scholarly journals A densidade de ideias e a complexidade gramatical na avaliação da produção escrita em português L2

2021 ◽  
Vol 12 ◽  
pp. 11-28
Author(s):  
Ângela Filipe Lopes
Keyword(s):  
Learning Goals ◽  
Learning Context ◽  
Writing Quality ◽  
Sentence Complexity ◽  
Written Production ◽  
L2 Learning ◽  
First Results ◽  
Writing Prompt ◽  
Grammatical Complexity ◽  
Nun Study

Advanced L2 written production assessment is difficult to quantify as are learning goals established for this competence in the same level. Correction is not enough. Quality in writing is expected to translate into lexical precision and richness, as well as sentence complexity. In order to measure these characteristics of sophisticated writing, Idea Density and Grammatical Complexity are proposed as assessment parameters as they were explored by Snowdon et al. (1996) and by Kemper et al. (2001) in the Nun Study (Snowdon 2001). Its adoption to the advanced Portuguese L2 learning context (C1/C2) underlied the study of sentences produced in two writing tasks: a synthesis and a writing prompt. First, results were highly variable due to the heterogeneity of the group of participants. Both measures were found to be correlated in both writing tasks, which led to the conclusion that participants who write with lexical precision and richness also produce higher complexity sentences. Lastly, the results confirmed that reading has an influence on writing quality, insofar as the students who usually read as the ones who got the highest scores in both parameters.

scholarly journals Immersive Virtual Reality as an Effective Tool for Second Language Vocabulary Learning

Languages ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13 ◽  
Author(s):  
Jennifer Legault ◽  
Jiayan Zhao ◽  
Ying-An Chi ◽  
Weitao Chen ◽  
Alexander Klippel ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Real Life ◽  
Recognition Task ◽  
Significant Benefit ◽  
Immersive Virtual Reality ◽  
Learning Context ◽  
Learning Condition ◽  
Learning Platform ◽  
L2 Learning

Learning a second language (L2) presents a significant challenge to many people in adulthood. Platforms for effective L2 instruction have been developed in both academia and the industry. While real-life (RL) immersion is often lauded as a particularly effective L2 learning platform, little is known about the features of immersive contexts that contribute to the L2 learning process. Immersive virtual reality (iVR) offers a flexible platform to simulate an RL immersive learning situation, while allowing the researcher to have tight experimental control for stimulus delivery and learner interaction with the environment. Using a mixed counterbalanced design, the current study examines individual differences in L2 performance during learning of 60 Mandarin Chinese words across two learning sessions, with each participant learning 30 words in iVR and 30 words via word–word (WW) paired association. Behavioral performance was collected immediately after L2 learning via an alternative forced-choice recognition task. Our results indicate a main effect of L2 learning context, such that accuracy on trials learned via iVR was significantly higher as compared to trials learned in the WW condition. These effects are reflected especially in the differential effects of learning contexts, in that less successful learners show a significant benefit of iVR instruction as compared to WW, whereas successful learners do not show a significant benefit of either learning condition. Our findings have broad implications for L2 education, particularly for those who struggle in learning an L2.

Academic Advising as Learning: 10 Organizing Principles

2005 ◽  
Vol 25 (2) ◽  
pp. 74-83 ◽  
Author(s):  
Martha K. Hemwall ◽  
Kent C. Trachte
Keyword(s):  
Academic Advising ◽  
Mission Statement ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Goals ◽  
Learning Context ◽  
Student Learn ◽  
Higher Order Thinking Skills ◽  
Core Questions ◽  
Organizing Principles

A learning paradigm can transform the field of academic advising. Ten organizing principles answer the two core questions raised by a focus on learning. What should the student learn through advising? How might the learning take place? The first three organizing principles define a curriculum for academic advising and are based on the premise that the goals and values of advising should be derived from the institutional mission statement and assist advisees in developing higher-order thinking skills. The other principles focus on pedagogy: creating and organizing situations that assist students in meeting learning goals. We draw upon progressive, constructivist, and social constructivist theories of education to study both the learner and the learning context.

scholarly journals Selection Criteria for Commercial Off-the-Shelf (COTS) Video Games for Language Learning

