ethanporcaro/eric-fulltext-meta huggingface dataset:
The Determination of the Relationship between Isokinetic Leg Strengths and Agility and Speed Performance of Elite Handball Players
Author: Aktug, Zait Burak
Date: 2018-06-00
Type: Journal Articles
Subjects: Muscular Strength,Human Body,Athletics,Psychomotor Skills,Males,Athletes,Kinetics,Foreign Countries,Correlation,Motion,Statistical Analysis

The aim of the study is to examine the relationship between isokinetic hamstring and quadriceps muscle strengths and agility and speed performance of elite male handball players. 15 male handball players participated in the study. The isokinetic leg forces of the handball players participating in the study were determined by isokinetic dynamometer, the agility performances by Ilionis and 505 agility test, and the speed performances by photocell. As a result of the analysis, there was no statistically significant relationship between isokinetic dominant and non-dominant leg hamstring and quadriceps peak torque forces and agility and speed performance at 60°s[superscript -1] and 400°s[superscript -1] angular speeds (p &lt;0.05). As a result, it can be stated that there is no relation between hamstring and quadriceps muscle strength and speed and agility performances of handball players. This may be related to the requirements and physical characteristics of the handball branch (tall height, high weight, high BMI).
Deconstructing the Concept of &apos;Incidental&apos; L2 Vocabulary Learning
Author: Sok, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Incidental Learning,Second Language Learning,Vocabulary Development,Definitions,Student Centered Learning,Language Acquisition,Learning Theories,Intentional Learning,Second Language Instruction,Experiments,Language Tests,Learning Processes,Literature Reviews

The present review explores the meaning of the term 'incidental' in light of how incidental learning is framed, conceptualized, and operationalized in second language (L2) vocabulary research. Three interpretations of incidental vocabulary learning that seem to appear recurrently in the literature are presented and discussed along with examples of empirical studies. These interpretations are labeled as: (1) learner-oriented, (2) method-oriented, and (3) pedagogy-oriented definitions. Significant constructs and theories in the field of second language acquisition (SLA) that motivate these interpretations are also considered. The paper concludes with a brief summary of current views on incidental learning and suggestions for future research.
Assessment and Feedback: Examining the Relationship between Self-Assessment and Blind Peer- and Teacher-Assessment in TOEFL Writing
Author: Bratkovich, Meghan Odsliv
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Student Attitudes,Writing Skills,Writing Evaluation,Scoring Rubrics,Second Language Learning,English (Second Language),Formative Evaluation,Language Teachers,Teacher Education Programs,Adult Education,Writing Assignments,Statistical Analysis,Likert Scales,Student Surveys,Language Tests

This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback, and their relationships to perceived writing improvement were also studied. Findings revealed that students in this study did not use teacher feedback significantly more than feedback from themselves or their peers, but they did give different types of feedback than the teacher and favored using feedback related to language use in the revision process. Students perceived their writing abilities to have increased due to self- and peer-assessment but responded more positively to peer-assessment than self-assessment. Surprisingly, students also perceived their abilities to have increased in rubric areas in which the feedback they received was not used and not regarded as useful, and the highest perceived gains in writing ability were in areas which accounted for the lowest amounts of feedback given.
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
Author: Theodoropulos, Christos
Date: 2014-00-00
Type: Journal Articles
Subjects: Suprasegmentals,Second Language Learning,Oral Language,Language Tests,Computer Assisted Testing,Speech Communication,Intonation,Social Influences,Cultural Influences,Measurement Techniques,Literature Reviews

This article offers an extended definition of prosody by examining the role of prosody in the production and comprehension of L2 spoken language from mainly a cognitive, interactionalist perspective. It reviews theoretical and empirical L1 and L2 research that have examined and explored the relationships between prosodic forms and their functions at the pragmatic and discourse levels. Finally, the importance and the various dimensions of these relationships in the context of L2 assessment are presented and the implications for L2 testing employing new technologies and automated scoring systems are discussed.
Humor and Play in Language Classroom Interaction: A Review of the Literature
Author: Reddington, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Humor,Play,Second Language Learning,Second Language Instruction,Discourse Analysis,Classroom Communication,Sociolinguistics,Language Usage,Applied Linguistics,State of the Art Reviews,Literature Reviews

