bluuebunny/crossref_metadata_2025_split huggingface dataset:
DESCRIPTION AND EXPLANATION IN INTERLANGUAGE SYNTAX: STATE OF THE ART
Authors: Rutherford William E. 
Published: October 2006

The general theme chosen for this approach to interlanguage (IL) syntax "state of the art" is the presumed goal of all IL syntacticians: to find consistency and pattern in syntactic variation. There are two overlapping subsidiary themes as well: those of describing the systematicity in IL syntax and of explaining it.Themes contributing to descriptive approaches include the transition from morphosyntax acquisition studies to those of more complex syntax, the emergence of syntax from discourse, explicitness, the investigation of language "process" as well as language product, and the serious consideration of "simplicity." Themes contributing to explanatory approaches include general frameworks such as language universals, language typology, core grammar, and markedness.The paper concludes with suggestions and predictions as to the directions in which continuing research on IL syntax might lead.
GRAMMATICAL ERRORS AS A FUNCTION OF PROCESSING CONSTRAINTS AND EXPLICIT KNOWLEDGE
Authors: Hulstijn Jan H. , Hulstijn Wouter 
Published: October 2006

The first question of this study deals with the influence of the factors Time Pressure (present or absent) and Focus of Attention (on information or on grammar) on the correct use of two Dutch word‐order rules in the speech of 32 adult learners of that language. In an experimental repeated measures design using a story retelling task. Attention had a significant effect, but Time did not. The second question deals with the relation between explicitness of rule knowledge, assessed in an interview, and rule application, elicited in the experiment. Although the learners without explicit knowledge of the two word‐order rules made more errors in the story retelling task than learners with explicit knowledge, they were influenced by Time and Attention to the same extent as the learners with explicit knowledge.The results of this study are discussed in terms of Krashen's Monitor Theory and in terms of an information‐processing approach that distinguishes executive control from metacognitive knowledge.
THE EFFECT OF FAMILIARITY ON THE COMPREHENSIBILITY OF NONNATIVE SPEECH
Authors: Gass Susan , Varonis Evangeline Marlos 
Published: October 2006

This study reports on data collected to investigate the effect of various types of familiarity on native speaker comprehension of nonnative speaker speech. We discuss the effects of familiarity with topic, familiarity with nonnative speech in general, familiarity with a nonnative accent in particular, and familiarity with a particular nonnative. Our results indicate that while the most important of these variables is familiarity with topic, the other variables all have a facilitating effect on comprehension. We discuss these findings as they relate to more general notions of comprehensibility.We also say of some people that they are transparent to us. It is, however, important as regards this observation that one human being can be a complete enigma to another. We learn this when we come into a strange country with entirely strange traditions; and, what is more, even given a mastery of the country's language. We do not understand the people. If a lion could talk, we could not understand him.—Ludwig Wittgenstein
Task‐Related Variation in Interlanguage: The Case of Articles*
Authors: Tarone Elaine , Parrish Betsy 
Published: October 2006

There is no doubt that second‐language learners vary in the accuracy of their production when asked to perform different tasks. For example, Tarone (1985) found that the accuracy with which English articles and other grammatical forms were used by nonnative speakers at a single point in time varied depending on the tasks which the learners were asked to perform. Quantitative measures showed that the shifts in accuracy of article use were highly significant. The causes of this variability, however, were unclear. Researchers such as Arditty & Perdue (1979) have suggested a variety of possible causes of task‐related variability.In this study, a more fine‐grained quantitative and qualitative analysis of the Tarone (1985) data focuses on the function which articles played in the different tasks. It is found that different tasks elicited different types of noun phrases, which in turn demanded different uses of the article. In addition, it is found that there was some tendency of learner accuracy with articles occurring with one type of noun phrase to change across the tasks used. It is argued that this change in accuracy is due to the communicative demands and discourse characteristics of the tasks. Finally, it is argued that task‐related variability in interlanguage must be due, not to a single variable called “attention to form,” but to a complex of variables, at least one of which must be the differing communicative functions which forms may perform in different tasks, as, for example, when these tasks place different degrees of communicative pressure upon the speaker, or elicit discourse which varies in its cohesiveness.
Second Language Processing of Subordinate Clauses and Anaphora—First Language and Universal Influences: A Review of Flynn's Research*
Authors: Bley‐Vroman Robert , Chaudron Craig 
Published: October 2006

