ethanporcaro/eric-fulltext-meta huggingface dataset:
Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners
Author: Salas, Rachel G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Equal Education,Social Justice,English Language Learners,Immigrants,Educational Legislation,State Legislation,Student Needs,Autobiographies,Ethnography,Critical Theory,Race,Hispanic Americans,Participant Observation,Educational Change,Personal Narratives,Documentation,Resistance to Change

Many states in the western United States have seen an increase in the immigrant population. One state, in particular, has seen its foreign-born population increase 64.7% from 2000 to 2013. This increase in cultural and linguistic diversity foregrounds the 2013 passage of a specific Senate bill that &quot;enacts provisions providing English language learning for students&quot; in this state. The Senate bill also calls for the creation of a council to make recommendations to the appropriate governing boards on how best to meet the instructional needs of English Learners (ELs) in the state. LeChatelier's principle of equilibrium and Bell's interest convergence are used to analyze the recommendations. In addition, I use autoethnography and Latino critical race theory to interrogate the complexity of my dual membership, as an EL and an academic, in a cultural, political, and educational context.
Employing Autoethnography to Examine Our Diverse Identities: Striving towards Equitable and Socially Just Stances in Literacy Teaching and Research
Author: Brock, Cynthia Helen
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnography,Teacher Collaboration,Partnerships in Education,Reflection,Reflective Teaching,Transformative Learning,Race,Gender Differences,Socioeconomic Status,Identification (Psychology),Teacher Attitudes,Teacher Behavior,Beliefs,Multilingualism,Change Agents,Social Justice,Equal Education,Educational Trends,Teacher Role,Foreign Countries

This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, beliefs and actions with respect to the equitable enactment of her pedagogy and research.
L2 (IM)Politeness in the Synchronous Chat of Elementary School Learners
Author: Howard, Craig D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Games,Interaction,Second Language Instruction,English (Second Language),Language Skills,Elementary School Students,Video Games,Computer Mediated Communication,Simulated Environment,Synchronous Communication,Pragmatics,Language Usage,Interpersonal Communication,Korean Americans,Coding,Qualitative Research,Discourse Analysis

Participation in interactive games, especially those in immersive environments, is often employed in learning contexts to stochastically develop L2 learners' language ability. However, typical measures of language ability often do not reflect pragmatic competencies. This study juxtaposes two elementary school ESL learners' language ability, and facility with the media, with their politeness measures. Data was collected from out-of-school gameplay chat in a virtual environment designed for elementary school learners. Results suggest learners can express pragmatic miscues to interlocutors in the lean media of synchronous chat.
The Dynamic Nature of Motivation in Language Learning: A Classroom Perspective
Author: Pawlak, Miroslaw
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Second Language Learning,English (Second Language),Learner Engagement,Attitude Change,Behavior Change,Learning Strategies,Questionnaires,Likert Scales,Interviews,Data Collection,Time Factors (Learning),High School Students

When we examine the empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms, such as the L2 motivational self system (Dörnyei, 2009), it becomes clear that many of them still fail to take account of its dynamic character and temporal variation. This may be surprising in view of the fact that the need to adopt such a process-oriented approach has been emphasized by a number of theorists and researchers (e.g., Dörnyei, 2000, 2001, 2009; Ushioda, 1996; Williams &amp; Burden, 1997), and it lies at the heart of the model of second language motivation proposed by Dörnyei and Ottó (1998). It is also unfortunate that few research projects have addressed the question of how motivation changes during a language lesson as well as a series of lessons, and what factors might be responsible for fluctuations of this kind. The present paper is aimed to rectify this problem by reporting the findings of a classroom-based study which investigated the changes in the motivation of 28 senior high school students, both in terms of their goals and intentions, and their interest and engagement in classroom activities and tasks over the period of four weeks. The analysis of the data collected by means of questionnaires, observations and interviews showed that although the reasons for learning remain relatively stable, the intensity of motivation is indeed subject to variation on a minute-to-minute basis and this fact has to be recognized even in large-scale, cross-sectional research in this area.
The Relationship between Syntactic Knowledge and Reading Comprehension in EFL Learners
Author: Morvay, Gabriella
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,Second Language Learning,Syntax,Hungarian,Case Studies,Foreign Countries,Reading Comprehension,Grade 12,High School Students,Second Language Instruction,Language Tests,English (Second Language),Regression (Statistics),Questionnaires,Reading Tests,Statistical Analysis