The past two decades have seen a growing interest in the role of humor and play in second-language (L2) learning and teaching. Drawing on the methods of conversation analysis, discourse analysis, and sociolinguistics, researchers have sought to understand how teachers and students &quot;do&quot; humor and play, what functions humor and play serve, and ultimately, what such practices might mean for language learning. The purpose of this paper is to bring together the growing body of work that addresses various forms of playful talk in language classroom interaction, commonly labeled &quot;humor,&quot; &quot;language play,&quot; or &quot;humorous language play.&quot; Following a brief sketch of how humor and play have been conceptualized in applied linguistics, this article discusses several classroom-based studies conducted over roughly the past decade. The author focuses on specifying what has been learned about the forms that humor and play take in the classroom, or how humor and play are done; the social functions that playful classroom talk serves; and how humor and play may be connected to language learning. The aim of the article is to provide a snapshot of the state of the art and offer suggestions for future research.
The Interactional Dimension of LOA: Within and beyond the Classroom
Author: Dean, Anna Ciriani
Date: 2014-00-00
Type: Journal Articles
Subjects: Interaction,Achievement Gap,Feedback (Response),Teacher Student Relationship,Classroom Environment,Scaffolding (Teaching Technique),Second Language Instruction,Second Language Learning,Technology Uses in Education

Learners, teachers and peers constantly interact in classroom settings. Indeed, within the framework of learning-oriented assessment (LOA), the interactional dimension plays a critical role in bridging learning gaps (Purpura &amp; Turner, 2014). For this reason, this dimension resounded throughout the talks at the 2014 Roundtable in Second Language Studies on Learning-Oriented Assessment. Although certain speakers discussed it as a component of classroom-based assessment (CBA), others proved that interaction applies not only to unplanned, oral exchanges in the classroom, but also to elicitations not involving the traditional agents of LOA. Technology can facilitate continued exchange beyond the classroom, and it can even provide a substitute for human interaction. Furthermore, as large-scale testing companies shift their focus to LOA, they recognize the importance of creating authentic scenarios which emulate real interactions. This paper surveys the different modes of interaction discussed by the speakers as facilitated in the classroom but also in these other interactional contexts.
Intentional Dynamics in TESOL: An Ecological Perspective
Author: Stelma, Juup
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Elementary School Students,Foreign Countries,Theories,Ecology,Intention,Writing Assignments,Faculty Development,Educational Policy,Social Influences

This paper presents an ecological perspective on meaning-making, conceptualised as developing intentionality and exemplified with reference to three international TESOL settings. The paper draws on philosophical and folk-psychological perspectives on intentionality, including Searle's (1983) distinction between intrinsic (individual) and derived (social) forms of intentionality and Young, DePalma and Garrett's (2002) modelling of intentional dynamics in educational settings. The paper illustrates the analytical affordances of the perspective through sample analyses of intentional dynamics found in three international TESOL settings. This includes: (i) young learners' interpretations of love and marriage in a joint writing task in a Norwegian primary L2 classroom, (ii) a Turkish teacher's first experience of teaching English to young learners, and (iii) the impact of the &quot;English as the global language&quot; phenomenon on the teaching of English to young learners in South Korea. The paper concludes that explorations of intentional dynamics on different levels of language education activities can enhance our ecological understanding of the cognitive, social and political dimensions of TESOL.
Listening Skills Development in Teaching Turkish as a Foreign Language and the Usage of Metacognitive Strategies
Author: Öztürk, Basak Karakoç
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Listening Skills,Turkish,Second Language Instruction,Immigrants,Teacher Surveys,Statistical Analysis,Teaching Methods,Elementary Secondary Education

The aim of this study is to determine the state of using metacognitive strategies to develop listening skills in teaching Turkish as a foreign language to Syrian children. This research is a descriptive study designed with the survey method. In June 2017, the Certification Program for Teaching Turkish as a Foreign Language was organized for Turkish educators who work in Adana, as a part of &quot;The Project of Supporting Syrian Children's Integration into the Turkish Education System&quot;. In this context, all Turkish educators who work in Adana composed the population of this study while 108 Turkish educators constituted the sample of the study. In this study, the data were collected by the &quot;Metacognitive Listening Strategies Opinion Form&quot; developed by the researcher and analyzed with descriptive statistical techniques. The findings of the study showed that most of the metacognitive strategies that can be used before listening are rarely used and that the response rates as to &quot;always&quot; or &quot;often&quot; in the questionnaire are quite low. It was observed that Turkish educators usually &quot;rarely&quot; used strategies apart from the strategy of &quot;underlining words the meaning of which they do not know&quot; in the listening process. The findings further indicated that more strategies were used before and after listening than during listening and that the most frequently used strategies by learners were summarizing the listening text in their own words, expressing the theme and main idea of the text they were listening to, telling which section/s in the listening text they mostly focused on, and answering the listening comprehension questions.
Peer Interaction: A Compromise or a Necessity?
Author: Kang, Katherine I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Peer Relationship,Interaction,Peer Influence,Native Speakers,Literature Reviews,Language Usage,Feedback (Response)

