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Does the reuse of constructions promote fluency development in task repetition? a usage-based perspective
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1290-1319 |
| Abstrak | : | In this task-repetition intervention study, L2 learners’ reuse of linguistic constructions was analyzed to investigate to what extent recurring reliance on specific constructions during the same task repetition predicts fluency development. English-as-a-foreign-language (EFL) learners performed oral narrative tasks three times per day under two task repetition schedules: blocked (Day 1: Prompt A-A-A, Day 2: B-B-B, Day 3: C-C-C) versus interleaved (Day 1: Prompt A-B-C, Day 2: A-B-C, Day 3: A-B-C). From a usage-based perspective, their reuse of constructions across the same prompt was examined at both concrete (lexical unigram [e.g., “bicycle”] and trigram [e.g., “behind the bicycle”]) and abstract (parts of speech trigram [e.g., “preposition determiner noun”]) level. Subsequent analyses revealed that blocked practice led to higher reuse of both concrete and abstract constructions than interleaved practice. Reuse frequency was correlated with during-training and pretest–posttest fluency changes. Particularly, greater reuse of lexical and abstract trigrams during interleaved practice led to improvements in speed and breakdown fluency (i.e., shorter mean syllable duration and fewer mid-clause pauses) after the intervention, albeit with higher effort (indicated by longer mid-clause and clause-final pauses). Taken together, these findings indicate that manipulating task-repetition schedule may systematically induce reuse of linguistic constructions, which may promote proceduralization (entrenchment) of constructional knowledge at both concrete and abstract levels. |
`It may also be our own fault to think so, to limit them before even trying`: assuming learner limitations during materials design in English language teacher education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1266-1289 |
| Abstrak | : | Whilst the scholarship into language teaching materials and into language teacher education has gained considerable vitality since the mid-90s, the intersection of both fields has remained largely disconnected from one another from a research perspective. Bridging this gap, this study explores how a group of Chilean preservice teachers of English learn to design language teaching materials towards the end of their teacher education course. Drawing on the sociocultural framework of Activity Theory and using qualitative data from preservice teachers, teacher educators and mentoring teachers, it was possible to identify `Assuming Learner Limitations` as one of the main rationales mediating the design of language teaching materials by the preservice teachers. The data also showed how this rationale emerged from the preservice teachers’ disparaging beliefs about their learners, and how its development was promoted by the school mentors at the schools where they were doing their practicum, despite the teacher education course efforts to prevent its emergence. The study highlights the importance of addressing materials evaluation, adaptation and design in initial teacher education, and the need for conducting more research into the intersection of teacher education and materials development to both expand our knowledge of teaching materials as well as understand how student-teachers relate to the tools of their future profession. |
Synergy Between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Arguments to Explain Phenomena
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 3) |
| Halaman | : | 416-460 |
| Abstrak | : | - |
Efl learners` receptive knowledge of derived words : the case of Swedish adolescents
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1242-1265 |
| Abstrak | : | The study investigated how well Swedish adolescents recognize the meaning of derived words in English and whether this knowledge is determined by learner proficiency, word frequency, or affix type. Participants were 88 school students in two proficiency groups: 39 advanced 12th graders and 49 intermediate 9th graders. Two tests of receptive vocabulary knowledge were administered. The first test had 80 basewords (e.g., maintain) representing the 8,000 most frequent words. The second test had 60 words that were derived from the first test (e.g., maintainable). Results showed that participants’ knowledge of basewords extended to knowledge of derived words quite well: for example, when the advanced learners knew a baseword, they knew its derived form in 91% of the cases. Other results were that word family frequency but not derived word frequency determined knowledge of derived words, and that little support was found for Bauer and Nation’s (1993) hierarchy of affix difficulty. The main implication of the results is that the word family, which subsumes basewords and their related forms under word knowledge, is an appropriate unit of counting in L2 pedagogy and research for learners with extensive exposure to English and a Germanic first language. |
The Purchasing Practice of Low-Income Students: The Relationship to Mathematical Development
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 3) |
| Halaman | : | 370-415 |
| Abstrak | : | - |
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classroom
| Pengarang | : | Lara Rodrigues |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18 (No. 3) |
| Halaman | : | 327-369 |
| Abstrak | : | - |
What does it mean? El-identified adolescents` interpretations of testing and course placement
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1218-1241 |
