ethanporcaro/eric-fulltext-meta huggingface dataset:
Second Language Acquisition and Language Teaching
Author: Tragant, Elsa
Date: 2004-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Research,Grammar,Teaching Methods,Feedback (Response),Linguistic Input,Language Processing,Communicative Competence (Languages),Role,Intervention,Correlation,Classroom Research

After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998), four macro-options of focus-on-form interventions and their theoretical motivations are presented, followed by recent research evidence: input processing, input enhancement, form-focused output and negative feedback. The last section of the paper deals with two related pedagogical issues: the choice of linguistic forms in focused instruction and its benefits depending on individual factors and the learning context.
A State-of-the-Art Review of the Real-Time Computer-Aided Study of the Writing Process
Author: Abdel Latif, Muhammad M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Writing Processes,Investigations,Computer Managed Instruction,Educational History,Definitions,Program Effectiveness,Computer Software Reviews,Courseware,Writing Research,Writing Strategies,Programming,Computational Linguistics,Data Analysis,Revision (Written Composition),Educational Research,Structural Analysis (Linguistics)

Writing researchers have developed various methods for investigating the writing process since the 1970s. The early 1980s saw the occurrence of the real-time computer-aided study of the writing process that relies on the protocols generated by recording the computer screen activities as writers compose using the word processor. This article reviews literature on that approach to studying the writing process. The article begins with defining the real-time computer-aided study of the writing process, tracing its historical development, and explaining the advantages it offers, then it gives a brief description of the software that has been used in the computer-aided writing process research and discusses the ways of analyzing the logged data, and it ends with overviewing the computer-aided writing process research.
Words as &quot;Lexical Units&quot; in Learning/Teaching Vocabulary
Author: Almela, Moisés
Date: 2007-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Second Language Learning,Second Language Instruction,Vocabulary Development,Word Lists,Semantics,Computational Linguistics,Teaching Methods,Phrase Structure,Linguistic Input,Learning Processes

One of the genuine contributions of theoretical linguistics to the interdisciplinary field of applied linguistics is to elucidate the nature of &quot;what should be taught&quot; and &quot;how it should be taught&quot;. Traditionally, the input supplied in vocabulary teaching has consisted either of word lists (most often) or of words-in-context (more recently). In the first case, words are treated as self-contained receptacles of meaning, and in the second case, they are considered as nodes of semantic relationships. However, recent directions in corpus-driven lexicology are exploring the gulf between the concept of a &quot;word&quot; and that of a &quot;semantic unit&quot;. The main purpose of this paper is to update some implications of this discussion for one of the applied disciplines, namely FL/L2 vocabulary teaching and learning.
Researching Simplicity and Sophistication in Student Writing
Author: Breeze, Ruth
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Software,Undergraduate Students,Essays,Language Variation,Word Frequency,Academic Discourse,Vocabulary,Language Usage,Writing (Composition),Second Language Learning,Comparative Analysis,Computational Linguistics,English (Second Language),Spanish,Language of Instruction,Second Language Instruction,Language Tests,Control Groups,Web Sites,Foreign Countries,Statistical Analysis

The programs WordSmith and VocabProfile were used to research lexical differences between essays written in English by Spanish undergraduates and a set of essays independently judged as being of TWE grade 6 standard. The results indicated that writing by this group of students was generally characterised by low lexical variation, a preponderance of high-frequency words and under-use of academic vocabulary in comparison with the target style. Reasons for the apparent lexical simplicity of this sample of student writing are discussed.
Advanced Students' L1 (Swedish) and L2 (English) Mastery of Suffixation
Author: Karlsson, Monica
Date: 2015-00-00
Type: Journal Articles
Subjects: Advanced Students,Swedish,Native Language,Second Language Learning,English (Second Language),Mastery Learning,Suffixes,College Freshmen,Vocabulary Development,Language Tests,Knowledge Level,Second Language Instruction,Teaching Methods,Morphology (Languages),Scores,Test Results,Foreign Countries

Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner aiming to enlarge his/her L2 vocabulary and that it therefore may be worth the while for learners spending time on gaining mastery of derivative forms. In the present investigation, 15 Swedish first-term university students were asked to take two gap-filling context-based tests on suffixation, one in their L1 (Swedish) and one in their L2 (English), both of which were frequency-based (both stem and suffix considered). The students were also asked to evaluate their L1 and L2 knowledge of suffixation. The present study thus addresses the following research questions: Considering 1) the combined frequency of the stem and suffix, 2) the complexity of the suffix (in terms of frequency, predictability, productivity and regularity) and 3) what word classes the suffixes are able to form, what 1) quantitative and 2) qualitative knowledge of suffixation do Swedish university students have in English as their L2 as compared to their L1?
Simulating Word Associations in an L2: Approaches to Lexical Organisation
Author: Meara, Paul
Date: 2007-00-00
Type: Journal Articles
Subjects: Second Language Learning,Associative Learning,Vocabulary Development,Simulation,Probability,English,French,Native Speakers,Language Research,Questionnaires,Computational Linguistics,Models,Computer Software

This paper describes a set of simulations which explore the way different features of lexical organisation affect the probability of finding a pair of associated words in a set of five randomly selected words. The simulation is equivalent to giving Ss a set of five words and asking if they can identify a pair of associated words among them. The paper speculates that it might be possible to extrapolate from a simple test of this sort and derive some interesting claims about the number of links connecting words in L2 speakers' lexicons.
Desiderata for Linguistic Software Design
Author: Garretson, Gregory
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Software,Guidelines,Applied Linguistics,Computational Linguistics,Language Research,Programming,Audiences,Computer Software Evaluation,Researchers,Best Practices

This article presents a series of guidelines both for researchers in search of software to be used in linguistic analysis and for programmers designing such software. A description of the intended audience and the types of software under consideration and a review of some relevant literature are followed by a discussion of several important considerations in evaluations of a project's software requirements. The main section of the article then presents a series of guidelines or desiderata, grouped thematically, for the design of software for linguistic analysis. These describe goals and principles of interest both to programmers designing software and to researchers deciding on requirements or evaluating tools. The article closes with an exhortation to researchers and developers to communicate closely during the software design process and to understand the compromises that are necessary.
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Author: Pinkelman, Sarah E.
Date: 2015-05-00
Type: Journal Articles
Subjects: Sustainability,Positive Reinforcement,Intervention,Barriers,School Personnel,Teacher Surveys,Qualitative Research,Teacher Attitudes,Positive Attitudes,Negative Attitudes,Time Management,Money Management,Administrator Attitudes,Administrators,Elementary Schools,High Schools,Middle Schools,Measures (Individuals),Phenomenology

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.
Anecdotal Relations: On Orienting to Disability in the Composition Classroom
Author: Kerschbaum, Stephanie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Writing (Composition),Attitudes toward Disabilities,Teacher Attitudes,Writing Teachers,Personal Narratives,Vignettes

Attention to stories compositionists tell about teaching and learning reveals some of the ways that teachers orient to disability in the classroom. This article argues that these &quot;anecdotal relations&quot;--relations that are created and disseminated through narratives people share about disability--can frustrate productive negotiations with disability in the classroom. Two anecdotal relations receive particular attention in this article: disability as personal and disability as threatening. Critically recasting these anecdotal relations may offer potential for creating writing classroom spaces that welcome disability.
Mapping the Resourcefulness of Sources: A Worknet Pedagogy
Author: Mueller, Derek
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Writing Processes,Citations (References),Information Sources,Semantics,Bibliographies,Ecological Factors,Rhetorical Invention

Existing pedagogical approaches to research source use commonly frame sources as materials to be incorporated &quot;into&quot; texts. The worknets project presented in this article provides an alternative concerned with slowly tracing associations &quot;along&quot; semantic, bibliographic, affinity-based, and choric aspects of the research source and across the contexts from which it was produced. These four sets of associations complement established approaches to source use while also illuminating qualities of a source that draw on network logics to support rhetorical invention and inquiry processes across the disciplines.
Putting PACT in Context and Context in PACT: Teacher Educators Collaborating around Program-Specific and Shared Learning Goals
Author: Stillman, Jamy
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Collaboration,Teacher Education Programs,Performance Based Assessment,Student Teacher Evaluation,Eligibility,Credentials,High Stakes Tests,Standardized Tests,Educational Quality,Debate,Capacity Building,Evidence,Intervention,Context Effect,Educational Practices,Praxis,Testing Programs

