"I strongly believe we need to be (re)creating a climate of knowledge building in the EAP classroom." Steve Kirk
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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Shona Whyte
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"The Brazilian Journal of Applied Linguistics calls for submissions of manuscripts for its special 2014 issue on Language Education in Multilingual Contexts. We welcome contributions covering both conceptual frameworks and empirical studies analyzing implementations of language education programs and policies that seek to cater for language contact situations. Submissions must be in English only and are due on the 31st of August, 2013." Delete the scoop?
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ELT blogger Rachel Roberts: "To read better, improve your pronunciation…. from a talk by Catherine Walter."
Shona Whyte's insight:
According to Roberts, Walter's research suggests we "sub-vocalise and record the sound of what we are reading," and so "we would be better off teaching [learners] to improve how they ‘mentally represent spoken language’ than teaching comprehension skills." The original article: Walter, C. (2008). Phonology in second language reading: not an optional extra.TESOL Quarterly, 42(3), 455-474. (http://www.hpu.edu/Libraries_HPU/Files/TESOL/TQD/VOL_42_3.pdf#page=102) Delete the scoop?
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"In celebration and acknowledgement of our field’s maturity, the editors of the CALICO Journal invite submissions of research articles based on replication studies in a CALL context. We issue this invitation early to encourage CALL scholars to conduct replication studies for the CJ issue to be published in January 2015, but also welcome submissions based on studies already underway. The studies may be replications of earlier published studies in CALL or of non-CALL research in a CALL context. We welcome both approximate and conceptual replications from any theoretical perspective or research paradigm. We especially encourage projects that reflect collaboration between senior faculty and graduate students." Delete the scoop?
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Foreword (Ortega & Cumming):
"Currents in Language Learning provides programmatic state-of-the-art overviews of current issues in the language sciences and their applications in first, second, foreign, heritage, and bi/multilingual language acquisition in naturalistic and tutored contexts. […]
In this first issue of Currents in Language Learning, board members and editors consider their own areas of enquiry. […]
The research agendas concern the following areas: - progress and relevance in second language acquisition (Ortega); - Usage-Based Linguistics (Ellis, O’Donnell, & Ro ̈mer); - age effects in language learning (DeKeyser); - second language pragmatics (Bardovi-Harlig); - vocabulary knowledge (Jarvis); - transfer of learning in second language instruction (Larsen-Freeman); - language, literacy, and culture (Cumming); - academic language development in schools (Schleppegrell); - Practice Theory (Young and Astarita); - evolutionary perspectives on language (Schumann).
Shona Whyte's insight:
Really interesting range of papers from the heavy hitters in North American second language research. Free download, plus podcast version. Delete the scoop?
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"ASp publishes peer-reviewed research articles and reviews related to the field of English for Specific Purposes (ESP) for both teaching and research. The thematic and non-thematic issues aim to give an insight into the specifics of ESP, notably in its linguistic, discursive, cultural and didactic aspects, and also to develop our knowledge of the various specific English registers used for different purposes."
Shona Whyte's insight:
I have a paper in Volume 63, but it's not open access:
Shona Whyte: Teaching ESP: A task-based framework for French graduate courses Delete the scoop?
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30(1) A Conceptual Overview of the History of the CALICO Journal: The Phases of CALL
Podcast of recent journal articles.
Shona Whyte's insight:
Audio recording of research articles from top computer-assisted language learning journal CALICO produced using text-to-speech software. A good way to optimise your commute, and to get round the paywall if you don't have a CALICO subscription, though it has a little of that "at the next roundabout, take the second exit" quality ... Delete the scoop?
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Top 10 most downloaded articles in 2012
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If you missed this in December, it seems you can still download the 10 most downloaded articles last year. A good range from well-known names, most since 2010 but a few older. Only the Dörnyei link from 1998 doesn't seem to work. Delete the scoop?
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En anglais comme en français, on peut formuler une question sans changer la syntaxe d’un énoncé, simplement en lui associant une intonation interrogative.
