Reading and Writing Empirical Papers in Applied Linguistics

2020 ◽  
pp. 367-387
Author(s):  
Lynn Santelmann
Keyword(s):  
Applied Linguistics ◽  
Reading And Writing

scholarly journals Reading and writing

2005 ◽  
Vol 38 (2) ◽  
pp. 89-91
Keyword(s):  
The Netherlands ◽  
Academic Writing ◽  
Expository Text ◽  
Applied Linguistics ◽  
English For Specific Purposes ◽  
Written Discourse ◽  
Teachers College ◽  
Reading And Writing ◽  
Writing Test ◽  
Internet Literacy

05–171Cumming, Alister (Toronto U, Canada; [email protected]), Kantor, R., Baba, Kyoko, Erdosy, Usman, Eouanzoui, Keanre & James, Mark, Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 5–43.05–172Green, Anthony (Cambridge ESOL Examinations, Cambridge, UK; [email protected]), EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 44–60.05–173Harwood, Nigel (U of Essex, UK; [email protected]), ‘I hoped to counteract the memory problem, but I made no impact whatsoever’: discussing methods in computing science usingI. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 243–267.05–174Kanoksilapatham, Budsaba (Silpakorn U, Thailand; [email protected]), Rhetorical structure of biochemistry research articles. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 269–292.05–175Sharp, Alastair (Lingnan U, Hong Kong, China; [email protected]), Strategies and predilections in reading expository text: the importance of text patterns. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 329–349.05–176Stapleton, P. (Hokkaido U, Japan), Evaluating web-sources: Internet literacy and L2 academic writing. ELT Journal (Oxford, UK) 59.2 (2005), 135–143.05–177Waring, H. (Teachers College, Columbia U, USA), Peer tutoring in a graduate writing centre: identity, expertise, and advice resisting. Applied Linguistics (Oxford, UK) 26.2 (2005), 141–168.

scholarly journals Hipertexto e saberes docentes

2018 ◽  
Vol 11 (2) ◽  
pp. 206-218
Author(s):  
Andréa Lourdes Ribeiro
Keyword(s):  
Print Culture ◽  
Applied Linguistics ◽  
Methodological Approach ◽  
Lesson Plans ◽  
Pedagogical Practices ◽  
Ministry Of Education ◽  
Reading And Writing ◽  
Teaching Knowledge ◽  
Theoretical Frame ◽  
Teaching Learning

RESUMO: O presente artigo relata a pesquisa realizada sobre os Planos de Aula de Língua Portuguesa disponíveis no Portal do Professor (MEC) com o objetivo de compreendercomo o professor tem lidado com o hipertexto enquanto objeto de ensino-aprendizagem. A delimitação dos saberes docentes empregados na produção de propostas de ensino do hipertexto concentrou-se inicialmente na verificação do conceito de hipertexto subjacente às propostas de ensino e em seguida na avaliação das práticas pedagógicas para o ensino do hipertexto. Os dados gerados foram observados à luz do referencial teórico que contribuiu para situar a tela como novo espaço de escrita; para definir o hipertexto e sua estruturação textual e linguística; para dimensionar as habilidades implicadas nas maneiras de ler e de escrever no ciberespaço; para refletir sobre o ensino do hipertexto (LÉVY, 1999a, 1999b; MARCUSCHI, 2005; SOARES, 2002; XAVIER, 2005; GOMES, 2011; RIBEIRO, 2012). Para a investigação optamos pela abordagem metodológica quantitativa para mensurar os dados e pela qualitativa com o intuito de interpretar os saberes docentes sobre o hipertexto, representados nos Planos de Aula. Os resultados demonstraram a pluralidade de sentidos atribuídos ao hipertexto e que essa modalidade de escrita virtual não é tomada como objeto de ensino, mas sim como uma “inovação” para práticas pedagógicas que reforçam gêneros textuais típicos da cultura impressa. PALAVRAS-CHAVE: hipertexto; linguística aplicada; ensino; língua portuguesa.   ABSTRACT: This paper reports the research performed about the Portuguese Lesson Plans available at the Teacher’s Web Portal in the Brazilian Ministry of Education website, in order to understand how the teacher has dealt with the hypertext as a teaching-learning tool. The teaching-knowledge delimitation used in the elaboration of hypertext teaching proposals was initially focused on the concept of hypertext underlying the proposals and then, on the assessment of pedagogical practices for teaching it. The data were investigated from a theoretical frame that allowed to establish the screen as a new writing space; to define the hypertext and its textual and linguistic structuring; to set a dimension to the skills involved in the ways of reading and writing in cyberspace and to reflect on the hypertext teaching (LÉVY, 1999a, 1999b; MARCUSCHI, 2005; SOARES, 2002; XAVIER, 2005; GOMES, 2011; RIBEIRO, 2012). The research procedures involved the quantitative methodological approach to measure the data, and the qualitative one, aiming at interpreting the teaching-knowledge about the hypertext expressed in the Lesson Plans. The results conveyed the plurality of meanings attributed to hypertext and that this form of virtual writing is not taken as an object of teaching, but rather as an “innovation” for pedagogical practices that reinforces textual genres, typical of a print culture. KEYWORDS: hypertext; applied linguistics; teaching; Portuguese language.

Beauty judgements of non-professional poetry

2015 ◽  
Vol 5 (2) ◽  
pp. 183-199 ◽  
Author(s):  
David I. Hanauer
Keyword(s):  
Emotional Response ◽  
Regression Models ◽  
Applied Linguistics ◽  
The Self ◽  
Professional Status ◽  
Mediation Model ◽  
Aesthetic Judgement ◽  
Reading And Writing ◽  
The Social

The process of reading and writing poetry is increasingly conducted by non-professionals. The current study utilized a series of regression models to explore the mechanism through which beauty judgements of non-professional poetry are made. The analysis addressed the relationships among the decision that a poem was written by a published poet (authorial attribution), a perception of the quality of the writing, the emotional response to the poem and a beauty judgement of the poem. 54 participants from two graduate applied linguistics programs rated 5 non-professional poems for their beauty, emotive response, quality of writing and semi-professional status of the writer. Analyses were conducted on averaged ratings across all five poems. The results indicate the beauty judgements, emotive response and quality of writing judgements were closely related. The decision that a poem is written by a published poet predicted the quality of writing and emotional response to the poem. An inconsistent mediation model was determined, in which increases in the semi-professional status of the writer increased the self-reported emotive response and quality of writing which in turn increased the beauty judgement of the poem. The results suggest a mechanism by which convergence of aesthetic judgement with novice reviewers is directed by the social sanctioning of the authority and quality of the writer.

scholarly journals Discourse Analysis and Writing/Reading Instruction*

1990 ◽  
Vol 11 ◽  
pp. 164-180 ◽  
Author(s):  
Ulla Maija Connor
Keyword(s):  
Discourse Analysis ◽  
Reading Instruction ◽  
Present Article ◽  
Applied Linguistics ◽  
Annual Review ◽  
Reading And Writing ◽  
Student Reading ◽  
Direct Concern ◽  
Comprehensive Discussion

In the 1984 volume of the Annual review of applied linguistics, Grabe (1985) presented a comprehensive discussion of discourse analysis explaning its history, frameworks, models, taxonomies, and operationalizations. The approach of the present article complements Grabe's as a reivew with a more direct concern for instructional applications of discourse analysis in student reading and writing.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

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