ethanporcaro/eric-fulltext-meta huggingface dataset:
The Unexplored Potential of Virtual Reality for Cultural Learning
Author: Berti, Margherita
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Cultural Education,Computer Assisted Instruction,Second Language Learning,Educational Technology

Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students' learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat &amp; von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.
Language Learning with Netflix: From Extensive to Intra-Formal Learning
Author: Alm, Antonie
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Films,Second Language Learning,Second Language Instruction,German,Television,Programming (Broadcast),Correlation,Video Technology,Learning Experience,Social Media,Electronic Publishing,Student Attitudes,Learning Strategies,Visual Aids,Vocabulary Development

This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants' reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.
Expanding Teacher Candidate Linguistic Knowledge: Analysing Recorded Virtual Exchange Sessions
Author: Hilliker, Shannon M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Intercultural Communication,Pragmatics,Semantics,Morphology (Languages),Phonology,Foreign Countries,Universities,Error Analysis (Language),Undergraduate Students,Syntax,Linguistics,Knowledge Base for Teaching,Pedagogical Content Knowledge,Journal Writing,Mexicans,Metalinguistics,Student Attitudes,Teacher Student Relationship,Exchange Programs,Computer Mediated Communication,Teaching Methods

Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students' language development. This article reports on TESOL teacher candidates' reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analysed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice.
Rendering Function Features of the French Colloquial Interrogative Constructions in Ukrainian Fiction Translation
Author: Bilas, Andriy
Date: 2019-00-00
Type: Journal Articles
Subjects: French,Ukrainian,Translation,Figurative Language,Semantics,Sociolinguistics,Sentences,Language Variation,Fiction,Language Processing,Language Usage,Questioning Techniques,Speech Communication,Novels,Second Languages

The article deals with the problems of colloquial interrogative sentences having the function features in the source and target fiction texts. The importance of the research of interrogative sentences is defined by frequent use of questioning in the process of communication and a close connection of the problem of questioning with other sociolinguistic issues. The given paper outlines function features of the colloquial interrogative sentences on the material of J.-M. Guenassia's &quot;The Incorrigible Optimists Club&quot; and its Ukrainian translation by means of the analysis of possible ways of their rendering into Ukrainian. The author takes into account many works devoted to the study of questioning as a linguistic and translation category, paying special attention to the place of interrogative sentences in the French colloquial speech. The analysis of the colloquial interrogatives functioning in J.-M. Guenassia's novel &quot;The Incorrigible Optimists Club&quot; allows the author to conclude that translation difficulties are caused not so much by their text-functional features, but rather by their structural, semantic, figurative, and socio-functional characteristics, as well as by the asymmetry of the structural elements and register polyphony of the source and target languages.
The Influence of Outside Foreign Language and Culture Exposure in an EFL Classroom Collaborative Writing Task
Author: Manegre, Marni
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Input,Cultural Influences,English (Second Language),Second Language Learning,Second Language Instruction,Collaborative Writing,Electronic Learning,Discussion Groups,Knowledge Level,Intercultural Communication,Cooperative Learning,Bilingual Students,Secondary School Students,Adolescents,Foreign Countries

This study examines whether foreign language acquisition occurs through sharing information when students participate in an online writing task using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence writing abilities on the subject matter, and there is an interaction effect between language exposure and the pre-writing task F(2, 57) = 4.752, p = 0.012. Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language exposure and the post-writing task F(2, 57) = 2.828 p= .068. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group so that, upon completion, there is a shared understanding of the content. This study supports these findings; the students with more foreign language knowledge prior to the study disperse their knowledge in the same manner so that the knowledge, including writing in the foreign language, equalizes across the groups.
Semantic Relation of Meronymy in Languages of Different Structure (Case Study of Semantics of Body Part Names)
Author: Materynska, Olena
Date: 2019-00-00
Type: Journal Articles
Subjects: Semantics,Human Body,Naming,Classification,Contrastive Linguistics,English,German,Ukrainian,Indo European Languages,Spanish,Japanese,Russian,Language Universals,Language Research,Case Studies,Language Usage