2012 ◽  
Vol 42 (2) ◽  
pp. 52-78 ◽  
Author(s):  
Felix Arnulf Kronenberg
Keyword(s):  
Video Games ◽  
Language Learning ◽  
Selection Criteria ◽  
Heavy Rain ◽  
Learning Context ◽  
Game Mechanics ◽  
L2 Learning ◽  
Commercial Off The Shelf ◽  
Course Integration

This article addresses criteria for choosing commercial off-the-shelf(COTS) games and their implementation in the classroom and other L2learning environments. The proposal and discussion of a set of suchcriteria, which include the categories of motivation and flow, clearlydefined and spaced goals, game skills and game mechanics, content,story and narrative, multimodality, agency, course integration andscaffolding, and financial, technical, and administrative considerationsare the focus of this article. This discussion is followed by the analysesof three examples of COTS games (Buzz, Heavy Rain, and SingStar)which may be suitable in a L2 learning context.

scholarly journals Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing

2021 ◽  
Vol 12 ◽  
Author(s):  
Jin Xue ◽  
Liyan Zheng ◽  
Xiaoyi Tang ◽  
Banban Li ◽  
Esther Geva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Syntactic Structure ◽  
Foreign Language Learning ◽  
Argumentative Writing ◽  
Learning Context ◽  
Linguistic Features ◽  
Writing Quality ◽  
Passive Voice ◽  
Main Verb

Traditionally, writing quality is measured by human ratings, either holistically or analytically. The present study aimed to investigate the locus of human ratings by analyzing the linguistic features that are predictive of writing quality. One hundred and 44 argumentative writing samples from Chinese learners of English as a foreign language were evaluated by human ratings and quantitative measurement of writing quality indexed by Coh-Metrix. Holistic and analytic human ratings had significant correlations with quantitative measures related to syntactic variety and transformation. Moreover, linear and logistic regressions revealed that syntactic simplicity, words before main verb, syntactic structure similarity in all sentences and across paragraphs, incidence of passive voice and temporal connectives were five valid indices that can consistently differentiate writing quality indexed by human ratings. The present findings have significant pedagogical implications for human ratings on writing quality in the foreign language learning context.

Framework for designing bespoke corporate foreign language courses

2021 ◽  
pp. 15-28
Author(s):  
Elena N. Potapova
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Learning Goals ◽  
Learning Context ◽  
Learning Content ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Goals And Objectives ◽  
Corporate Language

In order to implement individualized corporate language teaching we define and develop a framework for designing bespoke corporate language learning programmes which consists of the following sequential stages: 1) defining methodic principles of designing corporate language learning programmes; 2) analysis of the learning context and needs of corporate students; 3) con-ceptualizing the learning content; 4) formulating learning goals and objectives of corporate stu-dents; 5) selecting and arranging the learning content of the corporate language course; 6) select-ing and developing learning materials; 7) planning and developing the assessment content, types and materials, evaluating the course, as well as comprising instructions and strategies for working at each of the aforementioned stages. The framework is based on the analysis of the existing frameworks for designing language learning programmes for specific purposes, results of observ-ing language learning of corporate students and such ways of language teaching as learner-centered, system, skills-based, action-oriented, cognitive, cognitive communicative and interdis-ciplinary approaches. It has a clear structure and can be used by language teachers for developing bespoke language courses for corporate students, as well as other categories of students, and creating frameworks for developing language learning programmes.

scholarly journals The Y-Shaped Designer—Connective Competences as Key to Collaboration across Disciplines

2017 ◽  
Vol 6 (4) ◽  
pp. 137 ◽  
Author(s):  
Jan Eckert
Keyword(s):  
Literature Review ◽  
Real World ◽  
Design Education ◽  
Learning Goals ◽  
Creative Economy ◽  
Design Domain ◽  
Specific Design ◽  
First Results ◽  
Current Shift ◽  
Definition Of

This paper reports on the re-development of our MA curriculum in design. Main objective of this development is a more practice- and project-based MA Curriculum that delivers connective competences for the collaboration across disciplines, rather than specializing in a specific design domain. For design education, we therefore propose a re-visited model of T-shaped skills by proposing the Y-shaped Designer, who acts in collaborations across disciplines thanks to a disciplinary root, a clearly perceived role and the ability to generate multimodal design outputs. The paper’s discussion is based on a study of the current shift in the Swiss Creative Economy, an alumni survey, a literature review focusing undisciplinarity and a series of expert-workshops, that led to the identification of the required skills our graduates need to successfully connect with a globalizing creative economy. First results are a re-definition of the competences and learning goals targeted in the new curriculum, as well as a set of didactical approaches extending the curriculum to what is meant to become a real-world lab for MA students in design.

