bluuebunny/crossref_metadata_2025_split huggingface dataset:
INTAKE AS THE LOCUS OF EQUILIBRATION IN LANGUAGE LEARNING*
Authors: Boulouffe Jacqueline 
Published: October 2006

Equilibration between assimilatory (organism‐inward) and accommodatory (organism‐outward) processes has been described as a necessary condition of both development and learning. The difference between the two, however, is that in the case of learning, equilibration often has to be pedagogically implemented, whereas this is not true of development.Intake, the notoriously impenetrable interval between input and output, was identified as the locus of equilibration in language learning when the learners (French‐speaking EFL beginners), faced with having to construct a new utterance, demonstrated minimal conceptualization through tentative expression (assimilation) and sufficient preliminary familiarity with the correct expression in a model sentence for this expression to confirm its relevance (accommodation). A dialectic interaction that resulted in adjustment was generated by this encounter of the learner's intended meaning in search of a form that had remained unanalyzed when first received.It is suggested that equilibration in intake is indicative of a cognitive similarity between the learning of a foreign language – whether institutional or naturalistic – and the learning of other subjects.
Morphophonemic Variation in Clusters in Japanese English
Authors: Sounders Neville J. 
Published: October 2006

This study examines the word‐final, voiceless, stop‐sibilant clusters formed by the attachment of [−z] morphemes to verbs and nouns in the spontaneous speech production of Japanese learners of English and finds that reduction is the favored production strategy; that noun attachments are subject to less error than are verb attachments; and that the initial consonant of the cluster affects the rate of omission.An acoustic study of the same clusters follows, which finds that the length of the [−z] morpheme in Japanese L2 English is shorter in the phonetic environment where there is greatest omission and longer when attached to nouns than when attached to verbs. It finds considerable evidence for post‐cluster epenthesis, even when a vowel segment follows, and for mid‐cluster epenthesis. The study also finds evidence that reduction and epenthesis are not alternative strategies in the resolution of production difficulties in L2 clusters.
Using a Facet Design to Assess the Effects of the Form, the Source, and the Frequency of Information Necessary to Answer ESL Reading Comprehension Questions
Authors: Perkins Kyle , Brutten Sheila R. 
Published: October 2006

Determining what reading comprehension questions actually measure is difficult to ascertain objectively. Facet theory and design suggest a means to define operationally what a given item measures by studying how an item is related to textually or nontextually based information. Three facets or structs (the form of information [explicit or implicit], the source of information [text or nontext], and the frequency with which the information appeared in the text) were entered into regression equations to determine how much variance the structs accounted for in the item scores from ESL reading comprehension tests from different levels of proficiency. The results suggested that the facets were differentially related to the item scores at different levels of proficiency.Further true experimental research is suggested using the facet design to study the effects of the structs and to provide useful diagnostic information in terms of a typology of items that readers answered correctly and incorrectly.
The Influence of Task‐ and Proficiency‐Related Factors on the Use of Compensatory Strategies: A Quantitative Analysis
Authors: Poulisse Nanda , Schils Erik 
Published: October 2006

The study described in this paper was set up to investigate the effect of foreign language learners' proficiency level on compensatory strategies used by these learners to solve lexical problems. At the same time, the effect of task‐related factors on compensatory strategies was examined. The study involved three groups of Dutch learners of English at three different proficiency levels. The subjects were tested on three different tasks: a picture naming/description task, a story retell task, and an oral interview with a native speaker of English.It appeared that “proficiency level” is inversely related to the number of compensatory strategies used by the subjects: the most advanced subjects used fewer compensatory strategies than did the least proficient ones. Contrary to our expectations, however, the type of compensatory strategy chosen by the subjects was not to any large extent related to their proficiency level. Rather, the data indicate that task‐related factors play a large role in this respect. Whereas the subjects predominantly used analytic strategies in the picture naming/description task, they frequently resorted to holistic strategies and transfer strategies in the story retell task and the oral interview.To explain these differences it is suggested that in selecting compensatory strategies the subjects observed general conversational principles.
Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages
Authors: Geva Esther , Ryan Ellen B. 
Published: October 2006