In both research and practice, interaction with teachers or native speakers (NSs) has often been believed to play a facilitative role in second language (L2) development. However, as many learners in the classroom interact most frequently with other learners, there is a need to understand how peer interaction may differ from other types of interaction, such as learner-NS interaction, and how it may shape L2 development. Based on a review of studies on task-based peer interaction, this paper seeks to investigate its effect on L2 learning. The results indicate that peer interaction can benefit learners in various ways by creating opportunities to produce and modify output, receive feedback, and engage in collaborative dialogue. However, studies also found that having learners work together in itself does not automatically promote learning, and suggestions for creating more learning opportunities in peer interaction are discussed.
Positive Effects of Proprioceptive Neuromuscular Facilitation Stretching on Sports Performance: A Review
Author: Kaya, Fatih
Date: 2018-06-00
Type: Journal Articles
Subjects: Athletes,Human Body,Neurology,Psychomotor Skills,Performance,Athletics,Literature Reviews,Muscular Strength,Exercise Physiology,Biomechanics

The role of flexibility on athletic performance is going on to be studied both acutely and how it affects the performance in the long-term. It is important to understand the effects of various stretching types and define the most appropriate form in order to maximize the human movement and performance. Proprioceptive neuromuscular facilitation (PNF) stretching techniques are commonly used at athletic and clinic settings with the aim of optimizing motor performance and rehabilitation in order to increase range of motion. Yet, new research results put forth that the relation between performance and stretching is not as its thought and come up to this belief with suspicion. The aim of this review is to focus on the positive effects of PNF stretching on performance and to provide the reader with the latest researches on athletic performance. The researches reveal that PNF stretching can increase athletic performance in the long-term. Besides, it is more possible to obtain and maintain the benefits of PNF techniques if they are performed accurately and consistently.
Learning-Oriented Assessment: The Affective Dimension
Author: Stabler-Havener, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Conferences (Gatherings),Second Language Learning,Second Language Instruction,Teaching Methods,Models

As elucidated by Purpura and Turner in their presentation at the Teachers College Columbia University Round Table in Second Language Studies (TCCRISLS) 2014 conference, language-oriented assessment (LOA) emphasizes the centrality of learning when the interrelatedness between instruction, assessment, and learning are examined. The LOA framework is composed of seven dimensions: the contextual dimension, the elicitation dimension, the proficiency dimension, the learning dimension, the instructional dimension, the interactional dimension, and the affective dimension. This article explores the affective dimension as it surfaced in the papers presented at the TCCRISLS conference.
Learning-Oriented Assessment in Large-Scale Testing
Author: Morgan, Siân
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Student Evaluation,Summative Evaluation,Language Tests,English,Models,Language Proficiency,Oral Language,Test Wiseness

This article reports on two presentations from the TCCRISLS 2014 which address a newly emerging area of inquiry--the interface between (LOA) and large-scale summative assessments. The surveyed papers propose that LOA should be introduced into summative testing to help test-takers to demonstrate their best performance. This article also makes links between the papers and the dimensions of Turner and Purpura's (2015) framework of LOA.
Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
Author: Yu, Di
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Computer Mediated Communication,Electronic Learning,Tutoring,Foreign Countries,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Case Studies,Online Searching,Vocabulary Development

As internet-based remote communication became one of the primary modes for human interaction, particularly when it has been adopted in instructional and educational contexts, researchers have begun exploring various features of the interactions occurring on or mediated by these platforms. Garcia and Jacobs (1999) examined students' exchanges on a text-based quasi-synchronous discussion program and found that the turn-taking system differs greatly from naturally-occurring face-to-face interactions such as turn-allocation and projection. Computer-mediated collaboration is also another topic that has been extensively addressed (See for example Heath &amp; Luff, 1992; Luff et al, 2003). It has been found that video-mediated interactional environment can impact participants' interactional conduct and introduce communicative asymmetries (Heath &amp; Luff, 1992). This short paper analyzes one word-search episode between a teacher and a student during a web-based language tutoring session and demonstrates how the sequence is collaboratively conducted and resolved. [Note: The page numbers (1-4) shown on the PDF are incorrect. The correct page numbers are 40-43.]
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-Teaching
Author: King, Allie Hope
Date: 2016-00-00
Type: Journal Articles
Subjects: Team Teaching,Collegiality,Teacher Collaboration,Classroom Techniques,Classroom Communication,Interaction Process Analysis,Educational Practices,Teaching Methods,Discourse Analysis,College Students,College Faculty