One of the more noteworthy developments in university-based teacher education today is the proliferation of preservice teacher assessment, and in particular, teacher performance assessment (TPA). Indeed, more than 160 teacher education programs in more than 25 states recently adopted the edTPA, a Stanford University developed teacher performance assessment tool (formerly the Teacher Performance Assessment Consortium or TPAC), to determine teacher candidates' eligibility for a teaching credential (AACTE, 2012a). The scaling up of teacher performance assessment is taking place in the face of an increasingly negative discourse about and growing scrutiny of university-based teacher education and has therefore generated strong reactions from the teacher education community. Some leaders in the field have endorsed the edTPA, arguing, for example, that it will offer teacher educators evidence of candidates' abilities to facilitate K-12 student learning and bring credibility to the profession (AACTE, 2012b; Darling-Hammond &amp; Hyler, 2013; Hollins, 2012). Others have voiced concern about, for example, potential threats to program quality and faculty professionalism posed by edTPA's status as a high-stakes assessment, as well as its partnership with Pearson-a for-profit education corporation (Au, 2013; Sawchuk, 2013; Winerip, 2012). This article describes the efforts of a collective of seven teacher educators, representing three of California's many university-based teacher education programs, to respond with agency to some of the opportunities and concerns presented here. While we are able to identify some of the key differences between candidates' degrees of contextualization, we are left with more questions than answers.
Film in the Advanced Composition Classroom: A Tapestry of Style
Author: Durst, Pearce
Date: 2015-00-00
Type: Journal Articles
Subjects: Films,Film Study,Writing (Composition),Advanced Courses,Rhetoric,Editing,Language Styles,Writing Processes,Writing Assignments,Essays,Design

This article advances film as worthy of rhetorical inquiry and deserving of more sustained attention in the advanced composition classroom. The first section identifies various approaches to the &quot;language&quot; of film, which can be adopted to navigate the technical, rhetorical, and cultural concerns needed to compose informed multimodal compositions. The second section, montage style editing, as it appears in The Odessa Steps Sequence from &quot;Battleship Potemkin&quot; by Sergei Eisenstein, establishes that an awareness of &quot;style&quot; can bridge the gap between print and new media literacy. The third section outlines one advanced writing assignment called a &quot;montage tap essay&quot; in which students use a free online platform called Tapestry to create an interactive essay that ostensibly takes into consideration the particular cinematic affordances of editing, design, and writing.
eComp at the University of New Mexico: Emphasizing Twenty-First Century Literacies in an Online Composition Program
Author: Bourelle, Tiffany
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Freshman Composition,Distance Education,Instructional Innovation,Writing Instruction,Curriculum Design,Training,Graduate Students,Teaching Assistants,Pilot Projects,Course Evaluation

With distance education on the rise, a new program at the University of New Mexico provides an innovative way to teach first-year composition in a fully online format. The program, called eComp (short for Electronic Composition), insists that instructors receive formal and educational training before working in the model. In addition, the curriculum taught within the first-year writing courses attends to multimodal literacies, and students receive help with their drafts from various sources, including instructional assistants who are tutors embedded in each course shell. This profile describes the program, including the scholarship that informed its design, the pilot project, and results from a small-scale assessment. Furthermore, we discuss future expansion of the program. This program description can serve as a model--in whole or in part--for other English departments when structuring a successful, integrative online program that emphasizes teacher training and multimodal literacies.
From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies
Author: Womack, Anne-Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Rhetoric,Logical Thinking,Misconceptions,Persuasive Discourse,Visual Aids,Abstract Reasoning,Emotional Response,Error Patterns,Textbooks,Definitions

This article reenvisions fallacies for composition classrooms by situating them within rhetorical practices. Fallacies are not formal errors in logic but rather persuasive failures in rhetoric. I argue fallacies are directly linked to successful rhetorical strategies and pose the visual organizer of the Venn diagram to demonstrate that claims can achieve both success and failure based on audience and context. For example, strong analogy overlaps false analogy and useful appeal to pathos overlaps manipulative emotional appeal. To advance this argument, I examine recent changes in fallacies theory, critique a-rhetorical textbook approaches, contextualize fallacies within the history and theory of rhetoric, and describe a methodology for rhetorically reclaiming these terms.
The Virtual Workplace Ethnography: Positioning Student Writers as Knowledge Makers
Author: Sommers, Jeff
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Assignments,Ethnography,Simulated Environment,Video Technology,Work Environment,Freshman Composition,Distance Education,Scaffolding (Teaching Technique),Observational Learning,Workplace Learning

