Review of research on language teaching, learning and policy published in 2006

2008 ◽  
Vol 41 (4) ◽  
pp. 509-542 ◽  
Author(s):  
Richard Johnstone
Keyword(s):  
Language Teaching ◽  
Present Review ◽  
Previous Review ◽  
Different Types ◽  
On Line ◽  
Teaching Learning

My previous review (of 2004 and 2005 together) was delayed for reasons beyond my control and therefore could not appear as planned in the journal, but the publisher generously agreed to make it available on-line through their website, where it can be accessed (see Johnstone 2006). In the interim the journal has changed. The abstracts are no longer there, replaced by a range of different types of contribution. The absence of the abstracts might tempt the reader of the present review to read it in a somewhat different way from before by regarding what I have to say about each article as a kind of abstract. This would be a mistake, because I have never attempted to provide a balanced summary of any article. For a balanced summary, the reader should go to the abstract of the particular article itself, most of which are quite easy to find on-line. In discussing an article, my purpose is simply to select something which I find interesting and maybe reflects a trend.

scholarly journals Active Subtitling as a Learning Tool for ESP Students

2021 ◽  
Vol 3 (8) ◽  
pp. 128-135
Author(s):  
Abdelouahab Elbakri
Keyword(s):  
Collaborative Learning ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Learning Tool ◽  
Different Types ◽  
Audiovisual Translation ◽  
Teaching Learning ◽  
Pedagogical Application

This article aims at approaching subtitling as a tool for English for Specific Purposes (ESP) students. It provides a description of the important role audiovisual translation (AVT) plays in language teaching/learning. It is based on scholars' work, including (Sokoli 2006; Diaz Cintas  2013; Talavan 2007).  This paper tackles the pedagogical application of subtitling in an ESP context as it enhances individual and collaborative learning, exposure to and interaction with real and new complex situations, and developing different linguistic skills.  The article presents a classification of the different types of subtitles that are used in language teaching/learning and considers the pros of using subtitled videos as a didactic tool to enhance vocabulary learning for ESP students. Accordingly, the paper emphasises active subtitling, a technique in which learners create their own subtitles, especially with the groundbreaking progress of IT technology (Diaz Cintas 2012; Talavan 2013). The article ends by presenting the findings of an experiment I have conducted in my engineering classes on the basis of active subtitles.

Review of research on language teaching, learning and policy published in 2008

2010 ◽  
Vol 43 (4) ◽  
pp. 430-460
Author(s):  
Richard Johnstone
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Present Review ◽  
Teaching Learning

The format for the present review is similar to that of previous years, though the number of references to research published before 2008 has been somewhat increased in order to identify a few key studies which have influenced some of 2008's published output. In selecting the texts for discussion, I have sought to offer the reader what I consider to be an overview of key themes emerging from the 2008 research which are in one way or another related to the teaching and learning of additional languages, and policies pertaining thereto. In doing so, I have tried to draw on a fairly broad range of journals, languages, countries, sectors of education and research approaches. However, in the space available (which is generous) I find it possible to discuss only some 80–90 articles out of a field of well over 1000 that would be available, if I had the time and the energy to read them all. Accordingly, there is no sense in which I am claiming that those selected are the cream which has risen to the top. There must be many articles not included in the present review which are equal in quality to those I have been able to include.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

Stability of On-Line Bin Packing with Random Arrivals and Long-Run-Average Constraints

1990 ◽  
Vol 4 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Coastas Courcobetis ◽  
Richard Weber
Keyword(s):  
Bin Packing ◽  
Random Processes ◽  
Sufficient Condition ◽  
Necessary And Sufficient Condition ◽  
Expected Number ◽  
Long Run ◽  
Different Types ◽  
On Line ◽  
Necessary And Sufficient ◽  
Uniformly Bounded

Items of various types arrive at a bin-packing facility according to random processes and are to be combined with other readily available items of different types and packed into bins using one of a number of possible packings. One might think of a manufacturing context in which randomly arriving subassemblies are to be combined with subassemblies from an existing inventory to assemble a variety of finished products. Packing must be done on-line; that is, as each item arrives, it must be allocated to a bin whose configuration of packing is fixed. Moreover, it is required that the packing be managed in such a way that the readily available items are consumed at predescribed rates, corresponding perhaps to optimal rates for manufacturing these items. At any moment, some number of bins will be partially full. In practice, it is important that the packing be managed so that the expected number of partially full bins remains uniformly bounded in time. We present a necessary and sufficient condition for this goal to be realized and describe an algorithm to achieve it.

scholarly journals Review of research on language teaching, learning and policy published in 2004 and 2005

2006 ◽  
Vol 39 (4) ◽  
pp. 1-27 ◽  
Author(s):  
Richard Johnstone
Keyword(s):  
International Research ◽  
Language Teaching ◽  
To Come ◽  
The One ◽  
Teaching Learning ◽  
Comprehensive Coverage

Most of the annual reviews which I have prepared for the present journal discuss roughly 100 articles published each previous year in top international research outlets. Even with such a high number per year, considerable selectivity has to be applied – the number of abstracts appearing up to the end of the October 2005 edition of Language Teaching, for example, amounts to 601, mostly published in 2005 and with still more to come for that year. The task of covering 2004 as well as 2005 within the one review, necessitated by personal circumstances, is therefore doubly daunting in its selectivity. For comprehensive coverage then, there is nothing in my view which can compete with the abstracts themselves as published in the present journal.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

scholarly journals Impacts of Disruptive Technology: Implementation of MOOCs in Language Teaching

2021 ◽  
Vol 10 (1) ◽  
pp. 242-245
Author(s):  
Wipanee Pengnate* ◽  
Bundit Anuyahong ◽  
Chalong Rattanapong,
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Technology Implementation ◽  
Language Teaching ◽  
Disruptive Innovation ◽  
Learning Activity ◽  
Disruptive Technology ◽  
Rapid Transition ◽  
Educational Paradigm ◽  
Teaching Learning

This article presents trends and directions for language teaching instructors, especially in higher education. The objectives of this paper were to investigate the satisfaction of implementation of MOOCs in language teaching and to illustrate the change caused by disruptive technologies effected on behaviors and methods of language teaching-learning process. Due to Covid-19, the pandemic has shown a remarkably dramatic impact on Higher education. The term disruptive technology for e-Learning, therefore, become a common trend in educational system around the world with the rapid transition from traditional classes to online learning systems. Therefore, a robust and implemented approach aimed on improving and empowering the university staff should be created and developed to achieve the highest effectiveness of students’ learning process.In this study, the theory of teaching-learning activity pedagogy and trends in language learning are being proposed. These theories explain and provide conceptual frameworks for Higher Education (HE) to clearly see the interactions and consequences of the new educational paradigm according to disruptive innovation.

scholarly journals Situation as a methodological problem and its role in teaching a foreign language

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 73-79
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Scientific Development ◽  
Practical Implementation ◽  
Level Of Functioning ◽  
Speech Activity ◽  
Oral Speech ◽  
Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

scholarly journals Corpus linguistics and its aplications in higher education

2010 ◽  
pp. 51 ◽  
Author(s):  
Miguel Fuster Márquez ◽  
Begoña Clavel Arroitia
Keyword(s):  
Higher Education ◽  
Corpus Linguistics ◽  
Teaching Practices ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Data Driven ◽  
Future Success ◽  
Different Types ◽  
Theoretical Linguistics ◽  
Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

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