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A Simple Guide To 4 Complex Learning Theories [Infographic]

A Simple Guide To 4 Complex Learning Theories [Infographic] | TELT | Scoop.it
Do you know the actual theories of learning? A learning theory is an attempt to describe how people learn, helping us understand this inherently complex process.

Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
Shona Whyte's insight:

Useful for key ideas in learning theory, though perhaps more a demonstration of someone's constructivist/connectivist thoughts on learning/teaching than a useful end product for others.  (Constructiorism => constructionism).

 

Via Katie Lepi http://edudemic.com/author/katie/

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Kari Smith's curator insight, February 17, 2013 1:17 PM

Great background information to build our understanding. I really like seeing them all presented this way for easy comparison. 

uTOP Inria's curator insight, March 11, 2013 3:38 AM

(Edudemic - 24 Déc 2012)

Christine Cattermole's curator insight, May 16, 2013 4:58 AM

A very visual illustration of learning theory.

TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Video in Language Teacher Education

The research project will collect and evaluate a range of practices where video, screen capture and audio-visual tools and frameworks are used in innovative ways in teacher training and development. The project will have three outputs: there will be a research report of teacher training and development practices using video, screen capture and audio-visual tools; there will also be a website where examples of video practices with commentaries and pdf files can be uploaded and made available to interested parties. Towards the end of the project, there will be a video conference for participants and to disseminate findings and good practice to a wider audience of teacher educators (via Adobe Connect).
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ESP teaching and learning research seminar: Brno, Sept 2018

14th ESSE Conference, Brno, Czech Republic 29 August – 2 September 2018

Call for papers – Seminar 25 A European perspective on ESP Learning and Teaching Research

Although there is increasing interest in innovative practices in
English for Specific Purposes (ESP) teaching (Shrestha, 2015; Teaching Practices in ESP today , 2016), reports in the published ES P literature are still relatively rare and , lacking theoretical underpinning tend to read like “ w ar stories and romances ” (Bowyers 1980). In particular, calls for empirical research to investigate the efficacy of ESP programmes (Master 2005) have remain ed largely unanswered , in spite of the impact of English as the language of communication between non - native speakers of English (English as a lingua franca ) on ESP programmes as well as on the type of research needed to support and design these programmes (Hewings 2002). This seminar aims to bridge these gaps and to address key issues related to resear ch in ESP teaching and learning, by inviting authors to present current research from a variety of European contexts (and from further afield) at the interse ction of the theoretical and practical dimensions of English for Specific Purposes.
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A statistical analysis of learner corpus data, experimental data and individual differences: Möller 2017

In contrast to Second Language Acquisition (SLA) research, the study of individual differences, so far, has not been a prime concern of Learner Corpus Research (LCR). Statistical analyses in LCR have mostly included no more than a single predictor. By assessing the impact of Content and Language Integrated Learning (CLIL) and its selectivity regarding, amongst others, cognitive and affective variables on the passive in corpus data and experimental data, we show that insights gained from such monofactorial approaches are necessarily limited. We formulate regression models containing multiple predictors to overcome these shortcomings, thus showing that data on learner variables can be related to learner corpus data as well as experimental data. Our results suggest that LCR needs to identify further variables which are relevant to explaining variability in text production, but which may not necessarily have received a lot of attention in the experimental approaches adopted by SLA research.
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Pronunciation Technology: Global Community and Innovative Tools in Forvo and NetProF Pronunciation Feedback - The FLTMAG

Pronunciation Technology: Global Community and Innovative Tools in Forvo and NetProF Pronunciation Feedback - The FLTMAG | TELT | Scoop.it
Joan Palmiter Bajorek, Doctoral Student at the University of Arizona, Second Language Acquisition and Teaching (SLAT) Program.
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Programme RANACLES 2017 | Congrès RANACLES 2017 | Università di Corsica Pasquale Paoli | Université de Corse Pasquale Paoli

Programme RANACLES 2017 | Congrès RANACLES 2017 | Università di Corsica Pasquale Paoli | Université de Corse Pasquale Paoli | TELT | Scoop.it
Le congrès annuel 2017 de RANACLES a pour thème
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Journée NeQ 2018-Montpellier.pdf

Journée internationale organisée par l’Association des Chercheurs et Enseignants Didacticiens des Langues Etrangères (Acedle) & l’équipe Parole et Discours : Fonctionnement/dysfonctionnement et appropriation (Praxiling), UMR 5267 : CNRS et Univ ersité Paul - Valéry Montpellier


Vendredi 26 janvier 2018

Université Paul - Valéry Montpellier 3

9H30 à 18H0 0

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Pronunciation instruction through Twitter: the case of commonly mispronounced words

Pronunciation instruction through Twitter: the case of commonly mispronounced words | TELT | Scoop.it
(2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning: Vol. 30, No. 7, pp. 631-663. doi: 10.1080/09588221.2017.1340309
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Irish Applied Linguistics journal: back issues online

Irish Applied Linguistics journal: back issues online | TELT | Scoop.it
TEANGA Bliainiris na Teangeolaíochta Feidhmi in Éirinn The Irish Yearbook of Applied Linguistics
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Action didactique : appel à contributions

L es articles proposés s’inscriront dans les axe s de la problématique et plus largement dans les questionnements suivants :
- L’impact du multi/ plurilinguisme sur l’oral et son enseignement ;
- L’oral pour apprendre, l ’oral réflexif et les interactions comme objet e t moyen d’apprentissage;
- La relation/interaction/articulation de l’oral et de l’écrit ;
- Les implications du passage de l’oral à l’oralité sur l’enseignement des langues ;
- Les représentations de l’oral et de l’oralité et leur prise en charge sociodidactique ;
- Littéracies, oral et ora lité ;
- L’oralité dans la littérature et sa didactisation.
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