Using the theoretical frameworks proposed by Cummins (1981a) and Bialystok and Ryan (1985), this research was designed to shed light on the relationship between cognitive correlates and linguistic skills in first (L1) and second (L2) language, and the extent to which performance on academic tasks in L2 can be predicted by these factors. The study was conducted with 73 Grade 5–7 children attending a bilingual English‐Hebrew day school. The test battery included a measure of intelligence, measures of linguistic knowledge in L1, measures of reading comprehension in L1 and L2 and static and working memory measures in L1 and L2.Evidence was found for the theoretical notion that with increased speed of basic processing in L2, higher level cognitive processes involved in linguistic and oral communication in academic settings are facilitated. Additionally, results suggest that children who can more systematically employ analytic functions in their L1 are more likely to do so in their L2 as well, and that performance on linguistically demanding tasks such as reading in L2 can be more accurately predicted with the aid of information on memory storage and executive control functions, in combination with underlying intelligence and L2 oral proficiency. Results highlight the important role that memory plays in performing linguistic tasks in L2 and help to explain underlying ability factors related to Cummins' interdependence hypothesis.
Personality Types and Language Learning in an EFL Context
Authors: Carrell Patricia L. , Prince Moneta S. , Astika Gusti G. 
Published: October 2006

This paper presents the results of a study of the relationships between the personality types of a group of English as a foreign language (EFL) students in Indonesia and various measures of their academic performance in a semester‐long course including a series of EFL language measures.Students were the entering class of English majors (N=76) at a university in Indonesia in the fall of 1991. We tracked them through their performance in an Integrated Course, a 9‐hour‐per‐week intensive basic course they needed to pass in order to move on to any second semester or higher course. The course is team‐taught in 3 sections of students, with 3 teachers teaching each section.We gave the students the Myers‐Briggs Type Indicator (MBTI), which had been translated into Indonesian. We report and discuss the validity and reliability of using this as a measure of students’ personality types. In addition, we tested the students monthly on reading comprehension, vocabulary, grammar, and writing.Results show that these EFL students are almost evenly divided between Extraverts and Introverts, with over 50% of the students being 1 of 2 (out of 16 possible) types: ESTJ (37%), ISTJ (21%). The distribution of types for these EFL students is similar to those of ESL students in similar studies. Although extraversion and introversion are related to vocabulary and composite course scores, there are few other direct relationships between learners’ personality types and their language performance. We discuss implications for further research, as well as for EFL/ESL classrooms.
The Effect of Language Background on “Foreign” Language Test Performance: The Case of Chinese, Italian, and Modern Greek
Authors: Elder Catherine 
Published: October 2006

This article considers the validity of applying common assessment instruments and scales to assess the language skills of Australian school‐age language learners from different LI backgrounds. I used data gathered from standardized national tests of reading and listening proficiency in 3 heritage languages: Italian, Greek, and Chinese. The tests, known as the Australian Language Certificates (ALC), are administered annually to a large population of language learners at Year 8 or Year 9. I applied Mann Whitney and Mantel‐Haeszel procedures to data from the 1993 administration to investigate score differences and differential item functioning (DIF) between those with and without a home background in each of the 3 target languages. Content analyses of DIF items attempted to identify possible sources of group difference.Findings reveal a strong relationship between home exposure to the language and level of performance on the listening and, to a lesser extent, the reading component of the tests. There is also evidence of differential item functioning, although this effect is stronger for Chinese and Italian than for Greek. The content analysis suggests that the DIF effect may be due to “true” differences in language ability, rather than to test bias. Nevertheless, the use of common instruments and reporting procedures for L1 and L2 learners may be inappropriate and demotivating and, in the later years of schooling, could lead to serious misuse of test scores.
ON MATTERS METHODOLOGICAL IN ECONOMICS
Authors: Gerrard Bill 
Published: October 2006

Books reviewed in this article:Lawrence A. Boland (1989) The Methodology of Economic Model Building: Methodology after Samuelson.J. C. Glass and W. Johnson (1989) Economics: Progression, Stagnation or Degeneration?Arjo Klamer, Donald N. McCloskey and Robert M. Solow (eds.) (1989) The Consequences of Economic Rhetoric.Brian J. Loasby (1989) The Mind and Method of the Economist: A Critical Appraisal of Major Economists in the 20th Century.John Pheby (1988) Methodology and Economics: A Critical Introduction.
Nationalism, Comparatively Speaking
Authors: SEGAL DANIEL A. 
Published: October 2006

Abstract
This paper is offered as an extended exploration of the common sense mythologies of modem nationalism. Using Fijian dualism as a point of comparison, it argues that nationalist ideologies of unity rest on a historically contingent principle of social order: namely, that societies are (normatively) distinct sets of like individuals. Nationalist movements use this principle to delineate and construct various ‘nations.” To illustrate this approach, the paper compares the unification of France to the disintegration of the Hapsburg Empire, and asks why a singular nation was invented in France, and a plurality of nations in the Empire. The paper suggests that these very different histories can be explained by considering the relationship of these nationalist movements to the hierarchical orders of monarchical absolutism and colonial subordination.Our current definitions and conceptions stem from our own modern culture, even when anthropological experience … has modified them to some degree. This is not enough in the way of including ourselves ‐ our own culture ‐ in the picture, as true comparison requires. For our current definitions express our own culture, and our own culture … embodies an exceptional development. Any sociological generalisation must integrate it for what it is: an exception, an eccentric phenomenon. It follows that the general sociological model can in no case be modern, or modern with mere modification: it must be such a reflection of the wide experience of mankind that the modern exceptional development is clearly formulated and accommodated in it.
Comrades Compromised: The Zimbabwean and South African Liberation Struggles Compared and Contrasted
Authors: PHIMISTER IAN 
Published: October 2006

