scholarly journals When Different Language Groups Meet Online: Covert and Overt Focus on Form in Text-Based Chats

2021 ◽  
Vol 12 ◽  
Author(s):  
Ruiling Feng ◽  
Kyunghee Pyun ◽  
Wenzhong Zhang ◽  
Rafael Márquez Flores
Keyword(s):  
Art History ◽  
Source Code ◽  
Focus On Form ◽  
Language Groups ◽  
Chinese University ◽  
Linguistic Focus ◽  
International Learning ◽  
Learning Projects ◽  
Shed Light ◽  
Online Group

Focus on form has been extensively studied in text-based online dyadic chats but much less has been explored in group chats with interlocutors from different language backgrounds. Additionally, there are very few studies investigating covert focus on form. This study investigated the effects of interlocutor types on errors and focus on form episodes, both covert and overt, in text-based online group chats. We collected chat logs from two collaborative online international learning projects. One project was developed for the collaboration between an English course at a Chinese university and an art history course at a U.S. university; the other between another cohort of the same English course and a cultural studies course at a Mexican university. We compared errors, feedback, and other characteristics of focus on form episodes between the two projects. Analyses revealed significant differences in characteristics such as overtness (overt, covert), linguistic focus (mechanical, lexical, and grammatical), and source (code, message). However, no significant differences were found for the type of focus on form (preemptive, reactive), presence of uptake, uptake quality (successful, unsuccessful), and repair provider (self, other). Students showed a preference for self-repair over other-repair and for lexical focus over mechanical and grammatical foci in both projects. Overall, only a small proportion of errors were followed by feedback. Therefore, a small amount of uptake and successful uptake occurred in both projects. The results can shed light on how instructors could provide effective scaffolding and tasks to make virtual exchange projects more rewarding.

Why Do Developers Reject Refactorings in Open-Source Projects?

2022 ◽  
Vol 31 (2) ◽  
pp. 1-23
Author(s):  
Jevgenija Pantiuchina ◽  
Bin Lin ◽  
Fiorella Zampetti ◽  
Massimiliano Di Penta ◽  
Michele Lanza ◽  
...  
Keyword(s):  
Open Source ◽  
Software Quality ◽  
Good Practice ◽  
Source Code ◽  
Code Review ◽  
Code Quality ◽  
Shed Light

Refactoring operations are behavior-preserving changes aimed at improving source code quality. While refactoring is largely considered a good practice, refactoring proposals in pull requests are often rejected after the code review. Understanding the reasons behind the rejection of refactoring contributions can shed light on how such contributions can be improved, essentially benefiting software quality. This article reports a study in which we manually coded rejection reasons inferred from 330 refactoring-related pull requests from 207 open-source Java projects. We surveyed 267 developers to assess their perceived prevalence of these identified rejection reasons, further complementing the reasons. Our study resulted in a comprehensive taxonomy consisting of 26 refactoring-related rejection reasons and 21 process-related rejection reasons. The taxonomy, accompanied with representative examples and highlighted implications, provides developers with valuable insights on how to ponder and polish their refactoring contributions, and indicates a number of directions researchers can pursue toward better refactoring recommenders.

Using Skype to Focus on Form in Japanese Telecollaboration

2014 ◽  
pp. 181-209 ◽  
Author(s):  
Yuka Akiyama
Keyword(s):  
Language Learners ◽  
Multimodal Interaction ◽  
Correction Method ◽  
Task Completion ◽  
Focus On Form ◽  
Lexical Categories ◽  
Foreign Language Learners ◽  
Multimodal Features ◽  
Linguistic Focus ◽  
Oral Interaction

This chapter examines the effects of lexical categories on Focus on Form (FonF) and the use of multimodal features of Skype for preemptive and reactive Language-Related Episodes (LREs) in a task-based language exchange via Skype (i.e. telecollaboration). Twelve pairs of Japanese-as-a-foreign-language learners and native speakers of Japanese engaged in two decision-making tasks. Each task prompt included target vocabulary of different lexical categories (nouns or onomatopoeia) that participants had to negotiate for task completion. The quantitative analysis of oral interaction revealed a significant effect of lexical categories on the total number and linguistic focus (i.e. morphological, lexical, and phonological items) of preemptive LREs, as well as the correction method, linguistic focus, and the uptake rate of reactive LREs. The analysis of multimodal interaction revealed that participants often used text chat, images, and webcams to carry out telecollaborative interaction and that the lexical categories affected which of these multimodal features of Skype are used for FonF.

