ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiencing the Other: The Impact of Service-Learning on Preservice Teachers' Perceptions of Diversity
Author: Tinkler, Barri
Date: 2013-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Cultural Differences,Multicultural Education,Social Justice,Critical Theory,White Students,Middle Class Culture,Learning Experience,Sensitivity Training,Tutoring,High School Equivalency Programs,Student Experience,Reflection,Student Journals,Questionnaires,Semi Structured Interviews,Perspective Taking,Emotional Intelligence,Misconceptions

In response to the increasing diversity in American public schools and concerns over inequities in opportunity and achievement, many teacher education programs are infusing multicultural topics and coursework into their programs (Akiba, 2011; Hollins &amp; Guzman, 2005). While some programs utilize what O'Grady (2000) called the Human Relations approach to multicultural education with an emphasis on &quot;reducing prejudice and getting along with others&quot; (p. 11), other programs drive things further and seek to foster a social justice orientation in their students (Zeichner, 2003). O'Grady (2000) has labeled this social justice approach as Social Reconstructionist Multicultural Education since it &quot;teaches directly about oppression, discrimination, social justice, and how to take action against these inequities&quot; (p. 4). Fostering a social justice disposition can be a challenging endeavor when working with white, middle-class pre-service teachers who have grown up in rural or suburban environments with very limited experience with diversity (Causey, Thomas, &amp; Armento, 2000). Because of this, teacher educators have to consider an approach that allows an opening of students' minds to ideas of diversity and social justice. This study explores the authors' attempt to initiate this process through the use of a service-learning experience. This interpretive study elucidates the experiences of a group of preservice teachers (n = 37) participating in a service-learning project as a course requirement for a social foundations of education course. The preservice teachers were required to complete ten hours of service (with at least six visits) at a local Job Corps Center. They tutored Job Corps students seeking to complete their high school diploma or General Educational Development (GED) high school equivalency diploma. This experience required the group of predominantly white, middle-class preservice teachers to interact one-on-one with a diverse group of students primarily from urban areas. The purpose of this study is to explore the impact that this experience had on the preservice teachers' perceptions of and receptiveness to diversity.
Reading Popular Culture Narratives of Disease with Pre-Service Teachers
Author: Staples, Jeanine M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Popular Culture,Media Literacy,Preservice Teacher Education,Secondary School Teachers,College Students,Critical Thinking,Course Content,Teaching Methods,Preservice Teachers,Personal Narratives,Critical Literacy,Violence,Sexual Abuse

Jeanine M. Staples is an associate professor in the Language, Culture, and Society Program of the Department of Curriculum and Instruction at Pennsylvania State University, State College, Pennsylvania. She teaches a mandatory course entitled LLED 480: Media Literacy in the Classroom. The course is designed for pre-service teachers in the secondary, English/Communications program in the Department of Curriculum and Instruction within Pennsylvania State University's College of Education. She designed the course to facilitate among secondary education pre-service teachers an awareness and relative mastery of various methods to conduct media text analysis, interpretation, and production. Specifically, undergraduate and masters students learn methods through which they can engage with media as cultural critics. These methods help students develop a deeper understanding of how media function as popular culture narratives (Staples, 2010a, 2010b, 2010c, 2011, 2012). This article includes an overview of the course's scope and sequence, and Pedagogical suggestions for teacher preparation and critical media literacy education.
Progress in Teachers' Readiness to Promote Positive Youth Development among Students during the Lions Quest Teaching Workshop
Author: Talvio, Markus
Date: 2015-11-00
Type: Journal Articles
Subjects: Readiness,Youth Opportunities,Youth Programs,Teacher Improvement,Teacher Workshops,Adolescent Development,Social Development,Emotional Development,Well Being,Teaching Skills,Skill Development,Knowledge Base for Teaching,Pretests Posttests,Experimental Groups,Control Groups,Intervention,Measures (Individuals),Teacher Competency Testing,Educational Objectives,Relevance (Education),Teacher Attitudes,Participant Satisfaction,Service Learning,Health Promotion,Faculty Development,Attitude Change,Educational Change,Questionnaires,Likert Scales,Predictor Variables,Foreign Countries,Statistical Analysis

