Pub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_20
Yanfang Ma, Xiaotong Gao, Wei Zhou
{"title":"The Trustworthiness Measurement Model of Component-Based Software Based on Combination Weight","authors":"Yanfang Ma, Xiaotong Gao, Wei Zhou","doi":"10.1007/978-981-19-7510-3_20","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_20","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75727874","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}
Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.
{"title":"Can metacognition bring in the ingredients requisite for L2 listening success?","authors":"Ç. Mart","doi":"10.1075/aila.21010.mar","DOIUrl":"https://doi.org/10.1075/aila.21010.mar","url":null,"abstract":"Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211309","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}
This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
{"title":"Literature and language education","authors":"J. Bobkina, E. Romero, S. Sastre-Merino","doi":"10.1075/aila.21003.bob","DOIUrl":"https://doi.org/10.1075/aila.21003.bob","url":null,"abstract":"\u0000 This study explores the perceptions of English language teachers of the use of literature in the context of\u0000 bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher\u0000 participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature\u0000 could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a\u0000 teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English\u0000 classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the\u0000 bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate\u0000 teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and\u0000 for continued training.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711642","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}
Since the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease, leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic stance. Thus, the evolution of live text commentaries can be described as a process of standardization.
{"title":"The evolution of football live text commentaries","authors":"S. Meier-Vieracker","doi":"10.1075/aila.21001.mei","DOIUrl":"https://doi.org/10.1075/aila.21001.mei","url":null,"abstract":"\u0000 Since the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone\u0000 continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed\u0000 in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of\u0000 genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses\u0000 on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over\u0000 time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease,\u0000 leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic\u0000 stance. Thus, the evolution of live text commentaries can be described as a process of standardization.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271150","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}
A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá
In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.
在这篇文章中，我们研究了有声绘本如何构成一种多模态叙事，使学生不仅在基本的阅读和写作技能方面，而且在与其他形式的表现(如图像、声音和动作)的多维互动方面发展他们的读写能力。根据《多元素养教学法》(New London Group 1996)的目标，我们选择并分析了15本有声绘本，这些绘本的特点使我们能够实施设计学习原则和知识过程框架的四个教学组成部分:体验、概念化、分析和应用。目标是培养基本的多模态素养-文学，语言，视觉和音乐-并为学习者提供构建意义的机会，作为一个动态的转变和创造性探索的过程。具体而言，我们探讨了这些有声绘本所包含的听觉特征，以及故事中所传达的主题在多大程度上可以与联合国可持续发展目标联系起来，以进一步讨论社会问题。我们的分析表明，这种多模态叙事融合了在课堂上培养和拓展学生多重读写能力的关键特征。
{"title":"The potential of sound picturebooks as multimodal narratives","authors":"A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá","doi":"10.1075/aila.21006.rey","DOIUrl":"https://doi.org/10.1075/aila.21006.rey","url":null,"abstract":"\u0000In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779834","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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