At the end of April (1992), President Mugabe was given a rough ride at the inaugural conference of the Zimbabwe Liberation War Veterans Association. Almost half of the some 36,000 veterans are unemployed, and Mugabe had to listen to accusations that his government was run by ‘opportunists and bourgeois elements’ who want to exclude the veterans.1Mr Mandela was himself booed (in April 1993) when he defended his partnership with Mr De Klerk. PAC leader Clarence Makwetu, whose APLA guerrillas have been killing white civilians, was cheered when he entered the stadium, obliging Mr Mandela to pause in his address.2
Microteaching, Component Skills and the Training of Teachers: an Evaluation of a Research and Development Project
Authors: Applebee Arthur N. 
Published: October 2006

SummaryThis paper reviews the work and underlying assumptions of a project concerned with the transfer and redevelopment of a self‐instructional microteaching course originally developed in the United States. The transferred materials were shown to be effective with experienced British teachers, supporting the feasibility of such transfers of teacher training systems. The research and development cycle which was to structure the work, however, was only partially implemented, leaving important questions about the need for such redevelopment work unanswered. Another area needing more careful attention is the model used to organize the instructional technology; though effective in altering teaching behaviour, there is evidence that it may not be the most efficient way to achieve the desired goals. Finally, the ‘component skills’ approach to teaching is criticized as a misconceptualization of the behaviour being studied. Some evidence is presented that this in turn may be distorting subsequent patterns of teaching.
The Development of Study Techniques by Integrated Master Programmes
Authors: Weltner Klaus 
Published: October 2006

AbstractA new system of study guides (integrated master programmes) for independent study periods based on a textbook has been developed. The main feature is the explanation and training of study techniques in connection with special subjects and specific study aims.Two experiments show the effectiveness of independent study supported by these study guides versus regular tuition and the effectiveness of the explanation and training of study techniques.
School Selectivity and the Adoption of New Curriculum Projects
Authors: Nicodemus R B 
Published: October 2006

AbstractA national and regional survey of headteachers' familiarity with and reported adoption of twenty‐five new curriculum projects reveal thirteen questionnaire items which discriminate between schools on the basis of their selectivity. Only five of these items also discriminate between the schools according to the familiarity of headteachers or adoption reported in the school. When the analysis is based on the adoption of Nuffield or Schools Council Projects school selectivity appears more important compared to the analysis based on the total familiarity or adoption score.
Who Uses What in the Learning Aids Laboratory in the Department of Chemistry at Queen Elizabeth College: A Pilot Survey
Authors: Poller R C , Seeley M E 
Published: October 2006

AbstractThe Learning Aids Laboratory (LAL) in the Department of Chemistry caters for about 350 students whose abilities and commitments to the subject vary widely. Total usage of the LAL is reported together with an attempt to analyse the types of students who use the facilities and the type of learning aid they prefer.
A Comparison of Variable Time‐Compressed Speech and Normal Rate Speech Based on Time Spent and Performance in a Course Taught by Self‐Instructional Methods
Authors: Short S Harvey 
Published: October 2006

AbstractThe study was to determine whether sighted college students in a self‐instructional course would learn more, and save time learning, while listening to tapes on variable rate controlled speech (VRCS) compressors as compared with listening to the same tapes on normal speed (NS) tape recorders. Time was mechanically recorded, and achievement was measured using on‐line‐computer‐administered post‐tests. Both the control group and the experimental group each consisted of 45 randomly selected students. Analyses of variance with repeated measures were performed on post‐tests of seven different taped modules and on mean time spent listening by both groups. Students who used VRCS compressors had an average time saving of 32 per cent and an average grade increase of 4.2 points on post‐test scores.
An Introduction to the National Development Programme in Computer Assisted Learning
Authors: Hooper Richard 
Published: October 2006

AbstractThis paper sets out the structure and strategy of the 5‐year, ±2.5 million National Development Programme in Computer Assisted Learning, concentrating on some novel aspects. It discusses definitions of ‘computer assisted learning’ (CAL) and ‘computer managed learning’ (CML). The projects are then described, followed by a brief evaluation of the success of the Programme's main objectives.
The Financial Evaluation of NDPCAL
Authors: Fielden John 
Published: October 2006