Jean-Marie Merle et Peter Prince, « Étude expérimentale de la perception de la modalité à travers l’intonation en anglais », TIPA. Travaux interdisciplinaires sur la parole et le langage [En ligne], 28 | 2012, mis en ligne le 29 octobre 2012, consulté le 06 janvier 2013. URL : http://tipa.revues.org/202
Shona Whyte's insight:
Cette étude empirique de la perception d'intonation compare les réactions à des énoncés interrogatifs et déclaratifs de natifs anglophones et de non-natifs (francophones) de niveaux d'anglais différents. Trente énoncés ont été enregistrés en versions interrogative et déclarative (You're alright Kimberley? versus You're alright Kimberley) par une femme et un homme, puis trois groupes de 24 étudiants ont écouté les 120 énoncés en ordre aléatoire utilisant un casque et des poussoirs réponse. Les variables dépendantes sont le temps de réponse et le nombre d'erreurs.
On trouve un effet de niveau : les plus avancés distinguent énoncés déclaratifs et interrogatifs plus rapidement et avec moins d'erreurs (anglophones > étudiants avancés > étudiants moins avancés). Il y a aussi un effet de langue maternelle : les francophones sont plus lents à reconnaître les interrogatifs, à l'inverse des anglophones. Les auteurs voient chez les francophones un effet de transfert du schéma intonatif interrogatif français (utilisé couramment comme seul indice pour distinguer la modalité interrogative en français) et attribuent la compétence plus fine des anglophones au statut marqué de ce schéma en anglais. Delete the scoop?
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Special issue on Strategies and Self-Regulation in Self-Access Learning
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Theory-driven and empirical research articles on the strategies of second language learners in self-access contexts. Free to read online or download in PDF format (http://sisaljournal.org/archives/dec12/). Delete the scoop?
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Shona Whyte's insight:
Rationale and ideas for teaching learners to tell personal stories, including a template (abstract, orientation, remarkable event, reaction, coda) and practice activities (4-3-2 retells), based on research and classroom experience. Delete the scoop?
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LAIRDIL : laboratoire inter-universitaire de recherche en didactique des langues - Toulouse, Université Paul Sabatier
Appel à contributions à un numéro spécial de la revue Etudes en Didactique des Langues sur le contrôle en didactique des langues. Le présent numéro s’intéressera à [des] formes de contrôle qui s’exercent, plus ou moins ouvertement, dans l’enseignement, à tous les niveaux, sous différentes formes : - idéologique (programmes et contenus, institutions religieuses, enseignant-e-s « engagées », etc.); - économique (établissements plus ou moins bien lotis, droits d’inscription, accès à des cours privés, influence du tissu économique, etc.); - technocratique (procédures à observer, contrôle des présences, informatisation, etc.); - psychologique (autorité, intimidation, harcèlement moral et sexuel, chahut); - institutionnel (note administrative, évaluation par les supérieur-e-s et instances d’évaluation); - exercé par les apprenant-e-s; - pédagogique (imposition de méthodes pédagogiques, de méthodes d’évaluation, de configuration de classes, etc.);
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Propositions d'articles à envoyer avant le 30 mars 2013. Delete the scoop?
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Free (limited) access to this ELT article:
This article identifies patterns and trends within ‘Key Concepts in ELT’, both since the inception of the feature in ELT Journal in 1993 and during the 17 years of the current editorship. After outlining the aims of the series, the article identifies key themes that have emerged over time, exploring the links between ‘Key Concepts’ pieces and the trends and developments in ELT more generally. It finds that although earlier articles tended to focus on ‘teaching’, ‘learning’, and ‘language’, more recent pieces have examined issues surrounding ‘teachers’, ‘learners’, and the ‘social context’ of ELT. The article then considers the ‘reach’, readership, and potential relevance of ‘Key Concepts’ to debates and practices within ELT, drawing upon publisher records of ELT Journal’s most accessed articles online and most cited articles, and concludes with a discussion of possible future directions for the series.
Shona Whyte Also includes this link http://www.oxfordjournals.org/our_journals/eltj/keyconcepts.html to short informative survey articles on major concepts in second language teaching and learning. Very useful for teacher training and introductions to the field. Delete the scoop?
