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Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy 论体裁与语料库在学术写作研究与教学中的协同作用
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-01 DOI: 10.4018/ijcallt.2021010104
Xiaofei Lu, J. Casal, Yingying Liu
This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.
本文概述了一个框架的研究议程,该框架将基于语料库和体裁的方法整合到学术写作研究和教学法中。这一框架提出了学术写作教学的两个主要目标:一是帮助写作新手了解学术话语特有的修辞功能,并熟练地选择适当的语言来实现这些功能。为此,在这一框架下的研究包括:1)编写修辞功能注释的学术写作语料库;2)分析这些功能的组织和分布;3)分析与不同功能相关的语言特征;4)开发自动化功能注释的计算工具;5)在学术写作教学中使用注释语料库;6)探讨形式-功能映射在学术写作评估中的作用。讨论了该框架在学术写作研究、教学和评估中促进对形式-功能映射的一致关注的含义。
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引用次数: 11
Debates in English Language Education 英语语言教育中的辩论
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-01 DOI: 10.4018/ijcallt.2020100103
Soraya García-Sánchez
Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.
在21世纪的教育和专业生态系统中,讨论和推理仍然是必不可少的活动,这些活动往往得到多模式交流的支持。本文通过辩论任务将作为外语的英语学习与专业的交际方法联系起来,而辩论任务是由无处不在的CALL/MALL环境所支持的。本研究将展示辩论的建议结构,以建立相互依存和协作的工作,可以通过结合21世纪的认知和沟通技能来成功规划,从而提高学生在高等教育中的英语表现。在中上水平B1+/B2中,学生探索目标内容、角色定位和产生良好联系的交际信息的决定将得到展示。实证数据表明,英语的互动模式和辩论式反驳为21世纪的学习者提供了一个多模式的教育和专业生态系统,他们使用面对面和技术设备相互互动并获取无处不在的信息。
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引用次数: 1
University L2 Learners' Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL) 大学二语学习者在移动辅助语言学习(MALL)中使用词典应用程序的声音与经验
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100102
Qing Ma
Language learners can now access language learning information anywhere and anytime with handheld mobile devices connected to unlimited online information. Searching the meaning of unknown language items encountered online may be the first step for language learning to take place. Making good use of e-dictionaries and dictionary apps is a key factor that affects learning efficiency. Using a survey questionnaire completed by more than 200 participants and examining both quantitative and qualitative data, this study investigated how Hong Kong university L2 learners make use of dictionary apps and probed into what dictionary functions they actually use and what functions they desire when they engage in MALL. Four categories of dictionary functions, including lexical information, extra resources, lexical tutors, and lexical tools, are used to describe all dictionary functions that students accessed or desired. The results show that dictionary apps have become essential tools for Hong Kong university students to learn an L2 as well as facilitate their academic studies; bilingual dictionaries with multiple functions and rich resources are meaning decoders that help students engage in learning both in their subject courses and English learning. Some discrepancies exist in learners' actual use and desired use of dictionary functions, which deserve the further attention of both app developers and language teachers to improve learners' efficiency of vocabulary learning. In addition, teachers play an important role in guiding students' lexical learning. Based on the findings, a framework for understanding Hong Kong university students' choice and use of dictionary apps is provided, based on which implications are offered and discussed.
语言学习者现在可以随时随地使用手持移动设备连接无限的在线信息来获取语言学习信息。搜索在线遇到的未知语言项目的含义可能是语言学习的第一步。善用电子词典和词典应用程序是影响学习效率的关键因素。本研究通过200多名参与者完成的问卷调查,结合定量和定性数据,调查了香港大学二语学习者如何使用词典应用程序,并探讨了他们在使用MALL时实际使用的词典功能和他们希望使用的词典功能。四类字典功能,包括词汇信息、额外资源、词汇指导和词汇工具,用于描述学生访问或需要的所有词典功能。结果显示,字典应用程式已成为香港大学生学习第二语言和促进学术研究的重要工具;双语词典具有多种功能和丰富的资源,是帮助学生在学科课程和英语学习中进行学习的意义解码器。学习者对词典功能的实际使用与期望使用存在一些差异,值得应用开发者和语言教师进一步关注,以提高学习者的词汇学习效率。此外,教师在引导学生词汇学习方面也起着重要的作用。基于调查结果,本文提供了一个了解香港大学生选择和使用词典应用程序的框架,并在此基础上提出和讨论了其影响。
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引用次数: 7
An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps 中国老年人使用手机应用自主英语学习体验调查
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100104
Yangting Wang, M. Christiansen
A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.
