Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-9-20
Zoltán Lukácsi, Borbála Fűköh
{"title":"Issues of practicality and impact in checklist-based scoring of writing","authors":"Zoltán Lukácsi, Borbála Fűköh","doi":"10.22363/2521-442x-2023-7-1-9-20","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-9-20","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87671789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-70-85
Tanya Linaker
{"title":"Identity construction in the UK higher education: How cultural gendered identity is shaped through leadership practice","authors":"Tanya Linaker","doi":"10.22363/2521-442x-2023-7-1-70-85","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-70-85","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78820663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-131-133
Wei Xu, Angelina Maria Ferreira Martins Cheang
{"title":"Teaching English for Tourism: Bridging research and praxis (a review)","authors":"Wei Xu, Angelina Maria Ferreira Martins Cheang","doi":"10.22363/2521-442x-2023-7-1-131-133","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-131-133","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88568246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-101-115
I. Tivyaeva, Diana R. Abdulmianova
{"title":"Digital politeness in online translator and interpreter training: The lessons of the pandemic","authors":"I. Tivyaeva, Diana R. Abdulmianova","doi":"10.22363/2521-442x-2023-7-1-101-115","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-101-115","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"56 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82449511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-58-69
M. K. A. Singh
{"title":"Supervisors’ written feedback on EFL graduate students’ theses: Survey-sourced empirical evidence of best practices","authors":"M. K. A. Singh","doi":"10.22363/2521-442x-2023-7-1-58-69","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-58-69","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87027432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.22363/2521-442x-2023-7-1-21-39
Izzah Ismail, Rohani Othman
{"title":"Programme Learning Outcomes (PLO) as a measure for academic success in postgraduate studies: A case study of a Malaysian Higher Learning Institution","authors":"Izzah Ismail, Rohani Othman","doi":"10.22363/2521-442x-2023-7-1-21-39","DOIUrl":"https://doi.org/10.22363/2521-442x-2023-7-1-21-39","url":null,"abstract":"","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"59 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83563420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.22363/2521-442x-2022-6-4-73-90
V. Kareva, T. Rasskazova, D. Leontjev
Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ conceptual development and induce changes in their classroom practices. The present study explores how asynchronous assessment of in-service teachers’ portfolios (with the focus on lesson planning) informed by dynamic assessment framework shaped the tutor’s mediation in synchronous online interaction with two teacher candidates. Theoretically, the study was informed by Vygotskian notion of true concepts. Focusing on two candidates in the training, we traced their trajectories regarding their conceptual development and the development of their practices. We will namely, illustrate how the information received in assessment guided the tutor’s mediation, and how the synchronous interactions in the course shaped and helped to interpret the assessment of candidates’ unassisted and mediated performance on portfolios. We will discuss implications of our study and will argue for shifting the focus beyond single classroom activities in Sociocultural Theory research.
{"title":"This can be made more student-centred: Asynchronous mediation in in-service teacher professional development","authors":"V. Kareva, T. Rasskazova, D. Leontjev","doi":"10.22363/2521-442x-2022-6-4-73-90","DOIUrl":"https://doi.org/10.22363/2521-442x-2022-6-4-73-90","url":null,"abstract":"Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ conceptual development and induce changes in their classroom practices. The present study explores how asynchronous assessment of in-service teachers’ portfolios (with the focus on lesson planning) informed by dynamic assessment framework shaped the tutor’s mediation in synchronous online interaction with two teacher candidates. Theoretically, the study was informed by Vygotskian notion of true concepts. Focusing on two candidates in the training, we traced their trajectories regarding their conceptual development and the development of their practices. We will namely, illustrate how the information received in assessment guided the tutor’s mediation, and how the synchronous interactions in the course shaped and helped to interpret the assessment of candidates’ unassisted and mediated performance on portfolios. We will discuss implications of our study and will argue for shifting the focus beyond single classroom activities in Sociocultural Theory research.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79557316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.22363/2521-442x-2022-6-4-93-95
Ludmila V. Gushchina
As part of its subtitle, this books discusses Everything about the origins and oddities of language you never thought to ask. It asks 26 questions about language, ranging from broader questions such as what a word or a language is, through issues regarding the alphabet and parts of speech and word order, as well as reading, speaking and writing skills, ending up with How Do We Understand? and Why Is This a Question? and a look at body language research in Why Do We Use Our Hands When We Talk? It also includes at the end 14 puzzles with solutions supported by references and the all-important index. Paul Jones’ book starts by asking about languages and words and where they come from. Although the book is published in English it’s primarily about world languages, in which the English language plays an important part. It uses examples from all the languages in the world from Mandarin Chinese to pidgin and is fascinating on how language developed from the articulation of the voice in response to crisis situations to the development of national and regional languages and dialects to fulfil the needs of particular communities. He also introduces research and theories which help explain how language originated, particularly in relation to animals.
