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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Statistics in language teaching methods research: Vanhove 2015

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A rather technical paper, but with clear implications and suggestions for statistical procedures in applied linguistics research.

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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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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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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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In defence of PPP: Chris Jones

In defence of PPP: Chris Jones | TELT | Scoop.it

Chris Jones: "practice is often seen as part of Present Practice Produce (PPP) and this way of teaching is itself poorly explained in a lot of the literature. At times this may be deliberate in order to build a case against the use of PPP."

 

Summary of arguments against PPP in five points with references.

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Researching ELT blog for "discussing and disseminating ELT research"

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HUMAN social interaction and applied linguistics conference in Turkey

HUMAN social interaction and applied linguistics conference in Turkey | TELT | Scoop.it
    Simona Pekarek-Doehler

University of Neuchâtel        

 

Johannes Wagner

University of Southern Denmark          

 

Numa Markee

University of Illinois Urbana Champaign

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Ankara in September

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Researching Language Learner Interactions Online: From Social Media to MOOCs

Researching Language Learner Interactions Online: From Social Media to MOOCs | TELT | Scoop.it
The 2015 CALICO Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs edited by Ed Dixon and Michael Thomas is now available.   Ch. 1 Edward Dixon Michael Thomas Introduction Ch. 2 Dana Milstein Pancake People, Throwaway Culture, and En Media Res Practices: A New Era of Distance Foreign Language Learning Ch. 3 CONTINUE READING ...
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Looks interesting

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Implementing Electronic Courses Based on Moodle for Foreign Language Teaching at Russian Technical Universities

The main purpose of this work is to consider the most efficient modern educational technologies applied in teaching foreign languages to students of higher educational institutions in the Russian Federation.
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The abstract concludes: "electronic courses designed by means of the e-learning platform Moodle are ideally suitable for the efficient blended learning implementation."

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Social networking: Toetenel 2014

This study examined the use of social networking sites as a means of establishing an asynchronous online environment for use in language learning in a classroom setting. The findings described are based on the use of a social networking site called Ning in a classroom during a summer school project, which was conducted at a further education college in the UK.

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CALL article, open access

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New directions in telecollaborative research and practice

New directions in telecollaborative research and practice | TELT | Scoop.it

21-23 April 2016

 

The School of Linguistic, Speech and Communication Sciences
will host the 2nd Conference on Telecollaboration in University Education in April 2016,
on the theme of “New Directions in telecollaborative research and practice”.

 

 

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Call for Papers:  Special issue on ‘Current Approaches to Bilingualism’

Call for Papers:  Special issue on ‘Current Approaches to Bilingualism’ | TELT | Scoop.it
A special issue of the International Journal of Language and Applied Linguistics (IJLAL) is to appear in October 2015, and submissions are invited for articles, which will focus on current approaches to bilingualism.
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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 well-designed and controlled research, 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.  

 

Of interest to language teachers are the following:

 

1. Activities to raise awareness of different aspects of fluency. Students listened 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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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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Teaching, Learning & Developing with Technology's curator insight, August 3, 2015 7:30 PM

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, Learning & Developing with Technology's curator insight, August 3, 2015 7:31 PM

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

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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, 2015 2:49 AM

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

Jason Smith's curator insight, July 18, 2015 1:27 PM

Apps for education

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EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning

EPAL 2015 Muller-Hartmann: tasks in telecollaboration for language learning | TELT | Scoop.it

Researching tasks in telecollaborative teacher education – the potential of exploratory practice and activity theory

Research on the design and implementation of tasks in telecollaborative settings has been very productive, but we still lack insights into the processes on the micro level when task content is negotiated in international groups. Due to the many contextual factors that impact on the task-in-process and the fact that students have to manage a high workload in these learning environments, researcher-teachers in teacher education contexts face many challenges. An exploratory practice approach, part of a mixed method design, will not only allow to engage students in reflective learning, but it will also produce data from an emic perspective which are central to understanding issues of task-based competence development.

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Keynote at 2015 EPAL

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CALL Research Tarragona 2015

3 day event on research in task design in technology-mediated language teaching and learning
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Tweets and pics from the conference

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Kris van den Branden keynote: Task design and CALL conference

Kris van den Branden keynote: Task design and CALL conference | TELT | Scoop.it

What can CALL learn from task-based language teaching? This intriguing question (posted on the conference website) will be the starting point for my presentation. Using authentic examples, I will critically discuss the principles and practice of task-based language teaching (TBLT), which has become the dominant approach to second language teaching in many countries (at least in governmental and school policy papers). What basically is a task? And why do so many applied linguists claim language learning can be enhanced by inviting students to perform functional, meaningful tasks? How can teachers and task designers integrate a focus on form in meaningful tasks? What is the role of the teacher in task-based language teacher? And what kinds of revolutionary, exciting perspectives does the integration of modern technology in task-based language teaching have to offer to language teachers and learners alike? I will provide answers to these questions, based on the available research into the practice of task-based design and task-based teaching as it takes place in authentic classrooms around the world. These answers will pave the way for an exploration of the optimal integration of CALL and TBLT.

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First day of CALL research conference in Tarragona.

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Call for Papers | EMOOCS 2016 Graz

Call for Papers | EMOOCS 2016 Graz | TELT | Scoop.it

Experience track, research track or institutional track

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A chance to buy dirndls, my colleague Christine points out :)

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Language and Linguistics | Top 25 articles 2014

Language and Linguistics | Top 25 articles 2014 | TELT | Scoop.it

Access the 25 most read Language and Linguitics articles free today! This collection brings together the 25 top read articles of 2014 from a variety of Routledge journals in the Language and Linguistics portfolio.

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Free access for the moment

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