Two tenses are better than one

2017 ◽  
Vol 6 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Clare Lindström
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Variation Theory ◽  
Past Tense ◽  
Grammatical Structure ◽  
Content Type ◽  
The Past ◽  
Teacher Researcher ◽  
Pupil Learning

Purpose The purpose of this paper is to present findings from a learning study (Lindström, 2015) with Swedish sixth grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG. Design/methodology/approach Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyse a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variaion. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons. Findings The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool

2015 ◽  
Vol 4 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Anja Thorsten
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Research Process ◽  
Point Of View ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Video Recordings ◽  
Field Notes ◽  
Practice Knowledge

Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes. Findings – Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed. Originality/value – The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

A social semiotic approach to identifying critical aspects

2015 ◽  
Vol 4 (3) ◽  
pp. 302-316 ◽  
Author(s):  
Tobias Fredlund ◽  
Cedric Linder ◽  
John Airey
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
University Teaching ◽  
Variation Theory ◽  
Physics Teaching ◽  
Content Type ◽  
Powerful Approach ◽  
Semiotic Approach ◽  
Variation Theory Of Learning ◽  
Critical Aspects

Purpose – The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested. Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.

scholarly journals The Impact of Class Size on Teaching and Learning English as a Foreign Language: The Case of the Department of English at Abdelhamid Ibn Badis University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hayat Aoumeur
Keyword(s):  
Foreign Language ◽  
Class Size ◽  
Teaching And Learning ◽  
Huge Number ◽  
Large Classes ◽  
The Past ◽  
Quality Of Teaching ◽  
The Impact ◽  
Learning English

This paper is devoted to the study of the impact of class size on teaching and learning English as a foreign language. The investigation was conducted at the department of English at Abdelhamid Ibn Badis University. The department has witnessed a huge increase in the enrolment figure in the past decade which resulted into an increase in class sizes. This has created problems for staff and students alike. Despite the steps taken by the administrators to reduce the number of students, the problem of class crowding still persists. The department of English, alone, has an enrolment of almost 3000 students, it is a huge number indeed if we take into consideration the availability of facilities and resources. The aim of this study is to explore the organizational and pedagogical difficulties that are frequently encountered by the teachers dealing with large classes and the effects on student learning. Additionally, this paper proposes some suggestions on how to deal with class overcrowding. As part of our research, we have given questionnaires to 200 students and 40 teachers. The findings of the survey clearly demonstrate that large class sizes have an adverse impact on the quality of teaching and learning.

Variation theory based approaches to teaching subject-specific vocabulary within differing practical subjects

2015 ◽  
Vol 4 (1) ◽  
pp. 72-90 ◽  
Author(s):  
Alice Driver ◽  
Katherine Elliott ◽  
Andrew Wilson
Keyword(s):  
Design Methodology ◽  
Variation Theory ◽  
Approaches To Teaching ◽  
Lesson Design ◽  
Content Type ◽  
Subject Specific ◽  
Within Subjects ◽  
Successful Approach ◽  
Pupil Learning ◽  
The Impact

Purpose – The purpose of this paper is to describe how a learning study model, guided by variation theory, can be used to improve lesson design and a pupil’s understanding of key words and vocabulary in the context of three different subjects, namely art, dance and science. Design/methodology/approach – Three lesson designs were used with three groups of pupils from the same year group. In each case, pupils were given either visual or audio stimuli to describe and compare prior to being introduced to the keywords. Pupil interviews, observations and pre- and post-lesson tasks were used in each case to assess the success of the strategy and the impact it had on the understanding of different ability-level students. The results from each lesson were analysed and utilised to improve the design of the subsequent lesson. Findings – The results of the study found that this approach was successful, with pupils able to produce their own definitions, including a reference to relevant critical features following the lesson, and that in most cases this information was retained. The strategy was most effective at reinforcing concepts and vocabulary, and was preferred by low- and mid-ability pupils, whereas higher-ability pupils preferred to use specific terminology from the outset. Originality/value – Many published learning studies have been carried out within subjects, concentrating on a particular learning object that pupils have difficulty with. In this study the authors have demonstrated that this approach can also be employed as a successful approach to promote pupil learning across different subjects.

The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals

2010 ◽  
Vol 27 (1) ◽  
pp. 129-149 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Izaskun Villarreal Olaizola
Keyword(s):  
Foreign Language ◽  
Surface Morphology ◽  
Past Tense ◽  
Cross Sectional ◽  
Third Language ◽  
The Third ◽  
The Past ◽  
Third Person ◽  
The Third Person ◽  
Spanish Bilinguals

This article examines the third language (L3) developing morphology of 78 Basque—Spanish bilinguals following a Content and Language Integrated Learning (CLIL) program and a mainstream English as a foreign language (non-CLIL) program. The analysis of cross-sectional and longitudinal oral data shows that (1) the omission of inflection in the L3 English interlanguage of these groups of learners is due to problems with the realization of surface morphology, (2) there is a dissociation in frequency of suppliance between suppletive inflection (copula and auxiliary be) and affixal inflection (the third person morpheme -s and the past tense morpheme -ed) already attested in L2 data, and (3) no significant differences were found between the two groups tested as far as the development of suppletive and affixal tense and agreement morphemes. The overall findings seem to support full-UG explanations for the variable use of morphology in the acquisition of non-native systems.

scholarly journals Os problemas no ensino e na aprendizagem dos tempos passados do modo indicativo da língua portuguesa: o caso dos alunos polacos

2019 ◽  
Vol 10 (1) ◽  
pp. 33210
Author(s):  
Joanna Drzazgowska
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
The Past ◽  
Past Tenses

The aim of this paper is to demonstrate certain problems occurring in teaching and learning past tenses in Portuguese by Polish students. The study will present primarily some questions related to the category of tense and category of aspect in the Polish and Portuguese languages. The basic differences between both systems, which make the acquisition of the Portuguese past tenses by Polish students difficult, will also be underlined. At the same time, the analysis of some of the grammars and books for learning Portuguese as Foreign Language will be conducted. The aim of the analysis will be to verify if the material regarding the past tenses allows the students to systematize their knowledge on the topic.

Formulaic Sequences in Mainland China over the Past Decade – A Review

2021 ◽  
Vol 12 (3) ◽  
pp. 185-189
Author(s):  
Sara Wang Et.al
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
Formulaic Sequences ◽  
The Past ◽  
Formulaic Sequence ◽  
Learning English

In this paper, Formulaic Sequences (FS) over the past ten years are reviewed to provide some insights on its usage in the process of teaching and learning English language in China. It identifies three main features. Firstly, the general trends of FS, Secondly, the characteristics of development of FS in various fields. Thirdly, the use of FS and the teaching of FS. Finally, the paper puts forward some suggestions on the use of formulaic sequence on teaching and learning foreign language in mainland China．

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