Connected learning in international learning projects

2019 ◽  
Vol 36 (5) ◽  
pp. 381-394 ◽  
Author(s):  
Saara Nissinen ◽  
Henriikka Vartiainen ◽  
Petteri Vanninen ◽  
Sinikka Pöllänen
Keyword(s):  
School Context ◽  
Learning System ◽  
Academic Learning ◽  
Connected Learning ◽  
Content Type ◽  
8Th Grade ◽  
International Learning ◽  
Peer Community ◽  
Media Applications ◽  
Learning Projects

Purpose The digital age has provided new possibilities for the connected learning. To better understand these opportunities in the school context, the purpose of this paper is to examine what kinds of learning communities emerge in international learning projects and how tools and technologies support students’ inquiries and peer connections. Design/methodology/approach The participants in this study were one Finnish 6th-grade class (n=17) and one American 7th–8th-grade class (n=16) who communicated through blogs and Skype. The main sources of deductive content analysis are transcribed Skype meetings, the students’ digital artifacts and a supplementary e-questionnaire. Findings The results of the study indicated that during the academic learning project, a voluntary, friendship-driven peer community emerged. The interaction in the formal contexts focused on sharing the results of local inquiries through Skype and blogs, whereas the friendship-driven community centered on the creation of social bonds through students’ personal devices and social media applications. Originality/value The paper models a hybrid learning system that connected academically oriented and friendship-driven participation.

scholarly journals The CEFR Stratification of English Productive Vocabulary of Chinese University Undergraduates Based on DIY Learner English Corpus

2017 ◽  
Vol 8 (5) ◽  
pp. 909
Author(s):  
Dongyun Sun
Keyword(s):  
College English ◽  
Cambridge University ◽  
English Teaching ◽  
Learner Corpus ◽  
Chinese University ◽  
English Majors ◽  
University Undergraduates ◽  
Shed Light

This paper analyzes the productive vocabulary (PV) of non-English majors in a highly prestigious university in China through a DIY learner corpus of English compositions and the Productive Vocabulary Level Test. Based on the total PV and the average PV, this paper compares the corpus with the CEFR-aligned English Vocabulary Profile (EVP) of Cambridge University. The results show that some of the outstanding students can attain Level B2 of EVP while most students’ PV is comparable to Level B1. The results of this study shed light on strengthening vocabulary teaching in College English teaching in China.

Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study

2012 ◽  
Vol 16 (3) ◽  
pp. 367-391 ◽  
Author(s):  
Lili Tian ◽  
Ernesto Macaro
Keyword(s):  
Vocabulary Acquisition ◽  
Control Group ◽  
First Year ◽  
Focus On Form ◽  
First Year Students ◽  
Lexical Information ◽  
English Only ◽  
Chinese University ◽  
Incidental Exposure ◽  
L1 Use

This study investigated the effect of teacher codeswitching on second language (L2) vocabulary acquisition during listening comprehension activities in a lexical Focus-on-Form context. To date there has been research on teacher beliefs about first language (L1) use, its functions and its distribution in the interaction, but little on its effect on aspects of learning. Previous research on intentional vocabulary teaching has shown it to be effective, but whether the lexical information provided to learners is more effective in L1 or L2 has been under-researched and, moreover, has only been investigated in a reading comprehension context. Eighty first-year students of English as an L2, in a Chinese university, were stratified by proficiency and randomly allocated to a codeswitching condition or to an English-only condition, and their performance in vocabulary tests compared to a control group of 37 students that did not receive any lexical Focus-on-Form treatment. Results confirm previous studies that lexical Focus-on-Form leads to better vocabulary learning than mere incidental exposure. Results also provide initial evidence that teacher codeswitching may be superior to the teacher providing L2-only information. Contrary to some theories of the mental lexicon, proficiency level did not clearly favour one condition against the other.

Who was the teacher of the Pan Painter?

