A prioriassessment of language learning tasks by practitioners

2009 ◽  
Vol 42 (4) ◽  
pp. 504-518 ◽  
Author(s):  
Gerard J. Westhoff
Keyword(s):  
Teacher Education ◽  
Cognitive Psychology ◽  
Language Learning ◽  
A Priori ◽  
Reliability And Validity ◽  
Learning Task ◽  
Theoretical Framework ◽  
Learning Materials ◽  
Learning Tasks ◽  
Depth Analysis

Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments fora prioriassessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yardstick’ to judge complex, integrated, life-like tasks, such as WebQuests. The possibilities will be explored of performing in-deptha prioritask analyses as a learning task for teachers in order to enhance their competence in making ‘educated guesses’ about task effectiveness. Finally, an experiment will be described to determine the reliability and validity of an instrument for in-depth analysis of language learning tasks based on the theoretical framework previously described.

scholarly journals Statistical Language Learning and Vagus Nerve Stimulation: A Pilot Study

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Ivette De Aguiar ◽  
Edith Kaan
Keyword(s):  
Vagus Nerve ◽  
Language Learning ◽  
Statistical Learning ◽  
Memory Task ◽  
Learning Task ◽  
Phonological Memory ◽  
Retest Reliability ◽  
Learning Tasks ◽  
Transcutaneous Stimulation ◽  
Test Retest Reliability

Applying transcutaneous stimulation to the auricular branch of the vagus nerve (tVNS) has been shown to enhance associative learning in humans. The main goal of the project is to investigate the effect tVNS has on procedural learning, specifically implicit statistical language learning. The aim of the experiment reported in this paper was to determine which statistical language learning paradigms would be appropriate to use with tVNS. Since we would be looking at within-subject changes between two sessions (one session with, one session without stimulation), we tested the test-retest reliability of two statistical learning paradigms.  We also tested the correlation between a explicit phonological memory task and the implicit statistical learning tasks to determine whether phonological memory was involved in the statistical learning tasks. Our results showed a high test-retest reliability for the word segmentation and adjacent dependencies statistical learning task. However, the second statistical learning task dealing with non-adjacent dependencies had low test-retest reliability, meaning it would not be appropriate for future studies incorporating tVNS. There was a high correlation between the phonological memory task and both statistical learning taks, indicating implicit statistical learning may recruit phonological memory.

Low-literate versus literate customer experience: Dimensions, consequences and moderators

2021 ◽  
pp. 147078532110077
Author(s):  
Anubhav A Mishra ◽  
Megha Verma
Keyword(s):  
Cognitive Psychology ◽  
Economic Geography ◽  
Environmental Psychology ◽  
Customer Experience ◽  
Theoretical Framework ◽  
Depth Analysis ◽  
Naturalistic Environment ◽  
Similarities And Differences

This study explores the lived phenomenon of customer experience (CX) across the customer decision journey of two divergent segments of customers in a naturalistic environment. Specifically, the study focusses on understanding the similarities and differences with respect to—(a) dimensions of CX, (b) consequences of CX, (c) moderators of CX, and (d) situating CX in customer decision journey. The findings are in congruence with the various theories from cognitive psychology, environmental psychology, and economic geography. The findings contribute to existing research that is primarily focussed on conceptualizing and measuring CX by providing an in-depth analysis of its formation for these two customer segments. Managers can utilize the findings to identify these touchpoints that lead to relevant customer responses. In all, the propositions drawn from the study findings are assimilated in the theoretical framework that adds to the nascent research on CX and customer decision journey.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

The Cynic Scandal: Parrhesia, Community, and Democracy

2021 ◽  
pp. 026327642097903
Author(s):  
Andrea Di Gesu
Keyword(s):  
Speech Act ◽  
Theoretical Framework ◽  
Radical Democracy ◽  
Depth Analysis ◽  
Innovative Model

The aim of this article is to study parrhesia as a form of political performativity. The study of parrhesia as a speech act has been inaugurated by the researches of Lorenzini, who has proposed an in-depth analysis of the parrhesiastic speech act: we nonetheless believe that some features of parrhesiastic performativity urge us to broaden some aspects of his theory. In the first section of this article we will study the nature of parrhesiastic utterance, where Lorenzini’s theses will be discussed through the use of Butler’s approach. In the second section, we will examine the characteristics of Cynic performativity through our theoretical framework, in order to give an example of its effectiveness. We will put forward, then, an overall interpretation of parrhesia, which will be redefined as a communitarian performativity and, furthermore, as an innovative model of radical democracy.

scholarly journals English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽  
2013 ◽  
Vol 2013 (2) ◽  
pp. 9-22 ◽  
Author(s):  
Guy Cook
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
English Language ◽  
Communication Technologies ◽  
Linguistic Landscape ◽  
Language Teacher Education ◽  
Political Views ◽  
The 1960S ◽  
The Relationship ◽  
Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

A qualitative analysis of language learning tasks: the design of a tool

2008 ◽  
Vol 40 (6) ◽  
pp. 803-820 ◽  
Author(s):  
Carla Driessen ◽  
Gerard Westhoff ◽  
Jacques Haenen ◽  
Mieke Brekelmans
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Learning Tasks
Sign in / Sign up

Export Citation Format

Share Document