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My best blog posts: 2012 - EFL CLASSROOM 2.0

My best blog posts: 2012 - EFL CLASSROOM 2.0 | TELT | Scoop.it

ELT specialist David Deubelbeiss selects from his 2012 blog posts and touches on different areas of teaching and learning English as a second or foreign language

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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Association Française de Linguistique Appliquée

Association Française de Linguistique Appliquée | TELT | Scoop.it
L’Association Française de Linguistique Appliquée (AFLA) est une association dont le but est de promouvoir et coordonner les recherches dans tous les domaines de la linguistique appliquée, et d’encourager la coopération interdisciplinaire et internationale dans ces mêmes domaines
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New president for the French association for applied linguistics
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Interdisciplinary Research at the Intersection of CALL, NLP, and SLA: Methodological Implications From an Input Enhancement Project

Despite the promise of research conducted at the intersection of computer-assisted language learning (CALL), natural language processing, and second language acquisition, few studies have explored the potential benefits of using intelligent CALL systems to deepen our understanding of the process and products of second language (L2) learning. The strategic use of technology offers researchers novel methodological opportunities to examine how incremental changes in L2 development occur during treatment as well as how the longitudinal impacts of experimental interventions on L2 learning outcomes occur on a case-by-case basis. Drawing on the pilot results from a project examining the effects of automatic input enhancement on L2 learners’ development, this article explores how the use of technology offers additional methodological and analytical choices for the investigation of the process and outcomes of L2 development, illustrating the opportunities to study what learners do during visually enhanced instructional activities.
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Paper by Ziegler and colleagues in Language Learning showing somewhat narrow effect for noticing treatment on L2 grammatical knowledge among EFL learners in 4 conditions for online L2 reading
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ALOES : Journée d'études, mars 2017

ALOES : Journée d'études, mars 2017 | TELT | Scoop.it

Journées d’Etudes de l’ALOES 2017 La phonologie de l’anglais : théorie et terrain La langue orale : de la formation à la pratique pédagogique en classe avec le soutien du CeReS, Université de Limoges et du Rectorat de l’Académie de Limoges

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31 mars et 1 avril à Limoges
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Open Educational Practices in language education - Shona Whyte

Open Educational Practices in language education - Shona Whyte | TELT | Scoop.it

Workshop on Open Practices in language education in Limerick
 

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Nice group at the University of Limerick today!
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MultiTAL NLP Tool

The MultiTal NLP tool infrastructure
Driss Sadoun, Satenik Mkhitaryan, Damien Nouvel, Mathieu Valette ERTIM, INALCO, Paris, France
firstname.lastname@inalco.fr

Abstract T

his paper gives an overview of the MultiTal project, which aims to create a research infrastructure that ensures long-term distribution of NLP tools descriptions. The goal is to make NLP tools more accessible and usable to end-users of different disciplines. The infrastructure is built on a meta-data scheme modelling and standardising multilingual NLP tools documentation. The model is conceptualised using an OWL ontology. The formal representation of the ontology al- lows us to automatically generate organised and structured documentation in different languages for each represented tool.
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Issues and Challenges of
Training Teachers to use Technologies in the 21st Century

The Canadian Journal of Learning and Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology.
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Special issue edited by Karsenti
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Reporting ELT research through comics: Darren Elliott

Elliott: "There is an undeniable element of gimmickry in publishing research in comic form. This may be helpful in getting your work actually read; in such a crowded field it is good to stand out. However, it remains to be seen whether such work can be taken seriously. Sousani s (2015) demonstrated how an entire doctoral thesis in philosophy and visual communication could be produced in graphic form to great effect, but are comics welcome in language education research?
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From a special Issue of ELTED: Innovative Writing in English Language Teacher Education and Development
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Classroom-based research for professional development

Our sponsors The following associations are officially supporting this EVO: All-India Network of English Teachers (AINET) ; English Language Professionals' Association (ELPA) - Ethiopia
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Online course for language teachers
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Conference 2017 | BETA

Conference 2017 | BETA | TELT | Scoop.it
1st FIPLV East European Regional Congress 26th BETA-IATEFL Annual International Conference Learning and teaching languages: Creating bridges to the
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Upcoming IATEFL conference in Bulgaria
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GERAS Global ESP News Update

GERAS Global ESP News Update | TELT | Scoop.it
This is the first issue of Global ESP News Update, our bimonthly newsletter on global ESP news and events. You will find below various calls and announcements that were recently sent to us by our members. Please, feel free to feed our updates with information. Our GERAS and GIC network now totals close to 200 members all over the world.
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English for Specific Purposes research
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AILA-Europe Junior Researcher Meeting in Applied Linguistics

Universität Wien
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CFP January 2017
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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.

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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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Instructed Second Language Acquisition

Instructed Second Language Acquisition is a peer-reviewed Journal that, twice a year, publishes research with a number of implications for language instruction. Second language acquisition is a rich and varied enterprise, carried out by researchers, whose interests and training often lie in broader disciplines of linguistics, psychology, sociology, and education. Second language research findings might have a direct application to instructional decisions or provide insights into the learning process that serves as a resource to inform teaching practice. Knowing how languages are learned will help language instructors develop a more innovative and effective way to teach a language and to create the necessary conditions for learners to learn more efficiently and appropriately. The overall aim of this Journal is to provide an opportunity for researchers, second and foreign language educators, and other language practitioners and policy makers to publish and read second language acquisition research that has direct relevance and impact for language teaching. Established in 2016, Instructed Second Language Acquisition, the journal is a forum for reporting and for critical discussion of language research and practice across a wide range of languages and international contexts. It welcomes quantitative and qualitative research to address the role of external manipulation (e.g., instruction, learner self-directed learning, input manipulation) on second language development.
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New journal
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Colloque PERL : Entre présence et distance - pratiques pédagogiques en langues à l'université

Colloque PERL : Entre présence et distance - pratiques pédagogiques en langues à l'université | TELT | Scoop.it
Ce colloque a pour objectif d'étudier les possibilités et les usages du numérique dans l'enseignement/apprentissage des langues à l'université au sens large. Il permettra, en particulier, d’examiner les propositions de pédagogie universitaire grâce aux outils numériques dans un objectif de personnalisation et de responsabilisation de l'apprentissage. Dans la même perspective, il questionnera la pertinence et l’effet des dispositifs de formation et d'accompagnement des enseignant-e-s de langues dans des pratiques numériques d'enseignement hybrides ou 100 % à distance. Enfin, il permettra d’envisager la possibilité de mutualiser les ressources et l'ingénierie pédagogique pour offrir de nouvelles perspectives et répondre aux besoins de l'enseignement supérieur comme, par exemple, l'introduction des corpus (Boulton & Tyne, 2014) ou, encore, l'étude des besoins pédagogiques pour mieux cibler le développement des outils et des plateformes d'enseignement/apprentissage hybride ou à distance.
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Appel à communications 31 mai, colloque 16 novembre