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Shona Whyte: 4 articles sur la certification en langues. Another in English on noticing (Guichon & Cohen). Delete the scoop?
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Recommended website: El Camino de Santiago. Matilde Asencio.
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Open access articles from EuroCALL. Delete the scoop?
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This is the December 2012 call for papers for a Special Issue of Research in Learning Technology, the Journal of the Association for Learning Technology.
Shona Whyte's insight:
Deadline for full papers 1 May 2013. The journal Research in Learning Technology is peer-reviewed and open access since Jan 2012. Delete the scoop?
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Volume 4, Issue 1 - March 2013
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Open access for limited time: invited essay by William Grabe and Cui Zhang on EAP Delete the scoop?
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Language Teachingis the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning.
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Lyster, Saito & Sata on oral corrective feedback; Read on vocabulary assessment, and Hyland on writing in higher education. Free PDF download until 31 March. Delete the scoop?
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This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.
Shona Whyte's insight:
Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.
- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground). ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words
- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)
- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533) though should be viewed as a "support" rather than an "alternative to communicative learning"
- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises
Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.
He recommends this research paper: Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.
and this website: The Compleat Lexical Tutor http://www.lextutor.ca/ Delete the scoop?
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Nous présentons ici une étude expérimentale destinée à évaluer le potentiel acquisitionnel de différentes tâches d’interaction réalisées en binômes par des apprenants de français langue étrangère.
Cosereanu-Declerck, E. (2012). Travaux interdisciplinaires sur la parole et le langage, 28.
Shona Whyte's insight:
Une étude empirique d'interactions par des étudiants de FLE lors de tâches d'interaction d'écart d'information effectuées en binôme par clavardage et à l'oral : a) raconter une scène de film vue par les deux étudiants, l'un avec audio l'autre sans ; b) trouver les différences dans deux images similaires ; c) résoudre une énigme écrite. Les variables dépendantes sont le nombre d'interactions négociées et de rétroactions correctives. Il n'y a pas d'effet de la tâche sur le nombre de routines de négociation, mais apparemment un effet de modalité ( plus de négociations par clavardage qu'à l'oral ). On observe également plus de négociations et de corrections dans des binômes à niveau linguistique dissymétrique, et plus de corrections lors de la tâche de comparaison d'images. Delete the scoop?
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A straightforward account of teaching songs to young learners including step-by-step instructions, plus some theoretical background and links for more song resources. Delete the scoop?
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Below you will find access to three key papers from the latest issue of English Language and Linguistics available for you to access free of charge until the 15th January 2013.
Shona Whyte's insight:
Three articles to download before they turn back into pumpkins:
Preposition copying and pruning in present-day English Delete the scoop?
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Open access to these and other articles:
Vijay K. Bhatia (City University of Hong Kong, China)
Ken Hyland (University of Hong Kong, China)
Chris Kennedy (University of Birmingham, United Kingdom)
Françoise Salager-Meyer (Universidad de Los Andes, Venezuela)
Mike Scott (Aston University, United Kingdom)
John R. Skelton & Jan Whetstone (University of Birmingham, United Kingdom) English for Medical Purposes and Academic Medicine: looking for common ground
John M. Swales (University of Michigan, United States) A text and its commentaries: Toward a reception history of “Genre in three traditions” (Hyon, 1996)
Sven Tarp (University of Stellenbosch, South Africa & University of Aarhus, Denmark) Specialised lexicography: 20 years in slow motion
Bernd Voss (Technische Universität Dresden, Germany) Delete the scoop?
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Free access to articles in special issue on Digital Games. Ends 31 December 2012
Cornillie, Clarebout & Desmet on immersive games Thorne, Fischer & Lu on game worlds Sylvén & Sundqvist on young learners Rama, Black, van Es, & Warshauer on World of Warcraft Delete the scoop?
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Steve Kirk argues that in language for academic purposes classes, fluency activities where learners "just speak" are insufficient: learners also need to learn to develop "contentful" contributions.
I think a) this is also true of other second/foreign language teaching contexts and b) a strong version of task-based teaching can help address this concern.