ethanporcaro/eric-fulltext-meta huggingface dataset:
Lexical Reiteration in EFL Young Learners' Essays: Does It Relate to the Type of Instruction?
Author: Llach, Mª Pilar Agustin
Date: 2007-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nouns,Classification,Correlation,Language Proficiency,Language Variation,Foreign Countries,Elementary School Students,Spanish,Native Language,Uncommonly Taught Languages,Cloze Procedure,Language Tests,Essays,Qualitative Research,Computational Linguistics,Connected Discourse,Writing (Composition),Letters (Correspondence),Language of Instruction,Science Instruction,Art Education

The purpose of this study is to ascertain whether the type of instruction (English as vehicular language and English as a subject) is related to the use of reiteration ties. In the first place, we identified, classified, and counted the number and kind of reiteration ties used by two groups of EFL learners. Secondly, we examined whether reiteration as a mechanism of lexical cohesion correlates with learners' language level. Thirdly, we looked at students data in order to determine if lexical reiteration is associated with lexical variation. Results point to a similar pattern for both groups with regard to the use of reiteration ties: content and non-content students resort to word repetition rather than to other devices of lexical reiteration. Differences were found in favour of content students concerning lexical variation, language level, and use of antonyms and general nouns.
What Translation Tells Us about Motion: A Contrastive Study of Typologically Different Languages
Author: Ibarretxe, Iraide
Date: 2003-00-00
Type: Journal Articles
Subjects: Translation,Contrastive Linguistics,Spanish,English,Uncommonly Taught Languages,Language Classification,Literature,Language Styles,Second Languages,Motion,Psycholinguistics,Verbs,Language Patterns

Slobin (1991, 1996a,b, 1997) has argued that the typological differences between languages with either a satellite-framed or a verb-framed lexicalisation pattern (Talmy, 2000) have important discourse and rhetorical consequences for the expression of &quot;paths of movement&quot; and &quot;manner of movement&quot;. These differences are especially significant for the translator since s/he has to adapt the rhetorical style of the source language to that of the target language. According to Slobin (1996a, 2000, ms.), the major difference lies in the loss or gain of information about path and manner specifications during the translation process. We will focus on three languages, English (satellite-framed), Spanish and Basque (both verb-framed but with important intratypological differences). Basing ourselves on data from translations of the same English text (Tolkien's &quot;The Hobbit&quot;) into these two target languages, we will compare and analyse in detail the different strategies that Spanish and Basque translators follow when adapting the English text to the stylistic and typological characteristics of their own languages.
Methods in the Post-Methods Era Report on an International Survey on Language Teaching Methods
Author: Liu, Jun
Date: 2004-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Grammar,Translation,English (Second Language),Language Proficiency,Language Teachers,Communicative Competence (Languages),Surveys,Statistical Analysis,Familiarity,Preferences,Class Size,Teaching Experience,Educational Background,Teacher Education,Teacher Attitudes

Do methods still have a place in 21st century language teaching? To answer this question, an international survey was conducted in the summer of 1999. A sample of 800 language teachers world-wide randomly drawn from 17,800 TESOLers were each given a 2-page survey. The return rate was 58.5% with the actual usable data set of 448, which was analyzed by using both descriptive and inferential statistics. Among the ten commonly recognized teaching methods surveyed, both the Communicative Language Teaching Approach and an eclectic method seem to have the highest rate in familiarity, preference, and use. But when multiple factors, such as teaching contexts, instructional settings, learners' proficiency levels, class size, teaching experience and educational backgrounds of the teachers, and the status of being a native or nonnative English speaking professional were taken into consideration, various patterns and themes emerged. One interesting finding is that Grammar Translation is still used in EFL contexts, in larger classes, and with learners at low proficiency levels, though the ratio between the actual use of this method and teachers' preference does not match. Based on the results of the survey, a new theoretical framework is proposed to conceptualize language teaching methods in the post-methods era.
Language Policy and Methodology
Author: Liddicoat, Antony J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Policy,Teaching Methods,Educational Practices,Program Implementation,Language Planning,Second Language Instruction,Language of Instruction,English (Second Language),English Instruction,Case Studies,Alignment (Education),Foreign Countries

