ethanporcaro/eric-fulltext-meta huggingface dataset:
Searching for an English Self through Writing
Author: Karlsson, Leena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Students,Self Concept,Personal Autonomy,Student Diversity,Student Journals,Dyslexia,Anxiety,Case Studies,Reflection

Most Finnish university students, just like the other new global elites (Kramsch, 2013), use English without problems. Some students, however, struggle with English to the extent that their studies suffer. One could say that they have a deeply &quot;wounded&quot; English self (Karlsson, 2013). My context of research and practice is the Autonomous Learning Modules (ALMS) at Helsinki University Language Centre. In my work as a language counsellor and practitioner-researcher, pedagogical concerns are always primary, and there is a need to appreciate diversity yet notice every student's unique experiences. The broad background of my recent work is English as part of the identity of young academic Finns. In particular, I have been interested in how students with a &quot;wounded&quot; English self can develop new identity positions, and in how a language counsellor can help them in this process. In this paper, my focus is on the subtle practical interconnections between learner autonomy, learner diversity, and learner identity as they emerge in a diary written by a student of English with dyslexia and language (classroom) anxiety. A narrative case study of Mariia illustrates how the counsellor's appreciation and her own recognition of the complex ecological realities (Casanave, 2012) surrounding and interacting with her learning encourage and empower her. Mariia uses her freedom to control her own learning (Huang &amp; Benson, 2013) and makes choices from the many lifewide experiential learning opportunities in her life (Karlsson &amp; Kjisik, 2011). Reflective writing in the learning diary helps her to construct a realistic vision of herself as a learner and user of English, and she leaves the identity position of a failure in the classroom and claims a new, more successful one (Norton, 2014).
Global Trends and Local Realities: Lessons about Economic Benefits, Selves and Identity from a Swiss Context
Author: Csillagh, Virág
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Statistical Analysis,Second Language Learning,Learning Motivation,Questionnaires,Student Attitudes,Language Attitudes,English (Second Language),Learning Experience,Models,Multilingualism,Socioeconomic Background,Foreign Countries,Profiles,Cultural Context,French,German,Italian,College Students,Second Language Instruction,Portfolios (Background Materials)

Inspired by the unexpected results of a standardized questionnaire survey of Swiss university students' motivation and attitudes toward English, the paper discusses the influence of global and local contexts on language learners' motivation and identity. As a result of the unprecedented spread of English as a foreign language (Crystal, 2003; Graddol, 2006), and, more importantly, the underlying social and economic issues that it reflects, elements of the global context intermingle with local realities to create new learning experiences, unaccounted for by traditional research paradigms. Individuals find themselves at the convergence of multiple contexts that affect and are in turn affected by their language attitudes and identity as well as sense of self. The intricate relationships between contexts and individuals continue to gain emphasis in current approaches to language learning motivation (cf. Dörnyei, MacIntyre, &amp; Henry, 2015), which position L2 learn in in a new light, questioning the power and relevance of different motivational categories and also these of a generalizable theoretical model. The quantitative study presented in this paper explores interrelationships among key elements of the L2 motivational self system (Dörnyei, 2009) and a number of motivational factors on the one hand, contrasting them against the economic and social background of the Swiss context on the other. The findings of the project reveal that such repositioning of the participants in the multicultural, pluri-lingual environment of Geneva and its socioeconomic reality was indeed essential to the interpretation of the results since the extraordinary strength of external and societal factors in participants' motivational profile gained meaning only in the light of the particularities of the local context. Therefore, the paper showcases the potential of a broader perspective on L2 motivation and the importance of learner-context relationships.
Language Learning Strategies: An Holistic View
Author: Griffiths, Carol
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Holistic Approach,English (Second Language),Literature Reviews,Learning Strategies,College Instruction,College Faculty,Language of Instruction,Statistical Analysis,Student Characteristics,Goal Orientation,Foreign Countries,Questionnaires,Likert Scales,Personality Traits,Qualitative Research

The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.
Exploring the Influence of Nature Relatedness and Perceived Science Knowledge on Proenvironmental Behavior
Author: Obery, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Behavior,Knowledge Level,Science Education,Environmental Education,Structural Equation Models,Adults,Surveys,Natural Resources,Likert Scales,Factor Analysis,Qualitative Research,Statistical Analysis

This study was undertaken to investigate the factors influencing proenvironmental behavior of individuals residing in the Northern Rocky Mountains (N = 267). Measures of relatedness to nature and perceived science knowledge were collected through a convenience sample approach using multiple avenues such as city email lists, organizational newsletters, and social media channels. Analysis of the data was conducted using both partial least squares and covariance based structural equation modeling to explore the relationships between the constructs. Additionally, qualitative definitions of proenvironmental behavior were investigated in order to address potential gaps between self-reported and observed behaviors. Quantitative findings show a renewed positive connection between science education, nature relatedness, and proenvironmental behaviors. Furthermore, qualitative findings suggest positive relationships between how publicly people are willing to share their passion for the outdoors and their willingness to engage in proenvironmental behaviors.
An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level Biodiversity or General Biology Course
Author: Ratnayaka, Harish H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Biodiversity,Biology,Student Satisfaction,Teaching Methods,Outdoor Education,Undergraduate Students,Summative Evaluation,Student Surveys,Pretests Posttests,Knowledge Level,Science Tests,Experiential Learning,Plants (Botany),Worksheets,Maps,Qualitative Research,Student Attitudes

