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Les modèles d'enseignement et d'apprentissage : Université de Mons

Cours très complet sur les théories de l'apprentissage et de l'enseignement : comportementalisme, cognitivisme, constructivisme et d'autres modèles, avec des activités d'apprentissage pour l'internaute.
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Stephanie Moreau's curator insight, January 15, 2014 8:14 AM

les théories de l'apprentissage modelisées

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Van der Zwaard: Patterns of (negotiated) interaction during telecollaboration between NSs and advanced NNSs

Dyadic communication between Australian and Dutch participants during a digital task designed as part of a telecollaboration project

The research project focuses on the occurrence of negotiation of meaning (or absence thereof) during one - to - one interaction via two forms of synchronous computer - mediated communication (SCMC): video call (or video call) and instant chat - messaging (written chat).

The studies aim to combine two of the most significant trends in L2 - education: digital technology and task - based language teaching (TBLT). Research into the efficacy of communication through different digital tools within L2 - learning environments is still underdeveloped, although the 21st - century networked society is entering the language classroom and educators are urged to include digital communication in (academic) language acquisition curricula. Negotiation of meaning studies have proven to be a prolific research area, although different claims have been made concer ning occurrence and effect and only recently have investigations started to explore the implications of negotiation of meaning during synchronous computer - mediated com munication. The studies in this book attempt to contribute to this budding area of research.
Shona Whyte's insight:
Book based on van der Zwaard's dissertation at University of Amsterdam
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Saito: L2 pronunciation teaching and research

Saito: L2 pronunciation teaching and research | TELT | Scoop.it
Eventbrite - Applied Linguistics Research and Practice - guest speaker series - Wednesday, 29 March 2017 at Queen Mary, University of London. Find event and ticket information.
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Néologie - colloque Lyon 3

Néologie - colloque Lyon 3 | TELT | Scoop.it
Programme du colloque international « NEOLEX : La néologie lexicale à travers les âges » Jeudi 8 juin 2017

Discours d’ouverture : Denis JAMET (directeur du CEL)


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Le programme est en ligne
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Pronunciation links for EFL students

Pronunciation links for EFL students | TELT | Scoop.it
UnPolish your English, learning pronunciation, teaching pronunciation, links for students, accents, pron
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Arizona State University, Claire McLaughlin's curator insight, March 23, 5:35 PM
Great resources for teaching pronunciation.
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AILA 2017: Symposium on the history of language learning and teaching

AILA 2017: Symposium on the history of language learning and teaching | TELT | Scoop.it
Symposium of the AILA Research Network on History of Language Learning and Teaching (HoLLT.net), AILA Congress, Rio de Janeiro, 25 July 2017 Chaired by Richard Smith (University of Warwick) and Giovanni Iamartino (University of Milan), HoLLT.net co-convenors
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Papers on history of language learning and teaching at AILA this summer
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Appel à comm – Le lexique dans les langues de spécialité

Appel à comm – Le lexique dans les langues de spécialité | TELT | Scoop.it
La revue électronique Lexis - revue de lexicologie anglaise mettra en ligne son numéro 11 en 2018, co-dirigé par Marion Charret-Del Bove et Philippe Millot (Université de Lyon – Jean Moulin Lyon 3, France). Celui-ci sera consacré au « lexique dans les langues de spécialité ». Le lexique dans les langues de spécialité Contrairement à ce que nous pourrions croire, l’articulation entre la notion de lexique et celle de langue de spécialité est loin d’être évidente. D’un point de vue général e
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Is task-based language teaching just a variation on presentation-practice-production?

Is task-based language teaching just a variation on presentation-practice-production? | TELT | Scoop.it
Many language teachers are interested in the question of what makes a task a task. Pre-service teachers are often under pressure to conform to some see as the hegemony of task-based language teaching (TBLT) which they feel is imposed on teachers by the Common European Reference framework (CER). They want to know whether their textbook…
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Séminaire du laboratoire [CLILLAC-ARP]

Séminaire du laboratoire [CLILLAC-ARP] | TELT | Scoop.it
Le Centre de Linguistique Interlangue, de Lexicologie, de Linguistique Anglaise et de Corpus - Atelier de Recherche sur la Parole (CLILLAC-ARP)


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Séminaires à venir
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PPP or TBLT?