Flynn has reported that the second‐language processing of subordinate clauses and of anaphora is affected by the basic word order (head direction) of the learner's native language. This phenomenon is claimed to be a prediction of Universal Grammar and of Flynn's formulation of a parameter‐setting model of second‐language acquisition.This paper explores both the theoretical status of the prediction and the factual status of the phenomenon. The principal conclusions are that the prediction cannot derive from any current version of the theory of Universal Grammar, and that there is no evidence in Flynn's research for a processing difference based upon L1 grammatical contrasts. The clearest results are subject to more plausible interpretations, involving general considerations of online sentence processing that are prerequisite to other psycholinguistic explanations. The L1‐based differences reported by Flynn are evidently artifacts of experimental method and inappropriate analysis, especially of the incorrect use of analysis of covariance in an attempt to correct for a mismatch between experimental groups.SUMMARYFlynn's version of a head direction parameter linked to anaphora interpretation is thus without foundation in linguistic theory and, furthermore, is founded upon empirical observations of doubtful applicability and replicability. However, Flynn's research is still of considerable importance, for three reasons. First, the study of pronoun processing ease in language acquisition is of intrinsic psycholinguistic interest. Whereas a fair amount of information about anaphora in child language acquisition exists, there is little in adult language acquisition. Second, Flynn's research is of methodological interest, especially with regard to the techniques used to deal with the crucial problem of comparing groups with different L1s and at different proficiency levels. Third, Flynn's claimed findings are relevant to the general issue of the effect of L1/L2 differences and of universal processing strategies in second‐language acquisition. Thus, despite our general reservations as to the theoretical validity of this research, we will attempt to review the major claims and findings, adhering as much as possible to Flynn's own formulations.
SOCIAL CHANGE AND ECONOMIC LIFE IN BRITAIN IN THE 1980s
Authors: Clark Simon 
Published: October 2006

Books reviewed in this article:Duncan Gallie, Catherine Marsh, and Carolyn Vogler (eds.) (1994) Social Change and the Experience of Unemployment.Jill Rubery and Frank Wilkinson (eds.) (1994) Employer Strategy and the Labour Market.Alison McEwan Scott (ed.) (1994) Gender Segregation and Social Change: Men and Women in Changing Labour Markets.Roger Penn, Michael Rose, and Jill Rubery (eds.) (1994) Skill and Occupational Change.Michael Anderson, Frank Bechhofer, and Jonathan Gershuny (eds.) (1994) The Social and Political Economy of the Household.Duncan Gallie, Roger Penn, and Michael Rose (eds.) (1996) Trade Unionism in Recession.
Through the Looking‐glass: Colonial Encounters of the First Kind
Authors: COMAROFF JEAN , COMAROFF JOHN 
Published: October 2006

Abstract
Notwithstanding Gramsci or Foucault, there remains a tendency, in historical sociology, to explain processes of domination in terms of political and economic forces. In the study of state formation and imperialism, realpolitik is given precedence over ritual, material factors over the moral suasion of the sign. Yet European colonialism was also a cultural project. In Southern Africa, nonconformist missions, the vanguards of empire, conjured up new maps, new systems of relations, new notions of time, production and personhood. From their very first encounters with native communities, it is argued, they sowed the state of colonialism on which the colonial state ‐ and a more enduring condition of dependency ‐ was founded.About sunset the king, attended by his brothers and a few more persons, came to our tent…I said that I had brought a small present for him, as a token of friendship—while opening it he remained silent, not moving even his head, only his eyes towards the parcel. I then took from it a gilded copper comb and put it into his hair, and tied a silver spangled band and tassel round his head, and a chain about his neck, and last of all presented him with a looking glass…
Organisation and Creativity: Mere Administration and Mere Theology
Authors: YEO STEPHEN 
Published: October 2006

Abstract
This essay uses personal experience at the University of Sussex and as Principal of Ruskin College since 1989, to argue that Creativity in associational form has been systematically marginalised as ‘Mere Administration’ or even as ‘Theology’. New forms and relations of production (of ideas and culture as much as of material goods) depend upon organisational innovation. Max Weber's work, together with some of the best 19th and 20th century Social History (particularly of voluntary organisations) in Britain, together with the author's own experience all point to the importance of what Marx called ‘Centres of Organisation for the working class’ which can do what the medieval municipalities and communes did for the middle class’.Don't forget. I set out our principles before we came into power so that people knew exactly what we stood for. Let me try briefly to sum up. It is the sanctity of the individual. Margaret Thatcher, in Newsweek, April 1992, reprinted in The Guardian, 22/4/92Our case, after all, is the sociality of general freedom.Raymond Williams, Politics and Letters, 1979
Janus the Consultant: educational technology at the Open University
Authors: Macdonald‐Ross Michael 
Published: October 2006