Outdoor, hands-on and experiential learning, as opposed to instruction-based learning in classroom, increases student satisfaction and motivation leading to a deeper understanding of the subject. However, the use of outdoor exercises in undergraduate biology courses is declining due to a variety of constraints. Thus, the goal of this paper is to describe a convenient, no-cost and flexible exercise using an on-campus botanical tour for strengthening specific knowledge areas of major plant groups. Its assessment on conduct and coverage, and student-perceived and actual knowledge gain is also described. Data presented derived from traditional biology undergraduates in sophomore year over nine fall and three spring semesters. Conduct and coverage was assessed using a summative survey including open-ended questions administered to 198 students. A pre- and post-exercise survey addressing 10 knowledge categories was administered to 139 students to evaluate student-perceived knowledge gain. Quiz grades from the on-campus tour exercise were compared with average quiz grades from two in-class plant-related labs of 234 students to assess actual knowledge gain. Each student reporting on the conduct and coverage indicated either one or a combination of outcomes of the exercise as positive engagement, experiential learning, or of interest. Student-perceived improvement was evident in all ten knowledge categories with a greater improvement in categories learned anew during exercise compared to subjects reviewed. Quiz grades from the exercise were &gt;11% greater than quiz grades from the two in-class plant-related labs. Active learning with interest likely contributed to the increased perceived and actual knowledge gains. Suggestions for adoption of the exercise in different settings are presented based on both student comments and instructor's experience.
Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies
Author: Choy, Sarojni
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Foreign Students,Universities,Foreign Countries,Asians,Enrollment Trends,Educational Policy,Student Needs,International Education,Global Education,Multicultural Education,Educational Principles,Code Switching (Language),Criticism,Educational Practices,Cultural Differences,Cultural Background,Graduate Students,Cross Cultural Studies

Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.
Learning by Undoing, &quot;Democracy and Education,&quot; and John Dewey, the Colonial Traveler
Author: Papastephanou, Marianna
Date: 2017-00-00
Type: Journal Articles
Subjects: Democracy,Change Agents,Educational Philosophy,Educational Principles,Educational Theories,Politics of Education,Intellectual History,Educational Practices,Social Justice,Educational Policy

The centennial anniversary of John Dewey's &quot;Democracy and Education&quot; has been celebrated this year in a reconstructive and utility-based spirit. The article considers this spirit and the need to complement it with a critical-deconstructive and &quot;use-less&quot; prism that will reveal shortcomings in Dewey's and our own political pedagogies. Gleanings from Dewey's book allow us to begin with what most educational theorists today treat as strong points of Dewey's politics and then to explore how such points appear or disappear when Dewey's ideas travel and how they relate to colonial and developmentalist elements in Dewey's pragmatism. The article reveals how such elements operate in one of Dewey's educational policy writings and in his related travel narratives. The main aim of the article is to indicate that we often require a &quot;learning by undoing&quot; to obtain a heightened view on the stakes and challenges of old and current progressive pedagogies.
Educational Justice Due to More Education? Requests for a Solution Strategy
Author: Grümme, Bernhard
Date: 2017-00-00
Type: Journal Articles
Subjects: Justice,Educational Practices,Educational Sociology,Poverty,Role of Education,Social Change,Change Strategies,Foreign Countries

Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other hand, it is not only political and institutional determinants that seem to be opposed to that. In class, there are moments that counteract the abolition of educational injustice. Because of its complexity, confinement of interest and inner differentiation, the pressing problem of injustice in educational processes can only be processed in the complex access at the macro-, meso- and micro-level. The concern of the thoughts at hand is on their interpenetration of analytical, hermeneutical and pragmatical factors and, in that respect, we look to outline the demands on religious educational processes in religious education in schools.
Exploring Goals and Motivations of Maori Heritage Language Learners
Author: Te Huia, Awanui
Date: 2015-00-00
Type: Journal Articles
Subjects: Heritage Education,Qualitative Research,Learning Motivation,Malayo Polynesian Languages,Language Maintenance,Cultural Maintenance,Second Language Learning,Second Language Instruction,Pacific Islanders,Ethnic Groups,Native Language Instruction,Interviews,Student Attitudes,Undergraduate Students,Language Usage,Foreign Countries,Child Rearing,Parent Child Relationship,Cultural Awareness,Leadership Responsibility