Via a variety of measurements, 64 Hungarian native speakers in the 12th grade learning English as a foreign language in Slovakia were tested in a cross-sectional correlational study in order to determine the relationship between the ability to process complex syntax and foreign language reading comprehension. The test instruments involved a standardized reading comprehension test in English, and a test of syntactic knowledge in both Hungarian and English, in addition to a background questionnaire in Hungarian. Power correlations and regression analyses rendered results that showed syntactic knowledge to be a statistically significant estimator for foreign language reading comprehension. The study provides evidence that the ability to process complex syntactic structures in a foreign language does contribute to one's efficient reading comprehension in that language.
Computer-Mediated Communication as an Autonomy-Enhancement Tool for Advanced Learners of English
Author: Wach, Aleksandra
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Independent Study,Personal Autonomy,English (Second Language),Second Language Learning,Computer Assisted Instruction,Second Language Instruction,Advanced Students,Correlation,College Students,Foreign Countries,Questionnaires,Student Attitudes

This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer-mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners' level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-the-classroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy-enhancement tool.
Application of the Localisation Platform Crowdin in Translator Education
Author: Kudla, Dominik
Date: 2017-00-00
Type: Journal Articles
Subjects: Translation,Professional Education,Electronic Learning,Foreign Countries,Universities,Computer Software,Comparative Analysis,Private Education,Workshops

This article is an attempt to briefly describe the potential of the online localisation platform Crowdin for the education of the future translators at universities and in private courses or workshops. This description is provided on the basis of the information gathered through the user experience of the author and uses the example of the Khan Academy project carried out on this platform. The article juxtaposes this online localisation platform with commercial CAT software which is commonly used for translation training.
Affordances Theory in Multilingualism Studies
Author: Aronin, Larissa
Date: 2012-00-00
Type: Journal Articles
Subjects: Affordances,Multilingualism,Bilingual Education,Second Language Instruction,Models,Difficulty Level,Definitions,Educational Theories

The concept of affordances originating in Gibson's work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.
The Emancipation of the Language Learner
Author: Larsen-Freeman, Diane
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Personal Autonomy,Educational Innovation,Active Learning,Learner Controlled Instruction,Barriers,Creativity,Language Usage,Freedom,Teaching Methods,Learning Strategies,Educational Practices

The general trend in language education over the years has been to ascribe to language learners increasing power and responsibility for their own learning. While this is commendable, the autonomy of learners is still constrained by views of language that see learners as being mere &quot;hosts&quot; of another's language. Such views restrict learners to roles as language learners who make errors not language users who innovate. This article argues for a more enlightened view of language and of learners, one inspired by a complexity theory perspective. It also proposes that such a perspective is respectful of learner agency.
A Call for a Multifaceted Approach to Language Learning Motivation Research: Combining Complexity, Humanistic, and Critical Perspectives
Author: Pigott, Julian
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Humanism,Learning Motivation,Models,Second Language Instruction,Teaching Methods,Educational Philosophy,Educational Research,Research Methodology

In this paper I give an overview of recent developments in the L2 motivation field, in particular the movement away from quantitative, questionnaire-based methodologies toward smaller-scale qualitative studies incorporating concepts from complexity theory. While complexity theory provides useful concepts for exploring motivation in new ways, it has nothing to say about ethics, morality, ideology, politics, power or educational purpose. Furthermore, calls for its use come primarily from researchers from the quantitative tradition whose aim in importing this paradigm from the physical sciences appears to be to conceptualize and model motivation more accurately. The endeavor therefore remains a fundamentally positivist one. Rather than being embraced as a self-contained methodology, I argue that complexity theory should be used cautiously and prudently alongside methods grounded in other philosophical traditions. Possibilities abound, but here I suggest one possible multifaceted approach combining complexity theory, a humanistic conception of motivation, and a critical perspective.
Selecting and Creating a Word List for English Language Teaching
Author: Kwary, Deny A.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Word Lists,Vocabulary Development,Educational Technology,Technology Uses in Education,Language Usage

Since the introduction of the General Service List (GSL) in 1953, a number of studies have confirmed the significant role of a word list, particularly GSL, in helping ESL students learn English. Given the recent development in technology, several researchers have created word lists, each of them claims to provide a better coverage of a text and a significant role in helping students learn English. This article aims at analyzing the claims made by the existing word lists and proposing a method for selecting words and a creating a word list. The result of this study shows that there are differences in the coverage of the word lists due to the difference in the corpora and the source text analysed. This article also suggests that we should create our own word list, which is both personalized and comprehensive. This means that the word list is not just a list of words. The word list needs to be accompanied with the senses and the patterns of the words, in order to really help ESL students learn English.
What Is Your Educational Philosophy? Modern and Postmodern Approaches to Foreign Language Education
Author: Uzun, Levent
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Educational Innovation,Teacher Attitudes,Teacher Role,Student Role,Student Needs,Preferences,Decision Making,Global Approach,Technological Advancement,Postmodernism,Teacher Qualifications,Foreign Countries