The implementation of a language policy is crucially associated with questions of methodology. This paper explores approaches to language policy, approaches to methodology and the impact that these have on language teaching practice. Language policies can influence decisions about teaching methodologies either directly, by making explicit recommendations about the methods to be used in classroom practice, or indirectly, through the conceptualisation of language learning which underlies the policy. It can be argued that all language policies have the potential to influence teaching methodologies indirectly and that those policies which have explicit recommendations about methodology are actually functioning of two levels. This allows for the possibility of conflict between the direct and indirect dimensions of the policy which results from an inconsistency between the explicitly recommended methodology and the underlying conceptualisation of language teaching and learning which informs the policy.
Strategies of Clausal Possession
Author: Langacker, Ronald W.
Date: 2003-00-00
Type: Journal Articles
Subjects: Phrase Structure,Psycholinguistics,Grammar,Verbs,Semantics,Language Classification,Form Classes (Languages),Structural Analysis (Linguistics),Linguistic Theory

Across languages, clauses expressing possession, location, and existence exhibit many similarities. To capture their evident affinity, it is often claimed that possessives derive--synclironically or diaclironically--from expressions of location/existence. This localist account obscures a basic contrast between two broad classes of possessive constructions, those based on HAVE-type predicates and those based on BE-type predicates. These predicates grammaticize from lexical verbs pertaining to different aspects of embodied experience, resulting in subtle semantic differences reflected in contrasting grammatical constructions for clausal possession. Moreover, both HAVE- and BE-type possessives show interesting cross-linguistic variation which should not be ignored from a typological or a cognitive linguistic perspective. Attention to these structural differences does not preclude a unified account of possessive constructions and their close relationship with locatives. These constructions all manifest our ability to mentally access one entity by invoking another as a conceptual reference point.
What Can Computer Assisted Language Learning Contribute to Foreign Language Pedagogy?
Author: Bangs, Paul
Date: 2004-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Language Acquisition,Second Language Instruction,Second Language Learning,Teaching Methods,Educational Practices,Program Descriptions,Educational Environment,Best Practices,Educational History,Communicative Competence (Languages),Learner Controlled Instruction,Media Adaptation,Technology Uses in Education,Technology Integration,Learner Engagement,Student Motivation,Research Utilization,Student Needs,Educational Principles

The aim of this paper is twofold. On one hand, to shed new light on the uneasy relationship of Computer Assisted Language Learning (CALL) with foreign language (FL) pedagogy in the past and on the other, to explore the possible contribution of CALL to FL pedagogy. The first part of this research starts with a brief description of the first CALL experiences (behaviourist CALL) and continues with a succinct account of the present state of the art (CALL and the communicative environment). The second part of the paper points towards new and challenging directions of CALL: some assertions as to what might constitute the place of &quot;good&quot; CALL in a language learning environment.
Second Language Vocabulary Assessment: Current Practices and New Directions
Author: Read, John
Date: 2007-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Programs,Vocabulary,Educational Development,Word Frequency,Word Lists,Language Tests,Context Effect,Outcome Measures,Knowledge Level,Sampling,Test Format,Use Studies,Educational Practices,Educational Trends,Trend Analysis,Vocabulary Development,Vocabulary Skills

This paper surveys some current developments in second language vocabulary assessment, with particular attention to the ways in which computer corpora can provide better quality information about the frequency of words and how they are used in specific contexts. The relative merits of different word lists are discussed, including the Academic Word List and frequency lists derived from the British National Corpus. Word frequency data is needed for measures of vocabulary size, such as the Yes/No format, which is being developed and used for a variety of purposes. The paper also reviews work on testing depth of knowledge of vocabulary, where rather less progress has been made, both in defining depth as a construct and in developing tests for practical use. Another important perspective is the use of vocabulary within particular contexts of use or registers, and recent corpus research is extending our understanding of the lexical features of academic registers. This provides a basis for assessing learners' ability to deploy their vocabulary knowledge effectively for functional communication in specific academic contexts. It is concluded that, while current tests of vocabulary knowledge are valuable for certain purposes, they need to be complemented by more contextualised measures of vocabulary use.
The Communicative Approach to Language Teaching: The King Is Dead! Long Live the King!
Author: Roberts, John T.
Date: 2004-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Teaching Methods,Applied Linguistics,Language Role,Interpersonal Communication,English (Second Language),Semantics,Grammar,Foreign Countries,Course Descriptions