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Another go at the long-running discussion on teaching methods and second language acquisition/learning
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Feedback and Format: Effective Teacher-Provided Feedback in Online Courses – S'more English

Feedback and Format: Effective Teacher-Provided Feedback in Online Courses – S'more English | TELT | Scoop.it
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Concrete tips for online feedback
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SEAGULL - Language Learning in Tandem

SEAGULL - Language Learning in Tandem | TELT | Scoop.it
SEAGULL offers materials and new ideas for tandem language learners in 13 different languages.

Via Julie Laporte
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This looks interesting - EU project
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DNL's curator insight, February 26, 9:56 AM
Tandemleren revisted
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The Effects of Mode and Task Complexity on Second Language Production

The Effects of Mode and Task Complexity on Second Language Production | TELT | Scoop.it

"Taking a psycholinguistic orientation within task‐based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance ..."


Among other detailed results, the study found that


1. L2 learners can draw on their interlanguage variably and display different linguistic behaviors depending on the mode (oral or written) in which a task is performed. Our participants spent more time and used more complex syntax as well as more varied vocabulary when they performed the task in writing. Mode also influenced propositional complexity, as speakers produced more idea units overall, but writers employed extended idea units to a higher degree. These findings provided empirical evidence for the theoretical prediction that the oral and written modes offer different opportunities for language practice and development, and, consequently, mode can constitute a task design feature that may contribute to the development of distinct L2 competencies


2. Task complexity had different effects in writing and in speech. Overall, we found that (a) task complexity effects were more noticeable in writing in the areas of propositional complexity, accuracy, and time on task, and (b) increases in task demands had similar effects on the linguistic complexity in both modes. Thus, we found that both writers’ and speakers’ productions were more syntactically complex overall (see also Tavakoli, 2014) and exhibited more sophisticated vocabulary in the complex version of the task, compared to the simple version.


3. Increases in task demands enhanced certain aspects of L2 performance in both modes, which allowed us to conclude that task complexity constitutes an important task variable that can influence L2 performance and subsequent learning.

Shona Whyte's insight:
Learners performed simple or complex versions of task in spoken or written mode, and productions were analysed using a variety of complexity and accuracy measures. The article is open access at present and you can even see the task (pictured)
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Arguable Intelligence - Collocations -- Do we need them?

Arguable Intelligence - Collocations -- Do we need them? | TELT | Scoop.it
"Collocation is an epiphenomenon of phraseology, a side-effect of words forming larger units." Oliver Mason
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Cite-langage : Cartes des parcours

Cite-langage : Cartes des parcours | TELT | Scoop.it
La ressource « Cité Langage – Trajets dans les sciences du langage » a été conçue à l’Université de Lille SHS en réponse à un appel à projets de l’Université Ouverte des Humanités.

Organisée autour d’une matrice de 27 vidéos assorties de questionnaires-amorces, complétée d’un glossaire et de liens externes, son objectif est de faire découvrir ce que sont les sciences du langage à un public de personnes néophytes s’interrogeant sur ce qu’elles recouvrent : lycéen.ne.s à la recherche d’une poursuite d’études post-baccalauréat, étudiant.e.s en réorientation, tout simplement personnes curieuses de découvrir cette discipline, non enseignée au lycée, à titre de culture générale. Elle se veut également un outil de valorisation des recherches menées dans ce champ disciplinaire et une ressource pédagogique pouvant être exploitée en premier cycle universitaire.

Chaque vidéo a une durée d’environ cinq minutes et répond à des questions telles que :
Pourquoi les humains parlent-ils ?
Est-ce que les animaux ont des langues ?
Peut-on localiser une zone du langage dans le cerveau ?
Une langue, comment ça marche ?
Comment fonctionnent les différentes écritures ?
C’est quoi être bilingue ?

Les vidéos, pour lesquelles ont été sollicités des spécialistes des questions abordées, enseignants-chercheurs à l’Université de Lille SHS et dans d’autres Universités françaises, ou chercheurs auprès du CNRS, sont organisées en trajets offrant une cohérence thématique. Chaque vidéo peut toutefois être visionnée de façon indépendante.
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