ASSESSING MOTIVATION AND LEARNING STRATEGIES USING THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE IN A FOREIGN LANGUAGE LEARNING CONTEXT

2008 ◽  
Vol 36 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Shu-Chen Huang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Learning Strategies ◽  
School Environment ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Learner Motivation ◽  
L2 Learning ◽  
Motivation And Learning

This study pinpointed the lack of, and necessity for, using standardized questionnaires for the study of learner motivation in the foreign language (L2) learning context. To compare the similarities and differences in general education and L2 learning, the researcher chose the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991) and investigated the scale's reliability and its correlation with L2 achievement. Results suggested that, in spite of some inherent uniqueness, L2 learning is similar to other subjects in the school environment and the MSLQ has the potential to be applied to L2-related studies.

Alex, the toolmaker: Tool-and-result activity in the L2 learning context

2021 ◽  
Vol 63 ◽  
pp. 100862
Author(s):  
Paolo Infante ◽  
Matthew E. Poehner
Keyword(s):  
Learning Context ◽  
L2 Learning

scholarly journals Opening Pandora’s Box: How Does Peer Assessment Affect EFL Students’ Writing Quality?

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 115
Author(s):  
Eleni Meletiadou
Keyword(s):  
Peer Assessment ◽  
Teacher Assessment ◽  
Collaborative Group ◽  
Writing Quality ◽  
Writing Classes ◽  
Greek Cypriot ◽  
Efl Students ◽  
Lexical Complexity ◽  
Grammatical Complexity ◽  
One Year

Recent research has underlined the benefits of peer assessment (PA) as it helps learners write high-quality essays and increases their confidence as writers. In terms of this intervention study, 200 Greek Cypriot EFL learners’ essays (pre- and post-tests) were evaluated taking into consideration four aspects of writing quality after using either PA and teacher assessment (TA) (experimental groups, n = 100 students) or only TA (control groups, n = 100 students) in their writing classes for one year. This is one of the few studies, to the knowledge of the present researcher, which have performed text analysis of so many aspects of writing quality using such a—relatively—large sample (400 essays) in such a challenging setting (secondary education). Learners’ essays were evaluated in terms of accuracy, fluency, grammatical complexity, and lexical complexity using Atlas.ti. Findings indicated that learners who received PA and TA improved their essays more in terms of lexical complexity, accuracy, and some features of grammatical complexity and fluency than those who received only TA. The current study highlights the desirability of collaborative group work, in the form of PA activities, in the creation of opportunities conducive to promoting writing quality.

scholarly journals Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

2021 ◽  
pp. 1-18
Author(s):  
Ping Li ◽  
Yu-Ju Lan
Keyword(s):  
Language Learning ◽  
Big Data Analytics ◽  
Analytical Framework ◽  
Affective Processing ◽  
Learning Context ◽  
Second Languages ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Brain Correlates ◽  
Digital Language

Abstract How can we leverage digital technologies to enhance language learning and bilingual representation? In this digital era, our theories and practices for the learning and teaching of second languages (L2) have lagged behind the pace of scientific advances and technological innovations. Here we outline the approach of digital language learning (DLL) for L2 acquisition and representation, and provide a theoretical synthesis and analytical framework regarding DLL's current and future promises. Theoretically, DLL provides a forum for understanding differences between child language and adult L2 learning, and the effects of learning context and learner characteristics. Practically, findings from learner behaviors, cognitive and affective processing, and brain correlates can inform DLL-based language pedagogies. Because of its highly interdisciplinary nature, DLL can serve as an approach to integrate cognitive, social, affective, and neural dimensions of L2 learning with new and emerging technologies including VR, AI, and big data analytics.

Sign in / Sign up

Export Citation Format

Share Document