The purpose of this paper is to argue that though the Communicative Approach to Language teaching in its original sense has long been theoretically dead, it has for an almost equally long time at least potentially existed in a new form, and continues to thrive. By no means here for the first time is this sort of proposal made, but what remains to be done is to firmly pronounce the death of &quot;Communicative Approach to Language Teaching Mark II&quot; and to formally welcome, if somewhat belatedly, that is to say, by at least 17 years, its successor: &quot;Communicative Approach to Language Teaching Mark II&quot;. At the same time, the attempt to disambiguate &quot;Communicative Approach to Language Teaching&quot; from &quot;Communicative Methodology&quot; is made again, because students of Applied Linguistics often reveal a complete failure to grasp the difference, as well as failure to understand why the term &quot;Communicative Method&quot; is meaningless. The story related here will be very familiar to some, but less so to others, which is why it is detailed. It is, of course, only one story, one interpretation, and there are others.
Combining Cooperative Learning with Reading Aloud by Teachers
Author: Jacobs, George
Date: 2004-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Reading Aloud to Others,Program Descriptions,Educational Principles,Integrated Curriculum,Integrated Activities,Teaching Methods,Educational Practices,Language Acquisition,Heterogeneous Grouping,Interpersonal Competence,Group Dynamics,Personal Autonomy,Interaction,Student Participation,Accountability,Values,Content Area Reading,Individual Differences,Educational Theories,Affective Objectives,Reading Fluency,Brainstorming,Semantics,Flow Charts,Questioning Techniques,Role Playing,Cartoons,Silent Reading

This article begins with a section that describes cooperative learning and explains eight cooperative learning principles. The second section discusses the interface between cooperative learning and language pedagogy. Next is a section about the why and how of reading aloud by teachers. The heart of the article resides in the last and longest section which describes techniques for integrating cooperative learning with reading aloud by teachers. These techniques include ones that can be used before, while and after the teacher has read aloud to the class.
The &quot;Whats,&quot; &quot;Whys,&quot; &quot;Hows&quot; and &quot;Whos&quot; of Content-Based Instruction in Second/Foreign Language Education
Author: Dueñas, María
Date: 2004-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Course Content,Communicative Competence (Languages),Models,Educational Research,Learning Strategies,Immersion Programs,Thematic Approach

As an instructional practice in second and foreign language education, content-based instruction is not a fully revolutionary paradigm, but a spin-off approach which derives from the evolution of Communicative Language Teaching. Sharing with CLT the same fundamental principles, CBI bases its idiosyncrasy on promoting the use of subject matter for second/foreign language teaching purposes. This article aims at exploring the nature and scope of the content-based methodological framework -the whats-, the theoretical foundations that support it--the whys--, and the different prototype models for application in compliance with parameters such as institutional requirements, educational level, and the particular nature and object of instruction--the hows. Additionally, it will also undertake a review of a copious number of references selected from the existing literature, mostly contributed by researchers and experienced practitioners in the field--the whos.
Beliefs of Pre-Service Teachers toward Competitive Activities and the Effect on Implementation and Planning for Physical Education Classes
Author: Bernstein, Eve
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Physical Education,Curriculum Implementation,Competition,Beliefs,Teaching Experience,Influences,Lesson Plans,Semi Structured Interviews,Sportsmanship,Preservice Teacher Education,Middle School Teachers,Observation

The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers might implement lessons (Zimbardo &amp; Leippe, 1991). While pre service teaching (PST) programs and how these programs can affect the beliefs of teachers have been studied (Biddle &amp; Goudas, 1997; Graber 1998; Kulinna, Silverman, &amp; Keating, 2000; Munby, 1984), teachers' beliefs and their actual practice have not been fully explored (Tsangaridou, 2006). Teachers may hold salient or strong beliefs regarding competition (Ajzen, 2005), and these beliefs can influence how teachers carry out certain actions or behaviors, especially in their instruction. McIntyre, Byrd, and Fox (1996) found that pre-service teachers considered their teaching experiences during their pre-service training to be of value. Understanding teacher beliefs regarding competitive activities, and if those beliefs affect instruction, can be key to unlocking a more productive learning environment. The purpose of this study was to determine if pre-service teachers' prior beliefs about competitive activities affect their lesson planning, and how pre-service teachers incorporate their beliefs and pre-service training when implementing competitive games during middle school PE classes.
KWICgrouper--Designing a Tool for Corpus-Driven Concordance Analysis
Author: O'Donnell, Matthew Brook
Date: 2008-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Language Patterns,Indexes,Computer Software