Modern learning psychology places an emphasis on the ability of teachers to promote their students' social and emotional learning (SEL) and living a good life. Research on precisely how teachers promote SEL and well-being among their students, however, remains scarce. This study focused on evaluating the Lions Quest teaching workshop (LQ), which aims to improve the knowledge and skills of teachers in SEL and to promote a healthy and meaningful life among students. In total, 153 Finnish teachers participated in LQ. We compared these to 61 Finnish teachers who did not participate in the LQ training as well as a second comparison group consisting of 46 Finnish teachers to investigate the possible effects of pre-testing. We collected data from the intervention group before and after the training and from the first comparison group at approximately the same time points. Data from the second comparison group was collected only once. Using the repeated measures general linear model, we analyzed teachers' readiness to promote the LQ goals from two perspectives, namely from participants' experienced importance of those goals and their perceived competence in promoting them. In addition, we evaluated task values among participants. Teachers participating in LQ rated the goals as more important and relevant after receiving training. Furthermore, participants from the intervention group felt more competent in skills related to the LQ goals than the comparison groups. This study adds to both the theoretical and practical development of teachers' skills in contemporary contexts.
Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning
Author: Tuncer, Murat
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Anxiety,Second Language Instruction,Academic Achievement,Second Language Learning,Statistical Analysis,Correlation,Regression (Statistics),Formative Evaluation

This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) was used. The latest validity-reliability of this scale was conducted by Gürsu (2011), in which the three-factor structure of the scale was confirmed. The test-retest correlation of the scale was found as .85. This study was conducted with 271 university engineering students receiving compulsory prep-class education at Firat University during the academic year of 2012-2013. The data of the study were analyzed with the logistic regression analysis. According to the findings, the foreign language anxiety at the beginning of the prep-class education was not effective as the predictor of the academic achievement. On the other hand, it was observed that the students' anxiety, at the end of the education, accounted for the academic failure with its speaking anxiety in language class dimension, and predicted academic achievement with its interest towards language class dimension. This study revealed that the students' anxiety evolving and ever-increasing during their English prep-education powerfully predicted their academic performance. Whatever its source may be, anxiety in learning environments is mostly an unwanted situation. Therefore, it has always been underlined in the literature that in order to facilitate learners' language learning process, the effect of anxiety should be minimized.
Some Anger Metaphors in Spanish and English. A Contrastive Review
Author: Soriano, Cristina
Date: 2003-00-00
Type: Journal Articles
Subjects: Spanish,English,Contrastive Linguistics,Figurative Language,Psychological Patterns,Cognitive Mapping,Semantics,Computational Linguistics,Language Usage

In spite of being very similar, the metaphorical models of anger in English and Spanish exhibit some differences too. These have been analyzed along a number of parameters: existence of the mapping in the language, degree of conceptual elaboration, degree of linguistic conventionalization and degree of linguistic exploitation. A number of examples evidencing cross-linguistic differences at these four levels will be presented. We will conclude with a brief discussion of the possible motivation of these differences and some observations on the study of conceptual metaphor in general.
&quot;Abrelatas&quot; and &quot;Scarecrow&quot; Nouns: Exocentric Verb-Noun Compounds as Illustrations of Basic Principles of Cognitive Grammar
Author: Tuggy, David
Date: 2003-00-00
Type: Journal Articles
Subjects: Verbs,Nouns,Spanish,English,Grammar,Language Usage,Models,Language Patterns,Phonology,Psycholinguistics

Spanish and English have exocentric verb+object = subject/instrument compounds, such as &quot;abrelatas&quot; (opens-cans) &quot;can-opener&quot; and &quot;scarecrow.&quot; They share a general constructional pattern, consist of &quot;clumps&quot; or subfamilies of forms, and have a negative or jocular tendency. They differ in their individual compounds, subfamilies and constructional prototypes. The Spanish construction is a widely productive, major mechanism for naming instruments; the English construction names subjects, and is a minor pattern currently productive only in one subfamily. Exceptional forms in both languages approach each other's prototype. In both languages the category fits into wider families or categories of constructions, but those wider families are different. These patterns illuminate basic tenets of Cognitive grammar, including: (1) usage-based grammar. (2) Multiple patterns. (3) Lower-level outranking higher-level patterns. (4) Functional motivation, but (5) persistence of patterns despite absence of functionality. These considerations underline (6) the insufficiency of models positing innate, absolute, few and simple rules.
An Analysis of English, Spanish and Basque Demonstratives in Narrative: A Matter of Viewpoint
Author: Doiz-Bienzobas, Aintzane
Date: 2003-00-00
Type: Journal Articles
Subjects: English,Spanish,Uncommonly Taught Languages,Language Research,Contrastive Linguistics,Form Classes (Languages),Morphemes,Grammar,Discourse Analysis,Language Usage,Semantics

