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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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Applied Linguistics | Highly Cited Articles

Applied Linguistics | Highly Cited Articles | TELT | Scoop.it
Highly Cited Articles Impact Factor Increase: 3.250 The latest Journal Citation Reports® have recently been released and revealed that Applied Linguistics’ latest Impact Factor has risen significantly from 1.453 to 3.250*. The journal is now ranked 2nd out of 178 journals in the 'Linguistics' category. To celebrate this increase we have made a selection of the most cited articles from the journal free to read online.
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Open access to some highly cited papers
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Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching

Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching | TELT | Scoop.it
Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli
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Open access at present; interesting set of papers, Skehan et al contains extremely clear presentation of Levelt's processing model as applied to L1 and L2 speech production.
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The Modern Language Journal - Volume 100, Issue S1 - Supplement 2016 - Wiley Online Library

The Modern Language Journal - Volume 100, Issue S1 - Supplement 2016 - Wiley Online Library | TELT | Scoop.it
Open access issue
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Open access issue with lots of survey and state-of-the-art papers
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Dictionaries versus online corpus in EFL

Dictionaries versus online corpus in EFL | TELT | Scoop.it
Blog post written by Natalia Jacobsen based on an article in the journal ReCALL The use of corpora for second language learning and teaching has been gaini
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Corpus tools harder to use but more effective

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Appel à contributions - Les Langues Modernes 1-2017 « La télécollaboration interculturelle » -

Appel à contributions - Les Langues Modernes 1-2017 « La télécollaboration interculturelle » - | TELT | Scoop.it
Coordination : Martine Derivry Calendrier : Publication de l'appel à communications : janvier 2016 Propositions d'articles à la (...)
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Appel à contributions

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Call for Papers: Special ELTWO Issue on Multimodality | ELTWO

To explore innovative research and the pedagogical potentials of multimodality (e.g. O’Halloran et al 2016), ELTWO will publish a special issue on multimodality in 2016. Interested parties are invited to submit a 250-word abstract to us by 30 March 2016. If an abstract is accepted, the author will be invited to submit a 7,000-10,000 word paper by 31 July 2016. The Guest Editor for this special issue is Professor Kay O’Halloran.

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Multimodality anyone?

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Concepts for Teaching Speaking in the English Language Classroom | Burns | LEARN Journal: Language Education and Acquisition Research Network

Concepts for Teaching Speaking in the English Language Classroom


Via Phil Chappell
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Burns says not do "do" speaking but "teach" speaking, and provides reasons and examples

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Phil Chappell's curator insight, January 22, 7:07 PM
Abstract Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning
Sacra Jáimez's curator insight, February 5, 8:34 AM

An insightful article on how teaching speaking should be planned to help learners become more aware and autonomous in dealing with an speaking task inside the classroom or once outside in the real world.

 

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Chilean 12th graders’ Attitudes towards English as a Foreign Language

This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile.
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Straightforward example of attitude research with EFL classroom learners, including full questionnaire used in the study

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Telecollaboration via e-mail: Bohinski & Leventhal 2015

This task-based study, designed with Helm and Guth's (2010) Telecollaboration 2.0 framework in mind, qualitatively investigated a telecollaborative exchange. Two second language (L2) Spanish participants and three L2 English participants carried out a six-week e-mail exchange that centered on specific holidays, giving researchers an opportunity to study participants' intercultural communicative competence (ICC) (Byram, 1997) and how participants critically analyzed and discussed cultural aspects of an L2 language (Klein & Solem, 2008). Participants' exchanges revealed the following: (1) each participant's thoughts on his/her partner's culture as was perceived through L2 instruction, (2) each partner's reaction to perceptions and insight to cultural reality, and (3) sharing of personal anecdotes. Patterns in exchanges were analyzed using NVivo 10 software with a data-driven, hybrid analytical approach. Thematic categories were created from the data and used to code the e-mail exchanges and subsequently correlated to Helm and Guth's (2010) framework. Results indicated that participants using a Web 1.0 resource experienced transformation through the telecollaboration. Researchers concluded that more nuanced categories were needed to assess ICC to understand the intricacies of online collaborative exchanges. Researchers believed that Web 1.0, in the absence of Web 2.0, remained a valuable venue for telecollaboration.Click here to edit the title

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FLA paper on telecollaboration the old-fashioned way.

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Teacherbot: interventions in automated teaching (Bayne, 2015)

Teacherbot: interventions in automated teaching (Bayne, 2015) | TELT | Scoop.it
(2015). Teacherbot: interventions in automated teaching. Teaching in Higher Education: Vol. 20, Twentieth Anniversary Special Issue, pp. 455-467. doi: 10.1080/13562517.2015.1020783
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Automated "teacher" tweets in ED MOOC

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GIST Education and Research Journal 2015

Transnationals Becoming English Teachers in Mexico: Effects of Language Brokering and Identity Formation

Irasema Mora Pablo, Leonardo Arturo Rivas Rivas, M. Martha Lengeling, Troy Crawford7-28

 

The Design and Implementation of an In-service EFL Teacher Training Model in the Costa Rican Public School System

Patricia Córdoba Cubillo, Xinia Rodríguez Ramírez, Tatiana Hernández Gaubil29-50

 