大多数关于移动辅助语言学习的研究都集中在传统的英语学习者身上,因此对老年成人学习者的关注很少。本研究的目的是探讨中国老年人在自主学习(SDL)环境下使用免费且流行的英语学习移动应用程序,如多邻国/你好英语、百词站和流利说的学习经验。设计了一项为期17周的顺序混合方法研究。55名年龄在45岁到85岁之间的老年人参与了这项研究。采用知情扎根理论和Saldana编码技术进行定性分析。定量资料采用描述性统计和配对样本t检验进行分析。研究结果表明,老年人坚持使用移动应用程序学习17周,词汇量显著增加。最后,基于实证数据和SDL理论,构建了一个名为MISAPP的转型学习模型。
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引用次数: 11
Language Teacher Beliefs About Technology 语言教师对技术的信念
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100101
Emily A. Hellmich
Much of the work done on language teacher beliefs about technology remains limited to the individual or institutional scales. This study responds to calls to reinsert language teaching and learning into a larger ecosystem by examining language teacher beliefs and uses of technology from an ecological theoretical perspective. Using a case study research design comprised of interviews and participant observations, the study analyzed two language teachers' beliefs and uses of technology in terms of beliefs (language, learning, technology) and scales (temporal, spatial). Analysis revealed multiple beliefs, such as language for cultural understanding and technology as a threat, that were produced at multiple scale levels. Analysis also revealed layered interactions between beliefs and scales that has led to tensions in both beliefs and uses of technology, such as the societal pressure to include technology that clashed with personal and institutional understandings of learning. Implications for how to address this complexity are discussed.
许多关于语言教师对技术的看法的研究仍然局限于个人或机构层面。本研究从生态学理论的角度考察了语言教师的信念和技术的使用,回应了将语言教学和学习重新融入更大的生态系统的呼吁。本研究采用由访谈和参与者观察组成的案例研究设计,从信念(语言、学习、技术)和尺度(时间、空间)两方面分析了两位语言教师的信念和技术使用情况。分析揭示了多种信念,如文化理解的语言和作为威胁的技术,在多个尺度水平上产生。分析还揭示了信念和尺度之间的分层相互作用,这导致了信念和技术使用的紧张关系,例如社会压力,包括与个人和机构对学习的理解相冲突的技术。讨论了如何解决这种复杂性的含义。
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引用次数: 1
The Effectiveness of Different Modalities in Facilitating Grammar Acquisition in the Flipped Classroom 不同模式在促进翻转课堂语法习得中的效果
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-10-01 DOI: 10.4018/ijcallt.2019100103
Hongying Xu
The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among novice level learners of Chinese as a foreign language by measuring their comprehension and awareness of usage of the target grammar patterns as well as by collecting responses from a semi-open-ended questionnaire regarding learners' experience of and attitudes towards the FC model.
翻转课堂模式作为一种新的教学模式,近年来在各学科得到了广泛的应用。然而,这种模式在外语教育领域的应用还处于起步阶段。本研究通过测量初学者对目标语法模式的理解和使用意识,以及收集学习者对目标语法模式的体验和态度的半开放式问卷,探讨了使用FC模式促进对外汉语初学者语法习得的效果。
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引用次数: 0
Challenges to Overcome and Scaffolding to Build on 需要克服的挑战和需要搭建的脚手架
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-01 DOI: 10.4018/IJCALLT.2019070104
Hao Yang, Zhiqiang Ma
While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.
虽然目前对翻转课堂的研究一般集中在测试结果和(或)学生/教师的看法上,作为其教学效果的衡量标准,但学生对它的适应和应用它的必要条件很少被探索。本探索性案例研究旨在通过调查中国东部一所公立大学实施的翻转课堂中大学生的适应情况来纠正这一问题。研究结果表明,虽然翻转模式受到学生在学习倾向和学术能力方面根深蒂固的两极分化的阻碍,但学生确实形成了学习理论的原型,通过向同龄人学习而提高自我的感觉,并意识到内在动机的重要性。因此,提出了一种渐进的方法来实施翻转课堂,这需要相应的纵向研究,以了解其对学习行为的长期影响,迄今为止尚未探索。
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引用次数: 0
Machine Learning Based Taxonomy and Analysis of English Learners' Translation Errors 基于机器学习的英语学习者翻译错误分类与分析
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-01 DOI: 10.4018/IJCALLT.2019070105
Ying Qin
This study extracts the comments from a large scale of Chinese EFL learners' translation corpus to study the taxonomy of translation errors. Two unsupervised machine learning approaches are used to obtain the computational evidences of translation error taxonomy. After manually revision, ten types of English to Chinese (E2C) and eight types Chinese to English (C2E) translation errors are finally confirmed. There probably exists three categories of top-level errors according to the hierarchical clustering results. In addition, three supervised learning methods are applied to automatically recognize the types of errors, among which the highest performance reaches F1 = 0.85 on E2C and F1 = 0.90 on C2E translation. Further comparison to the intuitive or theoretical studies on translation taxonomy shows some phenomenon accompanied by language skill improvement of Chinese learners. Analysis on translation problems based on machine learning provides the objective insight and understanding on the students' translations.
