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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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TEwT Journal: issue 3, 2014

TEwT Journal: issue 3, 2014 | TELT | Scoop.it

Volume 2014 – Issue 3

1. FROM THE EDITOR by Jarosław Krajka

2. USE OF FACEBOOK GROUP AS BLENDED LEARNING AND LEARNING MANAGEMENT SYSTEM IN WRITING by Noparat Tananuraksakul

3. USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS by Yen-Hui Wang

4. THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES by Michael T. R. Madill

5. THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE by Edyta Olejarczuk

Shona Whyte's insight:

New website for this open-access journal; latest issue.

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CALL Research Conference: Tarragona, July 2015

CALL Research Conference: Tarragona, July 2015 | TELT | Scoop.it

Deadline for submission of abstracts: January 31st 2015.

Notification of acceptance: February 23rd 2015.

Deadline for submission of conference paper (1 000 – 3 000 words): March 20th 2015.

Shona Whyte's insight:

Theme of task design is timely, I think - a promising event.

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Vineta Erzen's curator insight, November 17, 3:45 PM

I attended and presented at the TBLT conference in Leuven in 2005: on task difficulty and complexity. Interestingly, .Leuven is hosting the 2015 TBLT conference again (http://www.tblt.org/).

 

Can  CALL  push . TBLT application and make language learning more  authentic, meaningful, useful and enjoyable?. 

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Angles: French perspectives on the Anglophone world

Angles: French Perspectives on the Anglophone World is an international online peer-reviewed journal published bi-annually by the SAES (Société des Anglicistes de l’Enseignement Supérieur).

 

This interdisciplinary journal has a triple aim:

to encourage innovative interdisciplinary research;

to make cutting-edge research freely available;

to make full use of the possibilities offered by digital publication by encouraging the use of different modes of expression: text, image, video, podcasts, hyperlinks…

 

Each thematic issue contains 8–12 articles selected by a guest editor after a double-blind peer-review process. Additional, off-topic articles submitted to the same double-blind peer-review process are published in a separate section. These off-topic articles may respond to articles previously published in Angles.

 

The journal fosters scholarly risk-taking and experimentation by junior and senior researchers. Angles accepts academic contributions partly, or wholly, in non-traditional forms (documentary film, short story, comic book, manifesto, pamphlet…). Angles also encourages proposals from specialists wishing to explore a different field of study than their own.

Shona Whyte's insight:

New journal - two calls for papers online.

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Journal of Second Language Teaching & Research

Journal of Second Language Teaching & Research | TELT | Scoop.it
This is an open-access journal which provides a platform both for established and early-career researchers. JSLTR is engaged with building a community of practice (both online and offline) and supports debate and scholarship in second language
Shona Whyte's insight:

Just coming across this open access journal edited by Michael Thomas (via TOC alerts).

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Electronic Media | Explore Taylor & Francis Online

Electronic Media | Explore Taylor & Francis Online | TELT | Scoop.it

The Communication Theme of the Month Collection for November focuses on Electronic Media - the study of radio, television, media technology, and web design with streaming audio and video. Electronic media have become ubiquitous forms of communications.

Explore the following key articles from our Communications titles and more, with free online access until the end of November 2014.

Featured articles are separated into the following categories:

Cyber-SecurityLearningDiversity in Electronic Media PlatformsNew Media and the WebRadio and TelevisionSocial Media and BloggingRelated Books
Shona Whyte's insight:

I'm assuming this link is open to all.  Articles from CALL, Technology, Pedagogy and Education, Learning, Media and Technology ...

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Mike McCarthy on spoken grammar | Hancock McDonald ELT

Mike McCarthy on spoken grammar | Hancock McDonald ELT | TELT | Scoop.it

Mike McCarthy gave the opening plenary at English UK Academic (North) conference last Saturday (Oct 4 2014), revisiting the topic of the grammar of spoken English. Spoken language, he pointed out, is in no way an imperfect, poorly realized version of the written form. Quite to the contrary, the written form is an imperfect attempt at abstracting from the actual, living, functioning reality of the spoken form.

Shona Whyte's insight:

See also link to comment from Mura Nava

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CALL research conference on task design: Tarragona, July 15

XVIIth International CALL Research Conference
Task Design and CALL
6-8 July 2015, Tarragona, Spain

In recent CALL articles, conference presentations and project proposals, we notice a renewed interest in activities, and less emphasis on technology or theoretical pedagogy. These activities, elective or compulsory, can be subdivided into three partly overlapping categories: (a) focus-on-form tasks which can be defined as meaningful tasks in which the focus on particular forms is tightly embedded; (b) focus-on-meaning tasks which should lead to communication (CMC approach) or any kind of non-linguistic outcome (TBLT approach); and (c) form-focused exercises that focus on isolated forms, such as improved and enriched (drill-and-practice) exercises.