Using the Seminar Format to Explore Pre-service Teachers’ Argumentative Abilities in English as a Foreign Language

Pelusa Orellana51-73

 

The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

Paula Ramírez Marroquín74-91

 

An Approach to Integration: The Integration of Language and Content to promote L2 Learner Autonomy at the College Level

Pablo M. Oliva Parera, María del Pilar Nuñez Delgado92-112

 

A Baseline Study of Strategies to Promote Critical Thinking in the Preschool Classroom

Jenny Melo León113-127

 

The Implications of Orthographic Intraference for the Teaching and Description of ESL: The Educated Nigerian English Examples

Omowumi Steve Bode Ekundayo

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Table of contents from new issue; articles on teacher education and CLIL

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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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La circulation internationale des idées en didactique des langues: Liddicoat & Zarate, 2009

Le numéro 46 de « Recherches et Applications » traite d’un thème sur lequel s’interroge inévitablement tout enseignant-cherc heur, et qui soulève des questions essentielles : comment les idées circulent-elles (ou non) en didactique des langues ? Quel enseignant, en effet, travaillant dans un contexte éducatif autre que le si en, n’a pas éprouvé un jour la sensation que les concepts, pourtant reconnus et répandus, qui dirigent sa pratique, ne rencontrent aucun écho auprès de son public ou de  La Societe Japonaise de Didactique du Francais NII-Electronic Library Service ses collègues ? Quel chercheur n’a pas perçu plus d’une fois dans des disc ussions avec ses homologues d’autres horizons que le même mot scientifique – le même signifiant – ne possède pas toujours le même signifié et recouvre des réalités irréductiblement différentes ? C’est autour de constatations similaires, qui mettent en jeu une réflexion approfondie sur les contextes, que Geneviève Zarate et Anthony Liddicoat ont réuni 15 cont ributions, éclairant la probléma tique du sujet et/ou des cas de transferts d’idées dans des contextes particuliers (Japon, Chine, Cor ée, Émirats arabes unis, Australie, Égypte, Tunisie).
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The quotation is from a review by Chevalier http://ci.nii.ac.jp/els/110009949751.pdf
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Studies in Second Language Learning and Teaching: Vol. 6 No. 1 March 2016

Studies in Second Language Learning and Teaching: Vol. 6 No. 1 March 2016 | TELT | Scoop.it
SSLLT is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland.
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New issue - open access
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EuroCALL Review

EuroCALL Review | TELT | Scoop.it
The EuroCALL Review seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training. Typical subjects for submissions include theoretical debate on language learning in technology-rich learning environments and their influence on design; practical applications at developmental stage; evaluative studies of the use of technology in the teaching and learning process; assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; exploitation of on-line information systems; and discussions of policy and strategy at institutional and discipline levels. Survey papers are also welcome.
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New home for this open access journal

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Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016

Engagement et l’ergonomie cognitive en enseignement-apprentissage des langues : RPPLSP, 2016 | TELT | Scoop.it

Ce premier numéro du 35e volume de Recherche et pratiques pédagogiques en langues de spécialité (RPPLSP) a été coordonné par Emilie Magnat et Rebecca Dahm pour l’association pour la recherche en didactique de l’anglais et en acquisition (Ardaa). Elles ont choisi pour thème les stratégies, l’engagement et l’ergonomie cognitive comme leviers pour l’enseignement / apprentissage des langues. Dans la continuité de la politique éditoriale de la revue, la plupart des textes rassemblés ici interrogent ces thématiques dans le cadre spécifique de l’enseignement supérieur et de la formation d’adultes, pour différentes langues (ici, l’anglais, le français et l’espagnol) et dans des contextes aussi variés que le contexte français, canadien ou algérien. Le questionnement sur les stratégies en particulier s’insère dans la lignée du précédent numéro de la revue, « Réussite et échec en langues de spécialité » (https://apliut.revues.org/4348).


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New issue of RPPLSP, formerly Cahiers de l'APLIUT

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Content and Language Integrated Learning (2014) | ELTWO

1 Foreword to the Special Issue2 CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills3 Critical and Creative Engagements Facilitated through a CLIL Approach in the Ideas and Exposition (IEM) Classroom4 Language-sensitive CLIL Teaching in Higher Education: Approaches to Successful Lesson Planning5 Factors Influencing the Choice of CLIL Classes at University in Japan6  A Systematic Review of English Medium Instruction (EMI) and Implications for the South Korean Higher Education Context7 Materials Development for a Japanese University CLIL Class8 A Completely Different Ball Game:  Content and Language Integrated Learning through the Sociology of Sport9 Countering Essentialist Conceptualizations of Content Knowledge in a Japanese CLIL Situation
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Special issue edited by Brad Blackstone & Jock Wong, National University of Singapore. Open access.

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AILA Review

Volume 28 (2015)

Volume 27 (2014)

Volume 26 (2013)

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Just realising this has been open access for the past two years; lot of big names here

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Syntactic and lexical development in EAP writing

Mazgutova and Kormos, 2015, Syntactic and lexical development in an intensive English for Academic Purposes programme, Journal of Second language writing

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Meticulous study of writing development by 39 EFL students using several measures of syntactic complexity and lexical diversity. The study compared a B2 undergraduate group with a C1 graduate class, and found

 

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