This paper undertakes the study of the occurrence of non-corresponding demonstrative forms in Spanish, Basque and English in exactly the same linguistic context. It is proposed that the differences in the choice of the demonstratives result from the differences in the kind of information that must be coded in each of the languages. Thus, I will argue that in Spanish and Basque the obligatory coding of the aspectual categories of the imperfect and the preterite has the function of imposing specific viewing arrangements onto the situations they designate. By contrast, in English, where the aspectual distinction is not overtly coded, the demonstratives are proposed to fulfil this function.
Lexical Knowledge in Instructed Language Learning: The Effects of Age and Exposure
Author: Miralpeix, Inmaculada
Date: 2007-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Profiles,English (Second Language),Bilingualism,Spanish,Romance Languages,Maturity (Individuals),Cognitive Ability,Interviews,Oral Language,Word Frequency,Role Playing,Age Differences,Elementary School Students,Secondary School Students,Questionnaires,Student Attitudes,Computational Linguistics,Statistical Analysis,Foreign Countries,Educational Environment,Second Language Instruction,Multivariate Analysis

The aim of this study is to analyse the possible effects of Age of Onset (AO), Cognitive Maturity (Age at Testing--AT) and Amount of Exposure (AE) on the productive vocabularies of learners of English as a Foreign Language (FL). Three groups of bilingual Catalan/Spanish students were tested towards the end of Secondary Education. The groups differed in AO (8 vs. 11 years), AT (16 vs.17) and AE (726 vs. 800 hours). They performed four different tasks: three oral (an interview, a storytelling and a roleplay) and one written (a composition). The tasks were analysed with measures extrinsic to the learners' production. Firstly, their Lexical Frequency Profiles were computed with &quot;VocabProfile&quot; (Nation, 1995). Secondly, &quot;P_Lex&quot; (Meara, 2001) was used to assess the lexical richness of the texts. Furthermore, Anglo-Saxon and Greco-Latin Cognate indices were obtained for each of the tasks. Results show that an early AO does not necessarily suppose an advantage for Early Starters (ES), as Late Starters' (LS) productive vocabularies are very similar to those of their younger peers.
Investigating Negotiation of Meaning in EFL Children with Very Low Levels of Proficiency
Author: Lázaro, Amparo
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Interaction Process Analysis,Communication Strategies,Comparative Analysis,Native Language,Error Correction,Elementary School Students,Games,Classroom Communication,Language Proficiency,Feedback (Response),Spanish,Foreign Countries,Second Language Instruction,Teaching Methods,Language Usage,Nonverbal Communication,Child Behavior,Validity,Discourse Analysis

Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The objective is to document which conversational strategies these learners use and to compare them to those previously reported for other populations. The analysis of our data shows that these children negotiate significantly less than other populations but use a variety of strategies to negotiate for meaning. Also, they resort to the L1 on some occasions and use explicit correction quite often. In light of these results we will argue in favour of using these types of interactive activities in the classroom.
Referential Metonymy across Languages: What Can Cognitive Linguistics and &quot;Contrastive Linguistics&quot; Learn from Each Other?
Author: Brdar-Szabó, Rita
Date: 2003-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Role,Contrastive Linguistics,Translation,Nouns,Phrase Structure,Language Universals,Language Usage,English,German,Hungarian,Serbocroatian,Naming,Language Research,Form Classes (Languages),News Reporting

The paper demonstrates how contrastive linguistics may receive a fresh breath of life from approaching certain problems from the cognitive linguistic point of view. Cognitive linguistics is not only capable of providing contrastive linguistics with a comprehensive but coherent theoretical backbone the latter has always badly needed for its survival, but it is also certain to open up new avenues of research that have so far been more or less out of bounds for contrastive linguistics. At the same time, contrastive linguistics may play a critical, catalytic role in the development of cognitive linguistics theory and methodology. This is due to its immense potential in validating or falsifying some claims put forward by cognitive linguistics. which is inherently biased towards stressing the more universal aspects of language. This mutual cross-fertilization is demonstrated on the example of metonymically used names of capitals in English, German, Croatian and Hungarian.
Lexical Retrieval Processes and Strategies in Second Language Writing: A Synthesis of Empirical Research
Author: Manchon, Rosa M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Second Language Learning,Writing (Composition),Problem Solving,Language Usage,Writing Processes,Vocabulary,Language Processing,Native Language,Transfer of Training,Revision (Written Composition),Dictionaries,Writing Strategies,Writing Research,Psycholinguistics,Literature Reviews

