ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES

2021 ◽  
pp. 1-26
Author(s):  
Charles L. Nagle ◽  
Melissa M. Baese-Berk
Keyword(s):  
Speech Perception ◽  
Theory And Practice ◽  
Task Characteristics ◽  
Methodological Issues ◽  
Production Models ◽  
Theoretical Assumptions ◽  
Production Research ◽  
Sound Learning ◽  
Speech Research ◽  
The Relationship

Abstract One of the basic goals of second language (L2) speech research is to understand the perception-production link, or the relationship between L2 speech perception and L2 speech production. Although many studies have examined the link, they have done so with strikingly different conceptual foci and methods. Even studies that appear to use similar perception and production tasks often present nontrivial differences in task characteristics and implementation. This conceptual and methodological variation makes meaningful synthesis of perception-production findings difficult, and it also complicates the process of developing new perception-production models that specifically address how the link changes throughout L2 learning. In this study, we scrutinize theoretical and methodological issues in perception-production research and offer recommendations for advancing theory and practice in this domain. We focus on L2 sound learning because most work in the area has focused on segmental contrasts.

Introduction: Theoretical Orientation and Methodology

2019 ◽  
pp. 1-18
Author(s):  
Aria Nakissa
Keyword(s):  
Religious Education ◽  
Practice Theory ◽  
Theoretical Orientation ◽  
Theory And Practice ◽  
Case Method ◽  
Legal Tradition ◽  
Methodological Issues ◽  
General Overview ◽  
The Difference ◽  
The Relationship

This introduction provides a general overview of the book. It explains how the book combines anthropology and Islamicist history to investigate contemporary Egyptian religious education. It also explains that the aim of the book is to show how hermeneutic theory and practice theory can be brought together to analyze the Islamic legal tradition. The introduction addresses a number of methodological issues, including the problems with the trouble case method. It also covers the difference between hermeneutic theory and practice theory, which are both concerned with the relationship between action and mind, but analyze this relationship in different ways. It ends with an outline of the different sections and chapters in the book.

scholarly journals Introducing a functional framework for integrating the empirical evidence about higher education institutions’ functions and capabilities: A literature review

2021 ◽  
Vol 17 (1) ◽  
pp. 231-267
Author(s):  
Dorys Y. Rodríguez-Castro ◽  
◽  
Juan Aparicio ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Review Of The Literature ◽  
Education Policies ◽  
Policy Practice ◽  
Production Models ◽  
Higher Education Policies ◽  
The Relationship ◽  
Analytical Frameworks

Purpose: The paper introduces a functional framework that synthesizes the functions and capabilities that currently guide the empirical evaluations identified in the literature. Methodology: In this paper, a systematic review of the literature is carried out, which sheds light on the relationship between the modeling of the production of higher education institutions and the objectives of higher education policies. Findings: Our results evidence that four input-output relationships predominate in the production models used to measure the performance of higher education institutions. However, our results point to the existence of certain imbalances in measuring the three university missions. Implications for theory and practice: The functional framework presented here shows that there are several mismatches between the production that is examined in the assessment of HEIs' performance and the goals of higher education policies. This has important implications, both for academia and for the policy practice of HEIs and HESs, if we are to achieve a fair and equitable representation of the activities performed by HEIs and their multiple contributions to HESs. Originality and value: This review emphasizes the need to address broader analytical frameworks that help to avoid possible systemic failures that may arise due to the absence or excessive importance given to concrete functions and capabilities.

scholarly journals Developing Leadership Culture in the Context of the Fourth Industrial Revolution: Theory and Practice

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Pham Ngoc Thanh
Keyword(s):  
Industrial Revolution ◽  
Theory And Practice ◽  
Methodological Issues ◽  
Cultural Leadership ◽  
Leadership Culture ◽  
Fourth Industrial Revolution ◽  
The Impact ◽  
The Relationship ◽  
Industrial Revolutions

