a diverse set of topics in a well-researched textual genre licensed under a free license (CC BY-SA 4.0) Annotations can be mapped back to the original html phoneme-level alignments
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Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration: Belz 2003

Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration: Belz 2003 | TELT | Scoop.it
Shona Whyte's insight:
Fascinating fine-grained analysis of US-German e-mail exchange drawing on Byram and Halliday in an anatomy of a breakdown in crosscultural communication
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Qu'est-ce que CLARIN? | CLARIN ERIC

Qu'est-ce que CLARIN? | CLARIN ERIC | TELT | Scoop.it
With France having joined CLARIN ERIC in 2017 as an observer, it is important to present to the French community what participation in CLARIN can bring. Why and how is it possible to invest individually or collectively in CLARIN?
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Web-based L2 Syntactic Complexity Analyzer

The L2 Syntactic Complexity Analyzer (L2SCA), developed by Professor Xiaofei Lu at The Pennsylvania State University, is a tool that allows language teachers and researchers to analyze the syntactic complexity of written English language samples, using 14 different measures covering (1) length of production units, (2) amounts of coordination, (3) amounts of subordination, (4) degree of phrasal sophistication and overall sentence complexity. The software runs on UNIX-like (LINUX, MAC OS, or UNIX) systems, which likely calls for familiarity of the command-line interface. The web-based interface to L2SCA, available on this website, eliminates the need for the command line interface and generates the results in just a few clicks away.
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In Defense of Tasks and TBLT: Nonissues and Real Issues | Long 2016

In Defense of Tasks and TBLT: Nonissues and Real Issues | Long 2016 | TELT | Scoop.it
In Defense of Tasks and TBLT: Nonissues and Real Issues - Volume 36 - Michael H. Long
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Pre-conference Proceedings CMC and Social Media Corpora for the Humanities 2017

Papers from upcoming CLARIN event in Italy
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Cahiers de l'APLIUT : 1980 à 2000 sur Persée

Cahiers de l'APLIUT : 1980 à 2000 sur Persée | TELT | Scoop.it
Tous les numéros des Cahiers de l'Apliut publiés en version papier entre 1980 et 2000 ont été numérisés et sont désormais accessibles en ligne sur Persée : http://www.persee.fr/collection/apliu
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Testing Dutch FL at B1 vs B2: Hulstijn et al 2012

This study examines the associations between the speaking proficiency of 181 adult learners of Dutch as a second language and their linguistic competences. Performance in eight speaking tasks was rated on a scale of communicative adequacy. After extrapolation of these ratings to the Overall Oral Production scale of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001), 80 and 30 participants (on average per speaking task) were found to be, respectively, at the B1 and B2 levels of this scale. The following linguistic competences were tapped with non-communicative tasks: productive vocabulary knowledge, productive knowledge of grammar, speed of lexical retrieval, speed of articulation, speed of sentence building, and pronunciation skills. Discriminant analyses showed that all linguistic competences, except speed of articulation, discriminated participants at the two levels of oral production. Subsequent comparisons showed that the distance between B1ers and B2ers was smaller in knowledge of high-frequency words than in knowledge of medium- and low-frequency words. Extrapolation from scores on the vocabulary test yielded estimations of productive vocabularies of, on average, 4000 and 7000 words for B1ers and B2ers, respectively. The grammar test assessed grammatical knowledge in 10 domains. B2ers were found to outperform B1ers on all parts of the test. Thus, the differences in lexical and grammatical knowledge of B1ers and B2ers appear to be a matter of degree, rather than a matter of category or domain. The paper ends with a research agenda for a linguistic underpinning of the CEFR.
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Plurilinguisme ou multilinguisme ? Tremblay 2007

"est plurilingue la personne qui parle (à divers niveaux de compétences) plusieurs langues. Le terme de multilinguisme, appliqué à la société, ne permet pas de distinguer selon qu'il y a connaissance par les individus de plusieurs langues ou simple coexistenc e de plusieurs langues dans cette société"
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The effectiveness of post-reading word-focused activities and their associations with working memory

The effectiveness of post-reading word-focused activities and their associations with working memory | TELT | Scoop.it
The study investigates the effects of post-reading word-focused activities on vocabulary acquisition and the extent to which the effects are mediated by learners' working memory. Eighty-one university students were assigned to three experimental groups (Gap-fill, Sentence-writing, Comprehension-only) and a Control group. After completing a reading comprehension task, the Gap-fill and Sentence-writing groups completed word-focused activities, and the Comprehension-only group answered an essay question without receiving any form-focused instruction; the Control group only completed the tests. The Vocabulary Knowledge Scale developed by Paribakht and Wesche (1997) was employed to measure treatment effects, and a reading span test was used to measure the learners’ working memory capacities. The results show that on the immediate post-test, the Sentence-writing group performed the best, followed by Gap-fill, Comprehension-only, and Control. On the delayed post-test, the Sentence writing and Gap-fill groups equally outperformed the two other groups. Linear regression analysis revealed that working memory significantly predicted the gain scores of the Comprehension-only and the Gap-fill groups on the immediate post-test. Our results partially confirm the Task Involvement Load Hypothesis and suggest an interaction between working memory and the effects of different types of vocabulary instruction.Empty description
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