AbstractThe National Programme provides the first instance in the United Kingdom of an educational innovation having an external financial evaluation from the outset; the operation and methodology of the evaluation is therefore outlined. A three‐tier approach to costing, at the national, institutional and departmental levels is described. Difficulties in identifying ‘costs’ are summarized together with some of the solutions adopted. The final section of the article provides some of the conclusions from the evaluation relating to CAL.
Which Media do University Teachers Actually Use? A Survey of the Use of Audio‐Visual Media in Teaching at Two New Zealand Universities
Authors: Teather David C B , Collingwood Vaughan 
Published: October 2006

SummaryThe rational deployment of audio‐visual resources for teaching within large institutions requires information on the use made of media by teaching staff. A questionnaire administered to 902 academics at two New Zealand universities provided data on the use of seven media—chalkboards, whiteboards, slides, overhead projectors, sound recordings, films and closed circuit television. The questionnaire revealed large differences in media use between teachers of different disciplines. These differences were generally consistent across both universities, albeit with some intriguing local variations. Relationships between staff status and media use are explored, and the usefulness of the survey as a whole is discussed.
A Little Bullock Goes a Long Way: a college of education simulation exercise
Authors: Cross D 
Published: October 2006

AbstractUsing two quotations from A Language for Life (HMSO 1975) as his starting point, the author describes a curriculum development simulation exercise involving 70 third‐year college of education students from five subject departments. In it, they were asked to imagine themselves as the newly‐appointed staff of a large comprehensive school due to open in six months' time. Directed by one college staff member and ten English department third‐year students briefed beforehand to act as headmistress and holders of other senior positions of responsibility, they engaged, in two two‐hour sessions spaced a week apart, in the early planning stages of a comprehensive school humanities course. In the first session they were asked, as subject groups, to consider the following questions. As a subject group, how would you describe man's basic needs? What attitudes do you hope will emerge from your subject about religion? About politics and political system? About personal relationships? They were asked to try to write down an agreed answer in not more than 100 words to each question. In the second session, they were given typed copies of the answers from all groups, and asked to try to write a summary of each group of answers in not more than 100 words. In the third session, a week later, they discussed the exercise with staff members who had acted as observers.
The Impact of School Television on Groups of Pupils Aged 9–11 Years
Authors: Oxley D W 
Published: October 2006

AbstractThe investigation studied the impact of school television programmes on clearly delineated groups of 9–11 year old pupils of above average, average, and below average IQ, with special reference to variance in attitudes of receiving, in responding to, and in valuing the transmissions. Data were obtained from questionnaires completed during personal private interviews with samples of 26 above average IQ, 24 average IQ, 24 below average IQ in school ‘A’ and from 25, 24 and 22 in matched school ‘B’. An analysis of the responses indicated that all groups were stimulated by the programmes and accepted them as an integral part of the curriculum. The accompanying clear sound effects were highly valued. In future transmissions more pupils’ pamphlets and more holiday school programmes were needed. The pupils claimed that they had learned in a manner which appealed to them, and the programmes were highly esteemed.
Where Next in Computer Aided Learning?
Authors: Edmonds Ernest 
Published: October 2006

AbstractThe paper is concerned with the use of the computer as a medium for teaching, a tool for learning and a manager of learning. Its special characteristic is seen to be its ability to take a non‐trivial role in an interactive situation. The dramatic reduction in the cost of computer hardware is put forward as the major reason for the increasing importance of computer aided learning. The use of computers in support of both unstructured and structured learning situations is discussed. It is argued that the design methods used for the development of computer aided learning facilities need to be adaptive. It is further argued that appropriate hardware and software development tools need to be provided in order to enable adaptive design methods to be used. The particular importance of paying attention to the man‐computer interface in designing computer aided learning systems is discussed. The need to be able to modify the interface after the system has been used by students is emphasized.
The Specification and Design of Educational Microcomputer Systems
Authors: Thorne M P 
Published: October 2006

AbstractThis paper puts the case that the current use of microcomputers in the British educational system seems dogged by a mainframe philosophy. For example, teachers and others discuss the various available microcomputer gadgets as frippery, not through carefully researched consideration of their educational potential but simply because these devices are rarely seen attached to mainframes. The author suggests that urgent research is necessary so that decisions are taken on strong educational (and technical) grounds and indicates some appropriate research topics.
Barriers to the Use of Computer Assisted Learning
Authors: Jones Ann , O'Shea Tim 
Published: October 2006

AbstractThis paper summarizes the results of a recent evaluation study on the use of computer assisted learning at the Open University. Our main finding is that students have a realistic view of the educational benefits of computer assisted learning and also of the practical problems associated with its use. These include: physical access, a variety of user interface standards and frustrating computer experiences leading to a fear of its use. We conclude by making some recommendations which would allow computer assisted learning to achieve its potential in the Open University and in distance learning generally.