In a number of educational contexts, it is common for two or more teachers to &quot;co-teach,&quot; or collaborate on-site together in a classroom. Despite the popularity of this arrangement, the body of discourse-analytic literature on co-teaching remains small. In an effort to contribute to the work on co-teacher interaction and, more specifically, to an understanding of the virtually unexplored collegial co-teaching context, this article examines turn-taking in a classroom in which two teachers share the same role. Specifically, the author uses a conversation analytic lens to examine two instances in which one instructor ends up with the floor to do an extended telling. The analysis demonstrates how both verbal and nonverbal resources are used to facilitate turn-taking and enhance primary speakership in this collaborative interaction. The data come from a graduate-level course on Discourse Analysis. The participants are co-teachers Caitlyn (C) and Sandra (S) and their 24 students (Ss).
Signaling Learner Stance through Multimodal Resources
Author: Tadic, Nadja
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Student Attitudes,Socialization,Self Concept,Discourse Analysis,Video Technology,Elementary School Students,Grade 3,Reading Instruction,English Instruction,Language Arts,Writing Instruction,Learner Engagement,Task Analysis,Cues

Stance refers to a display of a socially recognized epistemic or affective attitude toward a referent or proposition (Ochs, 1993). Although this display of attitude can be performed linguistically, paralinguistically, and non-verbally (Du Bois, 2007), it has primarily been explored in terms of linguistic strategies (use of reference terms, constructed dialogue, repetition, etc.) that can contribute to the process of socialization and the expression and construction of sociocultural identities and relationships. Considering the significance stance can have in the process of socialization and identity construction and expression, in this paper the author explores stance in an &quot;educational&quot; setting. Specifically, she is interested in how a learner's stance toward instructional tasks might be uncovered analytically and how it might shape learner participation and engagement. The author conducted a close, turn-by-turn analysis of the data, drawing from the techniques of conversation analysis. The data come from an hour-long video recording of a third-grade sheltered instruction English Language Arts (ELA) class at a public school in the United States. The participants are the teacher, Fred, and his four ESL students--Anthony, Melissa, Alonso, and Brendon (all pseudonyms). During the recorded session, each student needed to write three dialogues between him/herself and three different people in his/her life on the topic of the student's chosen future profession. The author shows that a learner's stance toward a class task is signaled multimodally--not just through linguistic but also through paralinguistic and embodied cues--and propose that overall low participation can also signal an implicit negative stance toward a task or a disengagement from it.
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners&apos; Syntactic Development
Author: Arani, Samaneh Ghanei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Linguistic Input,Language Acquisition,Second Language Learning,English (Second Language),Syntax,Pretests Posttests,Language Tests,Student Placement,Reading Tests,Reading Comprehension,Scores,Experimental Groups,Control Groups,Word Recognition,Translation,Statistical Analysis,Adult Learning

The present study was an attempt to examine the impact of input flooding (IF) and textual enhancement (TIE) on EFL learners' syntactic development. Four homogenous groups were selected based on the pre-test and placement tests. During the treatment, the first group (i.e., IF) received reading comprehension passages in which the structure was flooded. The second group (i.e., TIE) received reading comprehension passages in which the structure was textually enhanced. The third group (IF + TIE) received the reading comprehension passages with the structures enhanced through both input flood and textual enhancement. The fourth group received reading texts in which the structure was neither flooded nor textually enhanced. The results showed that textual enhancement and input flooding have positive effects on the recognition and production of syntactic development. These techniques resulted in higher acquisition scores in production and recognition when combined. The findings of the present study are further discussed with implications for teachers in second/foreign language teaching.
Positive Feedback Loops: Sarcasm and the Pseudo-Argument in Reddit Communities
Author: Mueller, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: Negative Attitudes,Discourse Analysis,Social Media,Computer Mediated Communication,Interpersonal Communication,Language Usage,Web Sites,Figurative Language,Data Collection

Etymologically, the word 'sarcasm' is derived from the Greek &quot;sarkazein,&quot; meaning &quot;to speak bitterly or sneer&quot;, or, more literally, &quot;to tear flesh&quot; (&quot;sarcasm,&quot; 2014). Sarcasm, then, is far from a benign feature of language, and there appears to be an inherent acerbity, or even a note of provocation, located within. In spite of any innate or perceived aggression, sarcasm is, in fact, quite a common feature in spoken discourse. Studies have placed the use of sarcastic language at roughly 8% of conversational turns (Gibbs, 2000, p. 5; Tannen, 1984, p. 131), so it is certainly a notable and oft-tapped linguistic resource. As technology progresses, however, computer-mediated communication is becoming increasingly common and, with the advent of social media (Twitter, Facebook, Whatsapp, etc.), increasingly conversational. In this vein, perhaps sarcasm's role as a feature of primarily spoken discourse needs to be re-evaluated. This article offs a descriptive analysis of sarcasm as produced in an exclusively digital space, as well as bring attention to a novel use of sarcasm specific to this environment: sarcasm used as a &quot;pseudo-argument.&quot;