The Virtual Workplace Ethnography is a first-year composition assignment that positions students as knowledge makers by requiring them to apply a theoretical lens (&quot;Working Knowledge&quot;) to a video representation of a workplace. The lens provides multiple terms for analysis of workplace behaviors in context, providing a scaffolding for apprentice ethnographers that allows them to take an informed stance on their research. The &quot;virtual&quot; aspect addresses the complex ethical issues raised by ethnography by substituting a fictitious setting for an actual site. The essay explores the challenges of the assignment, offering examples of student texts and student metacommentaries on the work. The essay argues that this assignment addresses longstanding concerns about the challenges of making meaningful writing assignments in FYC and concludes by exploring the potential of the assignment in distance education.
Governance in Transition: Mothballing Manitoba's Council on Post-Secondary Education
Author: Smith, Dan
Date: 2015-08-13
Type: Journal Articles
Subjects: Foreign Countries,Governance,Postsecondary Education,Public Colleges,Government School Relationship,Public Agencies,Qualitative Research

Examining the Government of Manitoba decision in 2014 to eliminate the Council on Post-Secondary Education, this article argues that government sought to exercise greater control over the public post-secondary system and its institutions in the province for the purpose of exacting greater control over system integration. While the elimination of the agency was consistent with the elimination of similar agencies in other provinces, the article finds that the direction of the new post-secondary governance model is less collegial and less consultative with more emphasis on regulation, and ministerial influence than was the case with the previous intermediary model, continuing trends in Manitoba towards greater government control.
Resistance and Identity Formation: The Journey of the Graduate Student-Teacher
Author: Grouling, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Professional Identity,Student Role,Teacher Role,Practicums,Teacher Education,Teacher Education Programs,Resistance (Psychology),Freshman Composition,Writing Teachers,Writing Instruction,Theory Practice Relationship

Drawing on the stories and words of GTAs themselves, this article works to complicate our narratives of GTA resistance within practicum courses by situating this resistance in the larger process of identity formation and graduate school. I explore the way that GTAs' dual roles as students and as teachers intersect with teacher preparation, particularly practicum courses. Finally, I offer suggestions for teacher preparation programs that stem from my study, my experience, and the scholarship in the field.
(Teaching) Essayist Literacy in the Multimedia World
Author: Khadka, Santosh
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Multimedia Instruction,Essays,Writing Assignments,Multiple Literacies,Curriculum Design,Case Studies,Student Diversity,Foreign Students,Research Universities

This article presents an argument for the &quot;re-turn&quot; of essayist literacy in multimedia and multiliteracy contexts. For its democratic, pedagogical, and intellectual potential, essayist literacy is too important to be removed from composition curriculum, but it needs to be re-imagined within a diversity of essay traditions, including the turn toward multimedia writing undertaken in diverse writing classrooms. This article analyzes the findings from a study of one such &quot;re-imagined&quot; essayist literacy unit/assignment in a composition course designed to focus on multiliteracies at a research university in the Northeast United States.
The Source of Our Ethos: Using Evidence-Based Practices to Affect a Program-Wide Shift from &quot;I Think&quot; to &quot;We Know&quot;
Author: Allan, Elizabeth G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing (Composition),Freshman Composition,Program Descriptions,Writing Instruction,Curriculum Design,Professional Development,Teacher Collaboration,Writing Teachers,Best Practices,Research Universities,Student Educational Objectives,Educational Research,Workshops

This program profile demonstrates how the first-year writing program at Oakland University has engaged contingent faculty in research, assessment, and program development over the years, employing evidence-based practices to improve individual classroom instruction and to redesign the entire first-year curriculum. The authors describe their efforts to develop an inclusive model for research and professional development, a model that seeks to empower the faculty to join disciplinary conversations about the teaching of writing. Overall, the profile contributes to existing scholarship on large college writing programs by illustrating how faculty may collaborate to develop and assess curricula, to conduct and publish research, and to build a program that shifts the conversation from what individual instructors may believe about writing instruction (&quot;I think&quot;) to what the department may collaboratively know about best practices (&quot;we know&quot;).