During this conference we will discuss the design process behind these tasks: How do we decide on task types? How do we shape them? How do we monitor and evaluate them?

Submitted presentations should tackle questions such as:

-       How do we design authentic, meaningful, useful and enjoyable tasks?
-       To what extent do tasks depend on context?
-       What can CALL learn from TBLT?
-       What can TBLT learn from CALL?
-       What are the affordances and limitations of technology?
-       How does technology impact on non-technological tasks?
-       What are the specific challenges for LMOOCs, OERs, Interactive Whiteboards, Student Response Systems, Synchronous Collaborative Writing Tools, Serious Games… ?
-       How do our tasks fit in with Complex Dynamic Systems Theory, Socioconstructivist environments, Flipped Classroom approaches …?
-       What is the role of corrective feedback?
-       What are the consequences for Learner Analytics?
-       Which tasks for which skills?
-       Which tasks are most appropriate for intercultural competence?


Call for Proposals
This is a preliminary announcement. The first call for proposals will be sent out mid November. The abstract should contain:

-       10 lines on the context of your research: situate your contribution;
-       30-40 lines where you  focus on the conference theme and try to tackle one of the questions mentioned above.

Deadline for submission of abstracts: January 31st 2015
Notification of acceptance: March 1st 2015


Venue
Universitat Rovira i Virgili
Tarragona, Spain
(1 hour from Barcelona)

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TBLT: Jordan on Doughty & Long, 2003

TBLT: Jordan on Doughty & Long, 2003 | TELT | Scoop.it

I here present a very brief summary of an article by Doughty and Long . The article outlines how their “Task-Based Language Teaching” (TBLT) approach might be used for distance learning, but I’ve ignored that part of the article and concentrated on the methodological principles which inform TBLT.

Shona Whyte's insight:

I'm still surprised how widely-quoted this article is in spite of many other longer and more detailed treatments of task-based learning.  As Jordan says "well-argued, thorough, and well-supported by research findings."  Also a paper with direct applications to different classroom and distance contexts, and which has been applied (e.g. Gonzalez-Lloret on TBLT for Spanish literature°.


González-Lloret, M.. (2003) Task-based language materials: En busca de esmeraldas. Language Learning &Technology , 7(1), 86–104.


(2007). Implementing Task-Based Language Teaching on the Web. In K. Van den Branden, M. Verhelst, & K. V. Gorp (Eds.), Task-based language education (pp. 265–284). Cambridge, UK: CUP.
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Authenticity and Legitimacy in Multilingual SLA - Claire Kramsch, 2012

After problematizing the authority of the native speaker in second language acquisition research, applied linguists are now questioning the very notion of standard national language as an appropriate object of study (Canagarajah 2007, Cenoz & Gorter 2010). More important than learning the elements of one whole symbolic system, they argue, is the necessity of learning to move between languages and to understand and negotiate the multiple varieties of codes, modes, genres, registers and discourses that students will encounter in the real world. It is also necessary to take advantage of the increasingly multilingual composition of language classes and to draw on the students' multilingual competences, even if they are learning one language. Moving between languages, however, not only requires a symbolic competence that still needs to be operationalized in the traditionally monolingual communicative language classroom (Kramsch 2008), but it raises questions about the authenticity and the legitimacy of the multilingual speaker. Ilan Stavans was brutal about it: "Language makes us able to fit into a context. And what is there to be found in the interstices between contexts? Not silence -- oh, no. Something far less compelling: pure kitsch." (Stavans 2001:250). To what extent do L2 learners have to be concerned about kitsch, inauthenticity, and imposture in our late modern era or have these notions become irrelevant now that "the native speaker is dead"?

Shona Whyte's insight:

ClaireFest next April

http://kramschconference2015.berkeley.edu/

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Teaching Languages with Technology

Teaching Languages with Technology | TELT | Scoop.it
This book draws on theories of second language acquisition (SLA) to illustrate how interactive white board technology can be exploited to support language acquisition. It examines interaction, collaboration and negotiation of meaning and focus on form in the communicative language classroom in primary, secondary and vocational schools.