SummaryThe Open University is well placed to examine the way educational technologists can help improve the quality of students' learning experience. In this paper I have discussed four styles of consultancy which are not quite satisfactory, and proposed a fifth. As ‘scientist’ and ‘systematic technician’ the consultant runs into trouble because he underestimates the complexity of education. His tools are too limited for the situations he faces, and his vision of the end of education too simple‐minded. As ‘students' advocate’ and ‘problem solver’ he can, in principle, treat situations on their merits. These styles are humanistic and satisfying—when they work. Unfortunately there are no good, hard prescriptions for showing younger consultants how to do it. There certainly are good consultants who have mastered these styles, but their methods have been little studied, and are not easily made public. The transformer, on the other hand, is a practical vision. Transformation is a process whereby complex information is organised for the reader's benefit. The constituent activities can be analysed and learnt; in other words, there are pro‐cedures which can be specified. The notion of transforming does justice to the real complexity of education, and puts the student's interest in the foreground. In this way the idea of the transformer is quite consistent with the ‘students' advocate’ and ‘problem‐solver’ styles while being more practical for many purposes.
The Role of Self‐paced Self‐study in Undergraduate Science Teaching. I. Consequences of the Structure of the Subject Area
Authors: Davies E. R. 
Published: October 2006

AbstractThis article (I) examines styles of self‐study in relation to the type of subject matter to be covered. It appears that self‐paced self‐study (Keller plan) is the natural method to use when many links between topics appear on the ‘prerequisite structure diagram’ appropriate to the subject area—as happens often in science. However, since understanding of a given topic requires only a ‘local mastery’ which may be provided by the skilled focusing of attention by the teacher, teacher‐paced self‐study can be permissible. It is left to a future article (II) to examine when teacher‐pacing offers positive advantages.
CALCHE Mistry
Authors: Ayscough Peter 
Published: October 2006

AbstractThe purpose of this article is to explore some aspects of the development of a large multi‐institutional network concerned with applications of educational computing in chemistry. We shall consider the style and content of the teaching programs which have been produced and draw attention to the way these have been modified as a result of the widening of the objectives of the project since its inception four years ago. We shall also draw on the experience gained from the work of the CALCHEM project to make some generalizations about the operation of a cooperative project in which shared production and use of CAL materials has been crucial.
Computer Assisted Learning and Occupational Training
Authors: Patrick John , Stammers Robert 
Published: October 2006

AbstractThe purpose of this paper is to investigate the potential role of the computer in occupational training. More specifically this involves firstly a systems view of the use of a computer in the training system and how it may fulfil different training functions. Guidelines are presented concerning those functions most likely to benefit from computer assistance. The advantages and disadvantages are illustrated with particular case studies in occupational training. Finally a brief indication is given of the future use of computers in training systems.
Visual Testing: a Viable Instructional Variable
Authors: Tanner Jerome , Dwyer Francis M 
Published: October 2006

AbstractThe primary purpose of this study was to investigate the instructional effects of externally controlled pacing of multiple‐choice questions on the achievement of students when tested by means of projected slides. Two 50‐item multiple choice criterion measures were developed. Students were evaluated twice during a five‐week period. Results of the investigation indicated that: (1) projected‐slide tests are as effective as a means of presenting and measuring student achievement as are conventionally printed tests, (b) an item exposure time of 30 seconds is adequate for effective student interaction, (c) two exposures to a multiple‐choice test item is no more effective than one exposure, and (d) altering the pacing, item exposure time, or number of times an item is presented, does not significantly affect the reliability of the test.Prior research has concluded that the use of a visual medium to complement conventional classroom instruction, can, in fact, improve student achievement (Gropper, 1962; Twyford et al, 1964; Dwyer, 1972). A majority of these studies were comparative in nature comparing conventional methods of classroom instruction with conventional instruction complemented by media. In these studies media were not utilized as a testing device to evaluate student achievement. The major thrust toward the use of media for testing purposes occurred at the time of World War II when there was a real need to train and test large groups of men in the military service. Additional research studies (Gross, 1969; Hill, 1976; Torrence, 1976) however, have established the feasibility of employing visualized testing to assess student achievement.Specifically, this study was designed to compare student achievement scores on a standard paper‐pencil test with the following.

The achievement scores of students taking a 50‐item multiple choice test on projected‐slides with an exposure time consisting of one 30‐second viewing of each test item.
The achievement scores of students taking a 50‐item multiple choice test on projected‐slides with an exposure time consisting of two separate viewings. During all viewings students were exposed to each test item for 30 seconds.
The achievement scores of students taking a 50‐item multiple choice test on projected‐slides with an exposure time consisting of one 60‐second viewing of each test item.
The study also measured the achievement scores of students tested under one set of conditions and tested again under the exact same set of conditions five weeks later on different content relating to the course (internal consistency).
Bridging the Gap between Teaching and Learning at a Distance
Authors: Nathenson Michael B 
Published: October 2006