Lexical access and retrieval are essential processes in fluent and efficient second language (L2) oral and written productive uses of language. In the case of L2 writing, attention to vocabulary is of paramount importance, although the retrieval of relevant lexis while composing in an L2 frequently entails different degrees of problem-solving activity given the lack of (automatic) access to the necessary linguistic resources characteristic of L2 communication. When engaged in this problem-solving behaviour, L2 writers have been reported to deploy a range of L1-based and L2-based lexical retrieval strategies. After situating lexical retrieval processes in cognitive views of written production, the main part of this paper is devoted to a review of the available empirical evidence on lexical retrieval processes and strategies in L2 writing. The paper finishes with some conclusions at the levels of theory and research.
Fictive Motion in English and Spanish
Author: Rojo, Ana
Date: 2003-00-00
Type: Journal Articles
Subjects: Motion,English,Spanish,Contrastive Linguistics,Japanese,Translation,Computational Linguistics,Freehand Drawing,Second Languages,Verbs,Psycholinguistics,Language Processing

This paper analyzes fictive motion expressions in English and Spanish with the twofold aim of (a) finding out whether the differences that have been reported in the expression of motion in English and Spanish also apply to fictive motion, and (b) checking whether the similarities and differences reported by Matsumoto for English and Japanese also apply to English and Spanish. We start by offering a detailed account of the similarities and differences between the expression of motion in English and Spanish; subsequently, we take a closer look at fictive motion expressions in English and Japanese. We then present two different studies carried out with the aim of gathering additional data on Spanish fictive motion expressions. The first study focuses on the strategies used by translators in rendering fictive motion expressions from English into Spanish. The second experiment analyses a corpus of expressions generated using elicitation from drawings. The paper concludes with a discussion of the findings and directions of future research.
A Corpus-Driven Design of a Test for Assessing the ESL Collocational Competence of University Students
Author: Jaen, Maria Moreno
Date: 2007-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Foreign Countries,Language Tests,English (Second Language),Second Language Learning,College Students,Phrase Structure,Test Construction,Receptive Language,Expressive Language,Scores,Language Skills,Scoring,Testing

This paper reports an assessment of the collocational competence of students of English Linguistics at the University of Granada. This was carried out to meet a two-fold purpose. On the one hand, we aimed to establish a solid corpus-driven approach based upon a systematic and reliable framework for the evaluation of collocational competence in ESL. On the other hand, it was our intention to determine whether students' collocational thresholds were acceptable. Thus, after revising the theoretical construct of the notion of &quot;collocation&quot;, we accomplished the selection of items drawn from data provided by the Bank of English and the British National Corpus, a procedure intended to ensure the scientific quality of the test design propounded. We designed an 80-item test to assess competence in both the receptive and productive collocational aspects of the written skill. Results revealed that students possess a poor collocational competence, the scores concerning the productive items being, as expected, significantly lower than the receptive ones.
Multiple Intelligence Theory and Foreign Language Learning: A Brain-Based Perspective
Author: Arnold, Jane
Date: 2004-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,English (Second Language),Second Language Learning,Neurosciences,Second Language Instruction,Teaching Methods,Learning Processes,Cognitive Style,Learning Motivation,Language Aptitude,Memory

Gardner's Multiple Intelligences theory is presented as a cognitive perspective on intelligence which has profound implications for education in general. More specifically, it has led to the application of eight of these frames to language teaching and learning. In this chapter, we will argue in favour of the application of MIT to the EFL classroom, using as support some of the major insights for language teaching from brain science.
Incidental Focus on Form, Noticing and Vocabulary Learning in the EFL Classroom
Author: Alcon, Eva
Date: 2007-00-00
Type: Journal Articles
Subjects: Grammar,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Incidental Learning,Teaching Methods,Audio Equipment,Translation,Diaries,Language Teachers,Language Usage,Classroom Communication,Feedback (Response),Instructional Effectiveness,Spanish,Native Language,Romance Languages,Student Attitudes,Teacher Student Relationship,Secondary School Students,Pretests Posttests

This study examines the effectiveness of teachers' incidental focus on form on vocabulary learning. Seventeen 45-minute audio-recorded teacher-led conversation, 204 learners' diaries (17 sessions x 12 learners) reporting what the participants had learned after each conversational class, 204 post-test translations, and 204 delayed post-test translations, which were created on the basis of the items reported in learners' diaries were used to trace teacher involvement in pre-emptive and reactive lexically-oriented focus on form episodes (FFEs) to vocabulary learning. The results revealed that teachers' pre-emptive FFEs are effective for learners' noticing and subsequent use of vocabulary items. On the other hand, teacher reactive FFEs do not seem to facilitate noticing, as measured by learners' reporting of vocabulary items, but they do facilitate vocabulary learning, as measured by subsequent use of vocabulary items in the post-test and delayed post-tests. These results suggest that incidental focus on form might be beneficial for learners, and further research issues on incidental focus on form are suggested.