1975 ◽  
Vol 95 ◽  
pp. 107-121 ◽  
Author(s):  
Christiane Sourvinou-Inwood
Keyword(s):  
Economic History ◽  
Art History ◽  
Vase Painting ◽  
Early Phases ◽  
Shed Light

The study of the relationships between artistic personalities is considered by some a futile self-indulgence in irrelevant art-history. Beazley's lexicographical work provided a prosopographical, and therefore also chronological, framework for the use of the evidence provided by Attic vase-painting. Additions and further refinements are necessary, as Liddell and Scott Supplements are necessary. But the investigation of relationships between artists, such as the exploration of teacher-pupil connexions, is frequently believed to provide no more than a sterile piece of information of narrow interest. This view is, I think, wrong, for an investigation of this type can also shed light on problems of a wider interest at three levels.Firstly, the understanding of the groupings of artists by workshops, and of the relationships between workshops, is relevant to the study of Athenian social and economic history, since vase-manufacture was one of Athens' most important craft-industries. The study of the ‘Origins’ of an artist, with which I will be concerned here, can sometimes—especially if these origins are complex—throw some light on the early phases of the career-struct ure of Attic vase-painters. Thus it could also provide an example, of however limited validity, of the early structure of a classical Athenian craft-apprenticeship.

Using Skype to Focus on Form in Japanese Telecollaboration

2019 ◽  
pp. 617-647
Author(s):  
Yuka Akiyama
Keyword(s):  
Language Learners ◽  
Multimodal Interaction ◽  
Correction Method ◽  
Task Completion ◽  
Focus On Form ◽  
Lexical Categories ◽  
Foreign Language Learners ◽  
Multimodal Features ◽  
Linguistic Focus ◽  
Oral Interaction

This chapter examines the effects of lexical categories on Focus on Form (FonF) and the use of multimodal features of Skype for preemptive and reactive Language-Related Episodes (LREs) in a task-based language exchange via Skype (i.e. telecollaboration). Twelve pairs of Japanese-as-a-foreign-language learners and native speakers of Japanese engaged in two decision-making tasks. Each task prompt included target vocabulary of different lexical categories (nouns or onomatopoeia) that participants had to negotiate for task completion. The quantitative analysis of oral interaction revealed a significant effect of lexical categories on the total number and linguistic focus (i.e. morphological, lexical, and phonological items) of preemptive LREs, as well as the correction method, linguistic focus, and the uptake rate of reactive LREs. The analysis of multimodal interaction revealed that participants often used text chat, images, and webcams to carry out telecollaborative interaction and that the lexical categories affected which of these multimodal features of Skype are used for FonF.

Philological Observation

2020 ◽  
pp. 1-30
Author(s):  
Christian Flow
Keyword(s):  
Nineteenth Century ◽  
History Of Science ◽  
Art History ◽  
Scientific Inquiry ◽  
Founding Father ◽  
Recent Interest ◽  
History Of ◽  
Shed Light

Scholars have shown that historicizing studies of sight can shed light on everything from art history to statecraft to scientific inquiry. But the disciplined eye of the scholar of language—the philological observer—has received little attention, an omission particularly worthy of notice given recent interest in how the history of humanities might be incorporated into the history of science more broadly. This article contributes to a treatment of philological observation in the nineteenth century. Focusing particularly on the career of the Munich Latinist Eduard Wölfflin (1831–1908), a founding father of the monumental Latin lexicon known as the Thesaurus linguae Latinae, it isolates three distinct modes of philological observation: the constitutive, the collative, and the estimative. In the process, it indicates parallels between the kinds of sight practiced by philologists and those of their contemporaries in other investigative arenas, showing how developments on a Latinist's desk can be tied into much larger networks of cultural and epistemic concerns

The Place of German Modernism

2012 ◽  
Author(s):  
Stephen D. Dowden ◽  
Meike G. Werner
Keyword(s):  
Sigmund Freud ◽  
Art History ◽  
Franz Kafka ◽  
European Context ◽  
German Situation ◽  
Shed Light ◽  
European Modernism

This article focuses on German modernism. It traces the growth of German nationalism within the larger context of European nationalism. The question pulls in two directions. First, it points toward the problem of how German modernism ought to be situated in literary and art history. No doubt the simplest, most efficient answer is that German modernism finds its place within the larger setting of European modernism. The larger European context can shed light on the specificities of the German situation, and perhaps the details of German modernism may sharpen our sense of certain aspects of European modernism. The war was catastrophic in itself for all participants, but all the more so in Germany. This article carefully explains the contribution of authors and philosophers such as Franz Kafka and Sigmund Freud towards the development of German nationalism. An inquiry into realism winds up this article.

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