In recent years new technologies have been incorporated into second and foreign language education as tools for implementing teaching methodologi
Shona Whyte's insight:

Our book on interactive technologies in language teaching is out: research into IWB-mediated second language teaching practice using case studies from a variety of classroom contexts.

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Report from the 2014 EuroCALL conference, the University of Groningen, Netherlands | The FLTmag

Report from the 2014 EuroCALL conference, the University of Groningen, Netherlands | The FLTmag | TELT | Scoop.it

The annual EuroCALL conference was held at one of the oldest and largest universities in The Netherlands, the University of Groningen (Rijksuniversiteit Groningen), which is celebrating its 400th year in 2014. The main Academy building, built in 1909 in the style of the Northern Dutch Renaissance, made an impressive venue with its stained glass windows and modern additions. The conference began on Wednesday, August 20th with workshops on using Machinima videos for teaching and learning, agile user-centered design for CALL, the SpeakApps system for enhancing oral skills online, and mobile devices used in the classroom. After the interesting workshops, attendees were greeted by Professor Elmer Sterken, Rector of University of Groningen.

Shona Whyte's insight:

Report on this year's EuroCALL conference

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Analysing conversational engagement in online discussion tasks: Breffni O'Rourke

A discourse analytic framework for conversational engagement in online discussion tasks
Shona Whyte's insight:

I heard this presentation at EuroCALL in the Netherlands this summer.  Very interesting work on the characterisation of online interactions in discourse analytic terms.  One practical goal is a framework that allows teachers and researchers to distinguish successful from less successful online interaction, which at present we feel intuitively but struggle to demonstrate.

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Bridging the Gap

Bridging the Gap | TELT | Scoop.it
The article discussed here consists of contributions from 9 different authors, all present at a colloquium at the 2013 meeting of the American Association for Applied Linguistics in Dallas, Texas. ...
Shona Whyte's insight:

Geoff Jordan's summaries of a recent SSLA collective article on cognitivist versus socio-cultural approaches to SL research.  The actual article seems to be still freely accessible.

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Digital literacies: Symposium presentations

Digital literacies: Symposium presentations | TELT | Scoop.it
This page presents videos from the in-person portion of the symposium. Click here to view the online presentations from symposium posters Keynote Presentation Integrating Literacies Past, Present, ...
Shona Whyte's insight:

Talks by Kern, Elola, Fields, Williams, plus a round table with Michelson and Solmaz.

 

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Vineta Erzen's curator insight, November 18, 10:16 AM

Time is precious, but so are the presenters' insights: topics worth revisiting..

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ASP-GERAS CFP: SAES, Toulon, juin 2015

Appel à communications


Atelier Anglais de spécialité–GERAS

 

Co-présidents : Michel Van der Yeught et Anthony Saber

 

Dans le cadre du congrès annuel de la SAES, les présidents de l’atelier Anglais de spécialité–GERAS, Michel Van der Yeught de l’Université d’Aix-Marseille et Anthony Saber de l’École normale supérieure de Cachan, lancent un appel à communications sur le thème choisi par la SAES : « L’engagement ».

Les propositions, de 300 mots maximum et de préférence accompagnées d’une brève bibliographie, sont à envoyer par courrier électronique avant le 15 décembre 2014 aux présidents de l’atelier :

 

Michel Van der Yeught <michel.vanderyeught@univ-amu.fr>Anthony Saber <anthony.saber@ens-cachan.fr>


Texte de cadrage

 Le 55e congrès de la SAES nous invite à réfléchir sur la thématique de « L’engagement ». Or, malgré leurs efforts, les responsables de l’atelier ASP-GERAS reconnaissent honnêtement qu’ils n’ont pu problématiser cette notion, de façon suffisamment satisfaisante à leurs yeux, pour lui faire jouer un rôle stimulant pour la réflexion en anglais de spécialité. À défaut, et en suivant une suggestion du texte de cadrage du congrès, il ne leur semble pas totalement illégitime de déplacer la notion et de la faire passer du domaine de recherche aux chercheurs eux-mêmes en les sollicitant dans leur engagement. Nous les invitons donc à se pencher sur les problématiques en anglais de spécialité qui mériteraient qu’on s’y engage. Dans tous nos champs d’études, la question peut concerner des démarches déjà largement abouties, comme des intuitions qui n’en sont encore qu’à l’état de projet mais qui semblent porteuses de promesses. Inversement, certaines directions de travail ont peut-être perdu de leur pertinence et appellent donc au désengagement. Ainsi formaté, l’atelier est appelé à remplir une fonction bilan-perspectives qui peut ouvrir des pistes inexplorées, en clore des caduques, rafraîchir la réflexion et accueillir de nouveaux chercheurs. C’est en tout cas le vœu que nous formons.
Shona Whyte's insight:

Sometimes you just can't write a call for papers that makes sense to everyone.  The ESP wing of English studies in France interprets a general call for papers on "engagement" in reference to researchers themselves - what topics or approaches seem worth our research engagement?