Abstract: This paper focuses on the impact of the Fourth Industrial Revolution on the development of leadership culture through the analysis of the relationship between leadership culture and industrial revolutions. Furthermore, the article addresses the methodological issues of developing leadership culture under the impact of the Fourth Industrial Revolution. Keywords: Leadership culture, cultural leadership, the Fourth Industrial Revolution

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

Conclusion

2018 ◽  
Author(s):  
Elaine Auyoung
Keyword(s):  
Nineteenth Century ◽  
Literary Studies ◽  
Cognitive Research ◽  
Theoretical Assumptions ◽  
Aesthetic Pleasure ◽  
Mental Acts ◽  
The Relationship

The conclusion of this book calls attention to the relationship between comprehending realist fiction and Aristotle’s claim that mimetic representation provides a form of aesthetic pleasure distinct from our response to what is represented. It also argues that, by demonstrating how much nineteenth-century novelists depend on the knowledge and abilities that readers bring to a text, cognitive research on reading helps us revisit long-standing theoretical assumptions in literary studies. Because the felt experience of reading is so distinct from the mental acts underlying it, knowing more about the basic architecture of reading can help literary critics refine their claims about what novels can and cannot do to their readers.

Dave Snowden on KM and big data/analytics: interview with David J. Pauleen

2017 ◽  
Vol 21 (1) ◽  
pp. 12-17 ◽  
Author(s):  
David J. Pauleen
Keyword(s):  
Big Data ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Theory And Practice ◽  
Content Type ◽  
Face To Face ◽  
The Relationship ◽  
A Company ◽  
Practical Implications ◽  
Scientific Officer

Purpose Dave Snowden has been an important voice in knowledge management over the years. As the founder and chief scientific officer of Cognitive Edge, a company focused on the development of the theory and practice of social complexity, he offers informative views on the relationship between big data/analytics and KM. Design/methodology/approach A face-to-face interview was held with Dave Snowden in May 2015 in Auckland, New Zealand. Findings According to Snowden, analytics in the form of algorithms are imperfect and can only to a small extent capture the reasoning and analytical capabilities of people. For this reason, while big data/analytics can be useful, they are limited and must be used in conjunction with human knowledge and reasoning. Practical implications Snowden offers his views on big data/analytics and how they can be used effectively in real world situations in combination with human reasoning and input, for example in fields from resource management to individual health care. Originality/value Snowden is an innovative thinker. He combines knowledge and experience from many fields and offers original views and understanding of big data/analytics, knowledge and management.

Does sustainable consumption make consumers happy?

2021 ◽  
pp. 147078532110304
Author(s):  
Encarnación Ramos-Hidalgo ◽  
Rosalia Diaz-Carrion ◽  
Carlos Rodríguez-Rad
Keyword(s):  
Ethical Behavior ◽  
Unethical Behavior ◽  
Positive Attitude ◽  
Positive Relationship ◽  
Sustainable Consumption ◽  
Structural Equations ◽  
Ethical Consumption ◽  
Theory And Practice ◽  
Sustainable Behavior ◽  
The Relationship

The importance of ethical behavior in consumers has never been so evident, and in recent years, researchers have generated a great deal of knowledge about ethical consumption. The search for happiness in consumption has been a recurrent line of research by academics of the management and, mainly, the marketing fields. Our study analyses the relationship between ethical and sustainable behavior in consumption and the achievement of consumer happiness. Employing structural equations, the findings of the study suggest that there is a positive relationship between consumers’ predisposition toward sustainable behavior and happiness. In addition, the findings indicate that, when there are reasons to justify unethical behavior in consumption, the consumer also manages to be happier. Important implications for theory and practice are derived from the results. Emphasizing the benefits of sustainable consumption for enhancing happiness might instigate sustainable consumption, especially in the case of those consumers who do not have a positive attitude toward sustainable consumption.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

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