本研究从大量中国英语学习者的翻译语料库中抽取评论,研究翻译错误的分类。采用两种无监督机器学习方法获得翻译错误分类的计算证据。经过人工修改,最终确定了10类英译中(E2C)和8类中译英(C2E)的翻译错误。根据分层聚类结果,可能存在三类顶层误差。此外,采用三种监督学习方法自动识别错误类型,其中在E2C和C2E翻译上的最高性能分别达到F1 = 0.85和F1 = 0.90。进一步对比翻译分类法的直观或理论研究,可以发现一些现象伴随着中国学习者语言技能的提高。基于机器学习的翻译问题分析为学生的翻译提供了客观的洞察和理解。
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引用次数: 2
Exploring Collocations with The Prime Machine 用Prime Machine探索搭配
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-01 DOI: 10.4018/IJCALLT.2019070103
Stephen Jeaco
One of the greatest impacts of corpus linguistics on language teaching has been in the recognition of the importance of collocation. A very influential guide for language teachers with regard to teaching collocation has been the Lexical Approach. Activities pointing students to rich collocational information in monolingual dictionaries, in texts and specifically in collocation dictionaries provided ways for language learners to engage with collocation information: to notice, to remember and to acquire. In recent years, there has been a growing interest in Data Driven Learning and new tools are now available to allow students to access collocation information from corpora for themselves. After introducing some pedagogic considerations, this article presents some of the features of The Prime Machine which were developed to support DDL activities focussed on collocation.
语料库语言学对语言教学的最大影响之一是认识到搭配的重要性。词汇教学法是语言教师在搭配教学中非常有影响力的指导方法。将学生引向单语词典、文本,特别是搭配词典中丰富的搭配信息的活动,为语言学习者提供了使用搭配信息的途径:注意、记忆和获取。近年来,人们对数据驱动学习越来越感兴趣,现在有新的工具可以让学生自己从语料库中获取搭配信息。在介绍了一些教学方面的考虑之后,本文介绍了the Prime Machine的一些特性,这些特性是为支持侧重于搭配的DDL活动而开发的。
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引用次数: 3
Five Keys from the Past to the Future of CALL 从CALL的过去到未来的五个关键
IF 1.4 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-07-01 DOI: 10.4018/IJCALLT.2019070101
Philip Hubbard
Current trends in CALL such as mobile learning, gamification, and use of social media appear to represent major shifts in the digital language learning landscape. However, these and other applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. This article draws on selected studies and the author's experience to lay out five key lessons learned over more than three decades in CALL. These lessons involve understanding: 1) the cycle of technology adoption; 2) the dimensions of technology mediation in the language learning process; 3) the promise and limitations of CALL research; 4) the critical importance of teacher education and professional development in an age of continuous change; and 5) the need for learner training for effective technology use. Teachers, researchers, and developers alike are encouraged to reflect on these lessons as they create and seek to control the technologies, tasks, and activities of the future.
移动学习、游戏化和社交媒体的使用等当前语言学习的趋势似乎代表了数字语言学习领域的重大转变。然而,这些和其他技术在中介语言学习中的应用可能不仅通过反思现在,而且可能更重要的是通过反思过去研究和实践的相关见解来获得信息。本文借鉴了选定的研究和作者的经验,列出了在CALL中三十多年来学到的五个关键教训。这些教训包括理解:1)技术采用的周期;2)语言学习过程中的技术中介维度;3) CALL研究的前景与局限性;4)教师教育和专业发展在不断变化的时代至关重要;5)对学习者进行有效技术使用培训的必要性。鼓励教师、研究人员和开发人员在创建和寻求控制未来的技术、任务和活动时反思这些经验教训。
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引用次数: 16
期刊
International Journal of Computer-Assisted Language Learning and Teaching
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