The present paper investigates semantics of human body part names (BPN) in languages of different structure. The lexemes under study are characterised by a high level of polysemy, frequent occurrence and primary role in the processes of world perception and categorisation. The empirical data comprise 438 lexemes (expressing 1438 meanings), which were analysed in seven languages of different structure (related and unrelated) from two language families: Indo-European (featuring such language groups as Germanic (English and German), Romance (Spanish), Balto-Slavonic (Latvian, Ukrainian and Russian)) and Japanese-Ryukyuan (featuring Japanese). The data are analysed within the framework of meronymy relation and highlight the universal features of semantic change in the compared languages, thus presenting a model for more extensive and complex studies of the semantic potential of basic lexical units. The research is based upon the methodology of classical semantics and typology as well as contrastive lexical studies, and is aimed at revealing the nature of semantic universals and regularities in the process of BPN semantic development. The lexical units under analysis are generalised and systematically investigated using contrastive analysis and linguistic description, whilst their semantic structure is thoroughly described with the help of componential analysis. The paper focuses on the classification of their regular semantic change mechanisms and juxtaposes the cross-linguistic similarities as well as differences in semantics of body part names. The relation of meronymy reveals interdependence with that of polysemy. The introduced index of polysemy helps to compare the potential for polysemy development in the languages under analysis. The conducted research enables the formulation of semantic universals and regularities within BPN polysemy development in languages of different structure as well as the creation of a semantic typology of BPN in related and unrelated languages. The analysis is supplemented with the statistical data allowing for the verification of the results. The main principles of this research may be applied to different thematic groups of lexis, contributing to further development of semantic language typology worldwide.
Young L2-Learners&apos; Meaning-Making in Engaging in Computer-Assisted Language Learning
Author: Hell, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Swedish,Native Language,Multilingualism,Code Switching (Language),Multimedia Materials,Computer Assisted Instruction,Personal Narratives,Technology Integration,Self Expression,Elementary School Students,Immigrants,Foreign Countries,Urban Schools

This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students' second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today's language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students' utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.
&quot;I Want to Be a First&quot;: Student, Family, and School Factors Influencing First-Generation Student College Readiness
Author: Brookover, Dana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Readiness,Student Experience,Student Attitudes,College Bound Students,Resilience (Psychology),Cultural Influences,Family Influence,Peer Influence,Stakeholders,Attitudes,Partnerships in Education,School Counselors,Counselor Attitudes,Administrator Attitudes,Cooperation

Understanding first-generation students' salient experiences in preparing for college is key for educators to engage in transformative college readiness efforts. The purpose of this qualitative study was to understand the perspectives and experiences of a sample of first-generation college-bound high school students. Five themes and four subthemes describe their college preparation and college readiness. The themes were: (a) student agency fostering resilience; (b) cultural values; (c) family and friend involvement; (d) synergy in the school community; and (e) school community stakeholder perspectives on college readiness for first-generation students. Students shared how a collaborative partnership between themselves, their families, their school counselors, and their teachers contributed to their successful matriculation into college. School counselor and administrative perspectives are also offered. Practical implications for school community members' practice conclude the article.
Perception of Chinese Parents toward School and Family Collaboration
Author: Chan, Tak Cheung
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Family School Relationship,Parent Participation,Elementary Schools,Teacher Role,Administrator Role,Parent Role,Foreign Countries,Barriers,Parent Background,Educational Attainment,Occupations,Family Income,Parent Teacher Cooperation,Parent Associations

Research has indicated that parents play a significant role in promoting school and family collaborative activities. However, empirical studies on parental engagement in school and family collaboration in China are scarce. This study investigates how Chinese parents perceived the school and family collaborative activities initiated by elementary school staff. Out of 300 parents in elementary schools in Wu Xing District, Huzhou, Zhejiang Province, China, 135 agreed to participate in this study to indicate their perceptions of school and family collaboration. A mainly quantitative approach was employed in this study of school and family collaboration. An open-ended question was added to the end of the quantitative questionnaire to offer the parents the opportunity to express themselves freely with no restriction. The findings of this study indicated that Chinese parents were in favor of school and family collaboration and were willing to work with teachers to foster better communication. However, they needed guidance and initiations from teachers and school administrators. It is concluded that parents could be more involved in creating a comprehensive school and family collaboration plan to help with children's development. This study comes in timely in response to the Chinese Central Government's call for promoting school and family relationship to enhance student learning.
Urban Parents at the Portal: Family Use of Web-Based Information on Ninth Grade Student Course Grades
Author: Mac Iver, Martha Abele
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Schools,Family Involvement,Academic Failure,Academic Achievement,Educational Technology,Technology Uses in Education,Parent Participation,Family School Relationship,Equal Education,At Risk Students,Grade 9,Predictor Variables,Grades (Scholastic),Access to Computers,Internet,Socioeconomic Status,Family Characteristics,Minority Groups,Language Usage,Low Income Groups,Immigrants