Motivations of Maori heritage language learners are explored within this qualitative study. &quot;Te reo&quot; Maori (the Maori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Maori heritage language learners. A total of 19 interviews with beginner, intermediate and advanced level learners were conducted. Results demonstrated how Maori heritage learners were motivated to learn due to their cultural heritage connection to the language and to other ingroup members. This study explores some of the motivations why Maori heritage language learners learn te reo Maori. For this group of indigenous language learners, cultural and language revitalisation are tied to language motivation. Furthermore, the ability to participate in cultural practices was central to language motivations.
Proficiency Effect on L2 Pragmatic Competence
Author: Xiao, Feng
Date: 2015-00-00
Type: Journal Articles
Subjects: Language Proficiency,Second Language Learning,Pragmatics,Speech Acts,Power Structure,Social Status,Context Effect,Social Distance,Case Studies,Language Research,Transfer of Training,Competence,Literature Reviews,Search Strategies

This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners' pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook &amp; Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami &amp; Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, &amp; Ross, 1996), and power relationship (e.g., Al-Gahtani &amp; Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, &amp; Wang, 2009).
Affordances Perspective and Grammaticalization: Incorporation of Language, Environment and Users in the Model of Semantic Paths
Author: Andrason, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Semantics,Models,Epistemology,Linguistic Theory,Native Speakers,Second Language Learning,Cognitive Ability,Maps,Language Research,Diachronic Linguistics

The present paper demonstrates that insights from the affordances perspective can contribute to developing a more comprehensive model of grammaticalization. The authors argue that the grammaticalization process is afforded differently depending on the values of three contributing parameters: the factor (schematized as a qualitative-quantitative map or a wave of a gram), environment (understood as the structure of the stream along which the gram travels), and actor (narrowed to certain cognitive-epistemological capacities of the users, in particular to the fact of being a native speaker). By relating grammaticalization to these three parameters and by connecting it to the theory of optimization, the proposed model offers a better approximation to realistic cases of grammaticalization: The actor and environment are overtly incorporated into the model and divergences from canonical grammaticalization paths are both tolerated and explicable.
Successful Language Learning in a Corporate Setting: The Role of Attribution Theory and Its Relation to Intrinsic and Extrinsic Motivation
Author: Kálmán, Csaba
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Determination,Learning Motivation,Statistical Analysis,Questionnaires,Attribution Theory,English (Second Language),Corporate Education,Second Language Instruction,Correlation,Employee Attitudes,Intercultural Communication,Role,Adult Learning,Foreign Countries,Hungarian,Regression (Statistics)

Attribution theory (Weiner, 1985) and self-determination theory (Deci &amp; Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students' attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners' attributions for their success in learning English in a corporate setting, (b) to investigate these learners' attributions, and (c) to investigate the relationship between students' attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, &quot;interest,&quot; &quot;effort&quot; and &quot;corporate culture&quot; seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, &quot;interest&quot; and &quot;ability&quot; appeared to importantly contribute to &quot;intrinsic motivation,&quot; while &quot;corporate culture,&quot; &quot;encounters with foreign professionals&quot; and &quot;ability&quot; contributed to a lower extent to &quot;extrinsic motivation.&quot; It must be noted, however, that attributions for success to &quot;teacher&quot; and &quot;task&quot; were so consistently high that they could not be reliably measured with the questionnaire.
Second Language Pragmatic Ability: Individual Differences According to Environment
Author: Wyner, Lauren
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Pragmatics,Transfer of Training,Learning Motivation,Incidence,Role,Individual Differences,Comparative Analysis,Native Speakers,Teaching Methods,Task Analysis,Second Language Instruction,Language Teachers,Literature Reviews

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners' target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
Extent of ESL Teachers' Access To, Utilisation and Production of Research
Author: Sibanda, Jabulani
Date: 2015-08-00
Type: Journal Articles
Subjects: Research Utilization,Access to Information,English (Second Language),Teacher Researchers,Productivity,Action Research,Teacher Surveys,Teacher Participation,Questionnaires,Reading Habits,Information Sources,Classroom Research,Educational Practices,Foreign Countries,Likert Scales,Structured Interviews,Qualitative Research,Statistical Analysis

This study employed the survey design on a purposive sample of 100 English Second Language (ESL) teachers from Swaziland and South Africa's Eastern Cape Province, to investigate the extent to which they accessed, utilised and conducted research to better their practice. A survey questionnaire and follow-up structured interviews generated quantitative and qualitative data. Findings pointed to grossly restricted physical and intellectual access to research findings and correspondingly low engagement with, and in research, by teachers. Respondents attributed this to inaccessible and inapplicable research, the nature of the school system, which is characterised by conservative examinations and leadership, time and material resource constraints, as well as inadequate teacher preparation and support. Recommendations for improving teacher knowledge, school support system, as well as accessibility and relevance of research are proffered to provide incentives for teachers' study, actualisation and generation of research findings to inform classroom practice.