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Hyland on academic publication

Shona Whyte's insight:

Interesting short piece on learning the "academic ropes" for getting published.  Planning and patience are recommended :-)

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EXPLORATORY PRACTICE: RESEARCHING THE IMPACT OF SONGS ON EFL LEARNERS’ VERBAL MEMORY


Rebecca Coleman, Centre of English World Languages, The University of Kent, UK


Traditionally popular songs have been used as a way of enhancing listening and auditory perception skills and teaching vocabulary, but not necessarily for memory recall. Popular song gap-fills are already commonplace within the EFL (English as a foreign language) field; however, this study found that more attention needs to be given, to the lexical, grammatical and phonological items that learners are instructed to retain. The results of this study suggest that, verbal memory is a vital part of language learning that should be incorporated into popular song gap-fills and that EFL teachers, theorists and textbook authors need to review the way language in popular songs is encoded, stored and retrieved, by incorporating memory strategies, following guidelines on gap-selection, including a phonological aspect and using a recycling activity. In this article traditional and contemporary understandings of verbal memory and popular song are outlined and comprehensively analysed within relevant fields that embrace ELT (English language teaching), Biology, Psycholinguistics, Neurolinguistics and Cognitive Psychology perspectives and discusses their pedagogical implications.

Shona Whyte's insight:

Some of my MA students doubt the value of songs and games in the EFL classroom ...

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ICIP2014

ICIP2014 | TELT | Scoop.it

The International conference Interactional Competences in Institutional Practices is intended to convene the state of the art in research on interactional competences within institutional contexts (professional interactions; teaching-learning interactions in school and/or in the workplace; professional-non professional interactions). The conference will be held at the University of Neuchâtel in Neuchâtel, Switzerland, from November 21 through November 22 2014.

Shona Whyte's insight:

Plenaries include Janet Holmes and Richard Young.

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TRELA workshop (Paris, July 15): CPF extension

TRELA workshop (Paris, July 15): CPF extension | TELT | Scoop.it

Organized by CLILLAC-ARP (the Centre for, Interlanguage Linguistics, Lexicology, English and Corpus Linguistics – Workshop for Research on Speech, EA 3967) at Paris Diderot University, AFLA (the French Association for Applied Linguistics) and partner associations

Shona Whyte's insight:

Deadline extended to 15 November

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TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013

TEFL with the Interactive Whiteboard: Euline Cutrim Schmid, 2013 | TELT | Scoop.it

90 minute lecture with quiz and answers.  Euline Cutrim Schmid on IWB-mediated language teaching, with findings from the iTILT project and follow-up work on videoconferencing with young learners via the IWB.

Shona Whyte's insight:

Links to IWB resources for language teachers and teacher educators, and new research findings on IWB-mediated language teaching from pedagogical and technological perspectives.

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Digital literacies symposium: 6-11 October

Digital literacies symposium: 6-11 October | TELT | Scoop.it
Poster presentations are online October 6 to 11, with opportunities for asynchronous and synchronous exchange with the authors. Abstracts are available on individual pages. NOTE: To leave an asynch...
Shona Whyte's insight:

15 poster presentations at U of Arizona Digital Literacies for L2 classroom next week: slides with audio, synchronous and asynchronous chat

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Digital literacies in L2 classroom: hybrid symposium, October 2014

Digital literacies in L2 classroom: hybrid symposium, October 2014 | TELT | Scoop.it
Poster presentations are online October 6 to 11, with opportunities for asynchronous and synchronous exchange with the authors. Details will be announced here. Abstracts coming soon. Create, collab...
Shona Whyte's insight:

List of presentations which can be accessed online asychronously and perhaps with live chat.

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Sociocultural and Sociocognitive Approaches to Second Language Learning and Teaching: Why Bother?

Sociocultural and Sociocognitive Approaches to Second Language Learning and Teaching: Why Bother? | TELT | Scoop.it
My last post, “Bridging the Gap”, summarised an article which addressed the question of how to bridge the gap between two different styles of research into second language learning and teaching.
Shona Whyte's insight:

Why cognitivist positions on second language research are more fruitful ...

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