Improving ninth grade course passing rates has been shown to be crucial in improving high school outcomes. Yet at this critical transition to high school, family engagement has tended to decrease. This study explores how increasing use of the parent portal could potentially help to reduce ninth grade failure. Using automatically generated longitudinal portal access data from one large urban district, this study investigates the relationship between family use of the parent portal and the odds of students' course failure during ninth grade. Hierarchical linear model analyses showed a significant negative relationship between parent portal use and semester course failure, controlling for prior failing report card grades during the year and demographic variables associated with course failure. Although causal conclusions cannot be drawn from this study, the evidence supports and extends previous experimental studies of portal use. This suggests that efforts to expand parent portal use may potentially contribute to reducing students' course failure through increased monitoring and intervention efforts prior to the end of the semester. [For the Grantee Submission, see ED610835.]
Problem-Based ESP Methods for Teaching Future Air Traffic Controllers to Conduct Radio Exchange in Non-Routine Situations
Author: Bystrova, Bogdana
Date: 2019-00-00
Type: Journal Articles
Subjects: Air Transportation,Traffic Safety,English for Special Purposes,Second Language Learning,Second Language Instruction,Phrase Structure,Problem Based Learning,Teaching Methods,Instructional Effectiveness,Professional Education,Undergraduate Students,Role Playing,Simulation,Radio,Aviation Education,Universities,Foreign Countries,Intercultural Communication

The research aimed to study and experimentally verify the efficiency of the use of problem-based methods in teaching future air traffic controllers to conduct radio exchange in non-routine situations. The professional readiness to conduct radio exchange is viewed as a complex of professional skills and knowledge (communicative, cognitive and functional) enhanced by motivation. The study involved 67 university students of a bachelor's degree programme majoring in &quot;Aviation transport&quot;. Tests, observations and specially designed questionnaires were used to evaluate the use of problem-based methods (role-playing, simulation of specific situations, problem-solving, case studies) in ESP study. The conclusion was made about the effectiveness of problem-based ESP methods since they simulate possible professional situations and promote communication between future air traffic controllers and pilots, thus contributing to the acquisition of professional knowledge and activation of use of standard phraseology of radio exchange and plain English in non-routine situations. As shown by the results of our study, problem-based ESP methods are effective in raising future air traffic controllers' motivation to acquire Aviation English as they bring the learning closer to professional life.
Stance and Culture: A Comparative Study of English and Persian Authorial Stance in Applied Linguistics Research Articles
Author: Hashemi, Mohammad Reza
Date: 2019-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Indo European Languages,Research Reports,Periodicals,Native Speakers,Applied Linguistics,Computational Linguistics,Cultural Differences,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Discourse Analysis,Foreign Countries,Authors,Journal Articles

This study tended to investigate the effect of culture, as depicted in language, on the use of stance in the applied linguistics research articles of two groups: native speakers of Persian, and native speakers of English. The two corpora comprising the discussion sections of forty research articles from reliable journals were compared for amounts and types of stance. In order to find the cultural differences between native Persian and English researchers, the subtypes of stance devices adapted from Hyland's (2005b) model were used. Results showed that the groups used stance markers differently; more specifically, they employed hedges, boosters, attitude markers, and self-mentions differently. Furthermore, culture affects stance features as the meta-discourse devices employed by the researchers in writing the research article genre. The findings have implications for EFL learners and novice non-native writers to know the conventions and patterns as thinking devices for effective writing in academic communities of articles.