The corpus-driven analysis of concordance data often results in the identification of groups of lines in which repeated patterns around the node item establish membership in a particular function meaning group (Mahlberg, 2005). This paper explains the KWICgrouper, a concept designed to support this kind of concordance analysis. Groups are defined by sets of patterns that can be matched against the lines in a concordance. The central elements of the KWICgrouper are described in object-oriented terms and an experimental implementation described.
Developing Software for Corpus Research
Author: Mason, Oliver
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Software,Computational Linguistics,Language Research,Role,Programming,Word Frequency,Programming Languages

Despite the central role of the computer in corpus research, programming is generally not seen as a core skill within corpus linguistics. As a consequence, limitations in software for text and corpus analysis slow down the progress of research while analysts often have to rely on third party software or even manual data analysis if no suitable software is available. Apart from software itself, data formats are also of great importance for text processing. But again, many practitioners are not very aware of the options available to them, and thus idiosyncratic text formats often make sharing of resources difficult if not impossible. This article discusses some issues relating to both data and processing which should aid researchers to become more aware of the choices available to them when it comes to using computers in linguistic research. It also describes an easy way towards automating some common text processing tasks that can easily be acquired without knowledge of actual computer programming.
Exploring State-of-the-Art Software for Forensic Authorship Identification
Author: Guillén-Nieto, Victoria
Date: 2008-00-00
Type: Journal Articles
Subjects: Crime,Applied Linguistics,Laws,Court Litigation,Plagiarism,Identification,Authors,Expertise,Statistical Data,Computer Software,Computational Linguistics,Language Styles

Back in the 1990s Malcolm Coulthard announced the beginnings of an emerging discipline, &quot;forensic linguistics&quot;, resulting from the interface of language, crime and the law. Today the courts are more than ever calling on language experts to help in certain types of cases, such as authorship identification, plagiarism, legal interpreting and translation, statement analysis, and voice identification. The application of new technologies to the analysis of questioned texts has greatly facilitated the work of the language scientist as expert witness in the legal setting, and contributed to the successful analysis and interpretation of style providing statistical and measurable data. This article aims at presenting linguists and researchers in forensic linguistics with an exploration of the strengths, limitations and challenges of state-of-the-art software for forensic authorship identification.
Developing WordSmith
Author: Scott, Mike
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Software,Language Patterns,Computational Linguistics,Programming,Word Processing

WordSmith Tools, since its launch in 1996, has had a rather unusual history and the aim of this paper is to record some of the chief influences on its development. The paper thus presents and discusses the history of WordSmith Tools and its predecessors going back to the early 1980s when processors were much slower, memory very limited and disk space expensive. It is structured around the discussion of certain key issues, principles and themes. These include: &quot;on the fly&quot; processing, corpus flexibility, language independence, user control aspects, the unpredictability of design needs, a move towards remote processes, modular construction principles, software production management, pattern-seeking and the development of new corpus linguistic terms.
The Finite-State Playground
Author: Hammond, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Phonology,Morphology (Languages),Program Descriptions,Educational Technology,Investigations,Research Tools,Learning Modules,Language Acquisition,Natural Language Processing,Courseware,Demonstrations (Educational),Programming,Computer Software Reviews,Linguistics

Finite-state methods are finding ever increasing use among linguists as a way of modeling phonology and morphology and as a method for manipulating and modeling text. This paper describes a suite of very simple finite-state tools written by the author that can be used to investigate this area and that can be used for simple analysis.
The Task-Based Approach in Language Teaching
Author: Sánchez, Aquilino
Date: 2004-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Teaching Methods,Student Motivation,Course Descriptions,Language Usage,Criticism,Communicative Competence (Languages)

The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting towards a more tempered and moderate stand on their claims. Reasons for that are various: the difficulty in the implementation of the method in the classroom, the difficulty in elaborating materials following the TBA and the scarcity of task-based manuals count as important and perhaps decisive arguments. But there are also theoretical implications in the TBA which do not seem to be fully convincing or may lack sound foundations. In this paper I will attempt to describe the TBA critically, pointing out what I consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. The design of a new TBA model is not the goal of this study. But the conclusions suggest that tasks may contribute to the production of a more refined and complete foreign language syllabus, helping to motivate the students and focus the attention of teachers and learners on meaning and communicative language use.