| Abstrak | : | Adultism within English learner (EL) policy in the United States relegates youth to the status of objects whose English proficiency and academic achievement is assessed, monitored, and developed. This study challenges this institutionalized adultism by centering youths’ interpretations of their own schooling experiences. It uses an intersectional anti-adultism conceptual lens to investigate how 20 high school youths understood the relationship between two routine EL practices—English language proficiency (ELP) testing and EL-related course placement—and their institutional EL classification. The primary data source for this study is semi-structured interviews with youth that were contextualized by student records, administrator interviews, policy documents, and analytic memos. The findings indicate that in the absence of mandated direct communication about their EL classification from school-affiliated adults, most participants did not use ELP testing or EL-related course placement to recognize their labeling. Although adult-determined significance of these routine EL practices shaped all youths’ educational trajectories, it did not dominate how most youths interpreted their significance. Youths’ interpretations of meaning were related to how they understood themselves and their experiences of schooling. The findings highlight the necessity to create structures for multidirectional and intergenerational communication between youth and adults that challenge institutionalized adultism within EL policy. |
Dynamic assessment of l2 writing : exploring the potential of rubrics as mediation in diagnosing learner emerging abilities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1191-1217 |
| Abstrak | : | Rubrics, commonly used in L2 writing programs, not only facilitate teacher grading of student writing, but also serve the purpose of providing feedback to improve learners’ texts. While the potential of rubrics to support writing development more generally has been discussed, realizing that potential through specific pedagogical practices remains under-researched. Grounded in Vygotskian theory, this study conceptualizes rubrics as a mediating tool for diagnosing and promoting learner writing abilities. We report data concerning two focal participants from a larger study of Dynamic Assessment (DA) in an English academic writing program. A three-step DA procedure was followed: learners independently produced a draft, reviewed it alongside a mediator who offered prompts, feedback, and guidance, and then independently revised their writing. Both the pre- and post-mediation drafts were rated according to a writing rubric, and comparisons of these ratings highlighted learner responsiveness to mediation. In addition, the mediator annotated the rubric during interaction to reflect the extent of mediation offered and particular areas of learner struggle. Together, the ratings and annotations provided a profile of learner abilities – developed and emerging. From a Vygotskian perspective, the latter provides the appropriate focus of instruction. Implications for use of this approach in intact classrooms are discussed. |
The effects of topic familiarity on text quality, complexity, accuracy, and fluency : a conceptual replication
| Pengarang | : | Solheim, Ian,Wenyue Ma,Kessler, Matt |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1163-1190 |
| Abstrak | : | Understanding the effects of second language writers` topic familiarity on their subsequent writing performance has been a subject of great interest to researchers in second language acquisition and TESOL. However, prior studies have tended to suffer from multiple methodological limitations (e.g., no interrater reliability, limited or no control over important variables), which may call into question their results. In this conceptual replication, we highlight some of these issues by revisiting an influential study by He and Shi (2012), which explored the effects of ESL students` topic familiarity on their writing performance as assessed by measures of text quality and complexity, accuracy, and fluency (CAF). Apart from highlighting the differences in our studies` designs (e.g., the CAF measures and statistical analyses used), we highlight the similarities and differences in our findings. Finally, we close with a call for increased replication research in this area. |
Exploring the connection between teacher training and teacher cognitions related to l2 pronunciation instruction
| Pengarang | : | KOCHEM, TIM |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1136 - 116 |
| Abstrak | : | In recent years, research into the learning of pronunciation pedagogy and its effects on a teacher`s capacity to provide effective pronunciation instruction has been steadily growing. Nevertheless, a prominent puzzle piece still remains uncovered : the direct effect that coursework has on a trainee`s ability to deliver effective instruction. To address this gap, the current study explores the development of second language teacher cognitions and actual teaching practices in a tutoring project, which serves as the capstone assignment for a graduate course in pronunciation pedagogy. Semi-structured interviews, stimulated recalls, written reflections, and tutoring observations were used to explore the intricate connection between training and practices. Findings suggest that controlled activities made up the majority of the trainees` techniques. Trainees requested more in-class practice with creating and conducting free activities, as these were viewed as the toughest technique. Also, this study found one predominant connection which the tutoring project brought to light: the trainees’ use of the communicative framework (Celce-Murcia, Brinton, Goodwin, & Griner, 2010) as an `order of operations`. These results highlight the importance of training in pronunciation pedagogy which includes a hands-on experience. |