{"title":"Why is this a question? Everything about the origins and oddities of language you never thought to ask (a review)","authors":"Ludmila V. Gushchina","doi":"10.22363/2521-442x-2022-6-4-93-95","DOIUrl":"https://doi.org/10.22363/2521-442x-2022-6-4-93-95","url":null,"abstract":"As part of its subtitle, this books discusses Everything about the origins and oddities of language you never thought to ask. It asks 26 questions about language, ranging from broader questions such as what a word or a language is, through issues regarding the alphabet and parts of speech and word order, as well as reading, speaking and writing skills, ending up with How Do We Understand? and Why Is This a Question? and a look at body language research in Why Do We Use Our Hands When We Talk? It also includes at the end 14 puzzles with solutions supported by references and the all-important index. Paul Jones’ book starts by asking about languages and words and where they come from. Although the book is published in English it’s primarily about world languages, in which the English language plays an important part. It uses examples from all the languages in the world from Mandarin Chinese to pidgin and is fascinating on how language developed from the articulation of the voice in response to crisis situations to the development of national and regional languages and dialects to fulfil the needs of particular communities. He also introduces research and theories which help explain how language originated, particularly in relation to animals.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79092545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.22363/2521-442x-2022-6-4-62-72
T. Dubrovskaya, Elmira Yuskaeva
The study focuses on language aggression as it is enacted in virtual professional communities. With the aim to reveal the dominant forms and mechanisms of aggression in the virtual environment, the authors explore data retrieved from Russian social media. Theoretically, the paper is informed by social identity theory and linguistic pragmatics. Adopting a methodology that draws on an inferential model of communication, the study analyses aggressive utterances and their meanings in situational contexts. The findings distinguish between two principal forms of aggression: insulting aggression and aggression of exclusion. Although both perform the function of social control, they differ in terms of triggering situations, pragmatic mechanisms as well as linguistic resources employed. Insulting aggression makes use of dehumanising, negative evaluation, blaming, social deixis, ‘reductio ad absurdum’ and references to one’s emotional involvement in the situation of conflict. Such mechanisms are enacted through the linguistic tools that convey the semantics of aggression more or less directly. These include pejoratives, depreciative epithets, colloquialisms, informal expressions, lexemes with semantics of emotional state, imperatives, means of deontic modality and a shift in using polite/impolite forms of address. On the contrary, aggression of exclusion involves meanings that require inferential efforts of the recipient. The interplay between literal meanings of speech acts and the underlying intentions results in conversational implicatures. Exclusion is manifested through drawing a boundary between ‘us’ and ‘them’, terminating a conversation, talking about somebody present in the third person. Its linguistic forms comprise lexemes with semantics of exclusion, lexis with negative connotation, interjections, and irony.
{"title":"Language aggression in virtual professional communities","authors":"T. Dubrovskaya, Elmira Yuskaeva","doi":"10.22363/2521-442x-2022-6-4-62-72","DOIUrl":"https://doi.org/10.22363/2521-442x-2022-6-4-62-72","url":null,"abstract":"The study focuses on language aggression as it is enacted in virtual professional communities. With the aim to reveal the dominant forms and mechanisms of aggression in the virtual environment, the authors explore data retrieved from Russian social media. Theoretically, the paper is informed by social identity theory and linguistic pragmatics. Adopting a methodology that draws on an inferential model of communication, the study analyses aggressive utterances and their meanings in situational contexts. The findings distinguish between two principal forms of aggression: insulting aggression and aggression of exclusion. Although both perform the function of social control, they differ in terms of triggering situations, pragmatic mechanisms as well as linguistic resources employed. Insulting aggression makes use of dehumanising, negative evaluation, blaming, social deixis, ‘reductio ad absurdum’ and references to one’s emotional involvement in the situation of conflict. Such mechanisms are enacted through the linguistic tools that convey the semantics of aggression more or less directly. These include pejoratives, depreciative epithets, colloquialisms, informal expressions, lexemes with semantics of emotional state, imperatives, means of deontic modality and a shift in using polite/impolite forms of address. On the contrary, aggression of exclusion involves meanings that require inferential efforts of the recipient. The interplay between literal meanings of speech acts and the underlying intentions results in conversational implicatures. Exclusion is manifested through drawing a boundary between ‘us’ and ‘them’, terminating a conversation, talking about somebody present in the third person. Its linguistic forms comprise lexemes with semantics of exclusion, lexis with negative connotation, interjections, and irony.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86760284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.22363/2521-442x-2022-6-4-31-49
P. Ermolaeva, P. Barron
Focussing on a particular Swiss Hotel School, this research evaluates the student acceptance and overall effectiveness of the flipped classroom approach. The paper aims to evaluate the preference of adopting such an approach as the main teaching method for a range of undergraduate and postgraduate hospitality focused programmes and develop an understanding of students’ awareness of the flipped method. Adopting a quantitative approach, 167 students took part in this study and specifically provided their perspectives of the flipped classroom approach, compared it with a more traditional teaching method and identified the benefits and drawbacks of flipped learning. The findings of the study suggest that students appreciate the reversed classroom as it appears that learners felt safe, engage, and motivated in a student-oriented environment under the guidance of a teacher. However, respondents also highlighted the importance of appropriate guidance and facilitation of the flipped classroom as well as recognising the additional engagement in material prior to attending class.
{"title":"The effectiveness of flipped classroom in the hospitality education","authors":"P. Ermolaeva, P. Barron","doi":"10.22363/2521-442x-2022-6-4-31-49","DOIUrl":"https://doi.org/10.22363/2521-442x-2022-6-4-31-49","url":null,"abstract":"Focussing on a particular Swiss Hotel School, this research evaluates the student acceptance and overall effectiveness of the flipped classroom approach. The paper aims to evaluate the preference of adopting such an approach as the main teaching method for a range of undergraduate and postgraduate hospitality focused programmes and develop an understanding of students’ awareness of the flipped method. Adopting a quantitative approach, 167 students took part in this study and specifically provided their perspectives of the flipped classroom approach, compared it with a more traditional teaching method and identified the benefits and drawbacks of flipped learning. The findings of the study suggest that students appreciate the reversed classroom as it appears that learners felt safe, engage, and motivated in a student-oriented environment under the guidance of a teacher. However, respondents also highlighted the importance of appropriate guidance and facilitation of the flipped classroom as well as recognising the additional engagement in material prior to attending class.","PeriodicalId":36167,"journal":{"name":"Training, Language and Culture","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88688445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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