The present study discusses the concepts of &quot;education&quot; and &quot;training,&quot; while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.
Quantitative and Qualitative Aspects of L1 (Swedish) and L2 (English) Idiom Comprehension
Author: Karlsson, Monica
Date: 2013-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Swedish,Figurative Language,Comparative Analysis,Learning Processes,Comprehension,College Students,Language Processing,Foreign Countries,Statistical Analysis,Language Tests

In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed: 1. How well do students master idioms in their L2 as compared to their L1? 2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students' L1 and L2 comprehension? 3. To what extent is context used when interpreting L1 and L2 idioms? Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students' L2. Also, students make extensive use of context in their L2.
Exploring Self-Perceived Communication Competence in Foreign Language Learning
Author: Lockley, Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Accuracy,Language Proficiency,Qualitative Research,Grounded Theory,Foreign Countries,Statistical Analysis,Correlation,Anxiety,Self Evaluation (Individuals),Teaching Methods,Undergraduate Students,English (Second Language),Second Language Instruction,Coding,Student Attitudes,Questionnaires,Focus Groups

Speaking self-perceived communication competence (SPCC) is a construct with many potential implications for foreign language learning, but one that has been little studied. SPCC itself is a major predictive factor in willingness to communicate, a construct which has been widely conceptualised and researched. This study (N = 103) used a repeated measures ANOVA to investigate SPCC and its correlation with actual L2 speaking proficiency over the course of a year; there was no significant correlation. Qualitative data was then treated with grounded theory to establish why SPCC was inaccurate and to provide pointers as to how SPCC accuracy might be improved. The findings are discussed with reference to the literature in an attempt to establish a deeper understanding of SPCC, particularly in the Japanese context, its formulation and its implications for foreign language learning.
Working with Language Learner Histories from Three Perspectives: Teachers, Learners and Researchers
Author: Mercer, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Concept,English (Second Language),Personal Narratives,Writing (Composition),Second Language Instruction,Teaching Methods,Learning Experience,College Students,Teacher Attitudes,College Faculty,Student Attitudes,Researchers,Foreign Countries

Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner's life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.
Prospective Teachers' Experiences in Using &quot;Second Life&quot; for Learning and Teaching English
Author: Kruk, Mariusz
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Simulation,Electronic Learning,English (Second Language),Second Language Learning,Second Language Instruction,Student Experience,Vocabulary,Writing Skills,Communication (Thought Transfer),Grammar,Speech Skills,Questionnaires,Qualitative Research,Statistical Analysis,Foreign Countries

The purpose of this study was to investigate prospective teachers' experiences in utilizing &quot;Second Life&quot; for learning English, differentiating between personal use of the said virtual world for learning the English language and its potential use for teaching English in the future. The results showed that the students perceived the use of &quot;Second Life&quot; to be beneficial for communication in English and they regarded it as a great source of the target language vocabulary. They also found it useful in practicing writing skills and learning new words and phrases. The use of the said world allowed the students to point out some disadvantages. Among other things, they included the incorrect use of English by some &quot;Second Life&quot; users, problems with finding people to talk with and rude behavior. In addition, the study participants did not regard &quot;Second Life&quot; as useful in developing oral skills or grammar. Finally, the findings revealed the prospective teachers' willingness to use &quot;Second Life&quot; for teaching speaking and writing skills as well as the target language vocabulary. A selection of the students' proposals of language activities to be used in a virtual world is also offered.
Discrimination of Arabic Contrasts by American Learners
Author: Al Mahmoud, Mahmoud S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Semitic Languages,Auditory Discrimination,North Americans,Second Language Learning,Auditory Perception,Undergraduate Students,Task Analysis,Classification,Evidence,Models,Phonemes,Statistical Analysis

This article reports on second language perception of non-native contrasts. The study specifically tests the perceptual assimilation model (PAM) by examining American learners' ability to discriminate Arabic contrasts. Twenty two native American speakers enrolled in a university level Arabic language program took part in a forced choice AXB discrimination task. Results of the study provide partial evidence for PAM. Only two-category contrasts followed straightforwardly from PAM; discrimination results of category-goodness difference and both uncategorizable contrasts yielded partial support, while results of uncategorized versus categorized contrast discrimination provided counter-evidence to PAM.