AbstractUnlike teachers in traditional universities, Open University teachers are faced with the very difficult task of having to produce course materials for students learning at a distance. Typically, Open University materials include a number of adjunct teaching aids which encourage students to become actively involved in the learning process (eg, aims and objectives, study guides, self‐assessment questions, in‐text summaries, etc). Unfortunately, few of these teaching aids have been evaluated systematically. Open University teachers simply do not know, for example, whether a list of objectives placed at the beginning of a course unit actually helps students to learn the related material. This paper describes a methodology for helping Open University teachers find out whether the particular teaching practices they adopt are successful. The effectiveness of the methodology is also evaluated.
Open Learning or Open Access? Some questions from the institutional viewpoint
Authors: Davies W J K 
Published: October 2006

AbstractThis paper looks at the current emphasis in open learning from the institutional point of view as the eventual provider. It outlines the current trends towards distance learning, considers the implications of them for institutional organization and compares them with other forms of opening up learning opportunities for individuals. In particular the problems and advantages of various college study schemes are outlined and the implications for individual institutions discussed. The paper draws on what evidence is available but does not attempt to provide solutions.
Television Text: first experiences with a new medium
Authors: Jackson Richard 
Published: October 2006

AbstractNew information services are becoming available for home users. These use the broadcast television channels—as in Teletext—and the public telephone network—as in Viewdata—to make information in the form of text and diagrams available on the screens of domestic television receivers. The viewer has a keyboard so that he or she can choose what to see and when to see it. Such services are expected to grow and further sources of information will become available which use similar display facilities. The main features of these new systems are outlined and an experimental home terminal equipment is described which has been used to explore possible future development in this field.The displayed text pages are currently limited to a maximum of 960 alphanumeric characters or to simple diagrams. This represents a very small window with which to observe what may be a very large amount of information. Normal search and scanning techniques developed for books and newspapers do not necessarily apply. The paper outlines the methods currently used and their limitations and describes possible further technological development which may be helpful. Other features of the display, such as the restricted paragraph size and the free availability of coloured text are also commented upon. It is concluded that television text is an attractive medium which will play an important role in future communications. New studies of the human factors involved in this medium would be highly desirable.
The Use of Student‐Led Groups or Syndicates in French Literature Courses
Authors: Evans Colin 
Published: October 2006

AbstractI describe in this article my own development as a university teacher away from reproduction of the methods by which I was taught, from lecture performances in French, using the transmission model, to the heuristic model, using student‐led groups as the core element. I give a description of the mechanics of this method, insisting on the need for detailed planning, carefully designed and formulated tasks and a supportive atmosphere. Finally I look at objections to the method, list what I feel to be the advantages and set it in the context of teaching methods typical of civic universities on the one hand and of Oxbridge on the other.
An Intensive Practical Film Course for Educational Technology Students
Authors: Conway H T , Price E M , Sayers P 
Published: October 2006

AbstractA practical film course for educational technology students is described. The course is designed as an intensive two‐day ‘immersion’ in film techniques and ideas. It begins with the making of simple 16mm animated cartoon films using transparent film and coloured spirit pens. Synchronized sound is incorporated in a second cartoon. After exercises designed to teach the recognition of ‘shots’, the editing and assembly of previously‐shot Super 8mm film material is set as an individual exercise. A short Super 8 film is then planned by each student and also (working in pairs) a further short advertising‐type film. After basic camera instruction these films are shot, the films being edited at a later date. Student reactions to the course are indicated and simple costing is also included.
The Development and Implications of Frames of Reference in Curriculum Evaluation Programmes: the Experience of a British School of Medicine
Authors: Gale Janet , O'Pray Michael 
Published: October 2006

AbstractFor both practical and theoretical reasons, the evaluation of any educational programme requires the evaluator to make selective decisions about data gathering and interpretation. In particular, he must develop frames of reference within which data collection and interpretation can fulfil its stated role and purpose. This paper describes factors which gave rise to the need for delineation of frames of reference, their derivation and rationale, during a curriculum evaluation programme at a British School of Medicine. The curriculum, the evaluation role and methodology and the derivation of appropriate frames of reference are described and discussed both in practical terms and with regard to wider theories and implications.
Computer‐Assisted Learning and In‐Service Teacher Training
Authors: Gardner John R 
Published: October 2006

AbstractBeginning in the spring of 1983, a series of in‐service courses in computer‐assisted learning (CAL) for post‐primary schoolteachers was organized under the auspices of the Microelectronics Education Programme (Northern Ireland Region). The courses were presented on a workshop basis and provided the teachers with the opportunity to consider the use of CAL in their teaching. The teachers attending the courses were invited to complete questionnaires which were designed to assess (a) the current level of CAL practice in schools and (b) the effectiveness of the various types of support, including in‐service training, available for teachers interested in developing CAL practice in their teaching. This paper reports on the findings arising from the questionnaires.