OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 322 dari 34170, Total: 341698 data)
Making Sense of Learner Performance on Tests of Productive Vocabulary Knowledge
klik untuk membaca file PDF
| Pengarang | : | Fitzpatrick, Tess,Clenton, Jon |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 844-867 |
| Abstrak | : | This article offers a solution to a significant problem for teachers and researchers of language learning that confounds their interpretations and expectations of test data: The apparent simplicity of tests of vocabulary knowledge masks the complexity of the constructs they claim to measure. The authors first scrutinise task elements in two widely cited productive vocabulary measures, Lex30 (Meara & Fitz- patrick, 2000) and the Lexical Frequency Profile (LFP; Laufer & Nation, 1995), to gain a more precise understanding of the relationship between test performance and learner knowledge. Next, in three empirical studies (N = 80, 80, 100) they compare second language learners' performance on Lex30, as the static point of reference, with LFP and with two new tests designed to investigate specific elements of the vocabulary test tasks. Correlation analyses indicate systematic differences in the tests' capacity to capture information about the quality of learners' word knowledge and the size of their vocabularyresource. Using the findings from this empirical work, the authors formulate a model of vocabulary capture onto which test tasks can be mapped. They demonstrate how capturing key elements of the rela- tionship between test scores and lexical competence can guide teachers and researchers in applying and interpreting vocabulary tests. |
Teacher Cognition of Pronunciation Teaching: Teachers' Concerns and Issues
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 820-843 |
| Abstrak | : | This article reports on teachers' knowledge and perceptions and the issues they are concerned about in relation to pronunciation teaching. Understanding teacher cognition helps to ensure research and pedagogical advice are appropriately directed. However, there has been only a limited amount of research in this area. The researcher collected data for this study through semistructured interviews with 19 English language teachers in New Zealand. A number of themes emerged, including a lack of initial training and knowledge of phonology, leading to uncertainty about exactly what should be taught and how, This often meant pronunciation was neglected, especially in areas such as stress and intonation. It was also found that much teaching was ad hoc and in response to errors. Concerns included how to teach pronunciation in mixed first language classes and how to help learners with speech perception. The findings raise questions for reflective practice, teacher education, and professional development; recent research has found some answers, but these are not all represented in the knowledge base of teachers, teacher education courses, or classroom textbooks. The issues raised also underline the need for more research in a number of areas. |
Learning to Teach English Language Learners: A Study of Elementary School Teachers' Sense-Making in an ELL Endorsement Program
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 787-819 |
| Abstrak | : | Using Jarvis's (2009) framework of adult learning, this study examines how in-service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1-year, graduate-level, add-on certification program for teaching English language learners (ELLs). Findings show that different critical learning experiences afforded the two teachers opportunities to interrupt their assumptions and subsequently refine their instruction as they resolved to support ELLs. This study sheds light on teachers'ongoing sense-making throughout a yearlong ELL endorsement program. Implications for teacher education and professional development research are discussed. |
Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 4) |
| Halaman | : | 757-786 |
| Abstrak | : | In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient (RFEP) students using individual growth modeling analysis. The sample included 1,226 sixth- to eighth-grade RFEP students from six middle schools in an urban school district in California. Students completed up to four waves of reading-related measures during a 2-year time period. Findings indicate that (a) students' scores on vocabulary and reading assessments were positively correlated with their years since redesignation and (b) students on average showed growth over time on all out comes and the rate of growth did not differ by their years since redesignation. The results suggest that recently redesignated students may need sustained support to ensure continued progress in their English language development. |
The Role of Affect in Intraindividual Variability in Task Performance for Young Learners
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 728-737 |
| Abstrak | : | affect (emotion and mood) in TBLT, a research topic that has largely been ignored. Drawing on existing theories in psychology that explain relationships between affect and cognition or learning, as well as on research on children's development, play, and game research, she advocates for the need both to pay more serious attention to affect and to incorporate research findings on the role of affect in task designs and implementation into theory building and practice in TBLT. Instead of treating affect as an individual and stable trait (i.e., as an interindividual variable) and searching for a linear cause-and-effect relationship between learners' affect and their performance in tasks, she argues that we need to pay more attention to intraindividual variability in children's task performance (i.e., variability in performance within individuals) and to examine the role of affect in such intraindividual variability in a dynamic fashion. Though her argument is primarily based on TBLT for young learners, she believes that the importance of affect in TBLT applies to wider contexts as well. |
Sociocultural Theory and Task Based Language Teaching the Role of Praxis
| Pengarang | : | Feryok, Anne |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 716-727 |
| Abstrak | : | Abstrak tidak tersedia. |
Task Based Instruction for Autonomy: Connections With Contexts of Practice Conseptions of Teaching and Professional Development Strategies
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 693-715 |
| Abstrak | : | Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting theoretical discourses with the realities of schooling and teacher education, as well as investigating TBLT in particular contexts. An interpretative study is presented, focusing on the use of TBLT by two student teachers (STs) during their English language teaching (ELT) practicum in an initial teacher education (ITE) programme where autonomy-oriented action research projects are developed. Their portfolios and reports account for the feasibility of a weak approach to TBLT that transcends current practices and whose potential for promoting autonomy derives from a professional development frame-work where teaching and teacher education are conceived as empowering processes. Constraints and shortcomings relate to dominant cultures of teaching, STs' condition as learners, and the practicum model itself. Understanding how language teaching is shaped by contexts and developing empowering approaches to teacher education will help us enhance educational change as an interspace between reality and ideals, where possibilities for transformation are explored. |
Measuring Flow in the EFL Classroom: Learners Perception of Inter and Intra Cultural Task Based Interactions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 661-692 |
| Abstrak | : | This article reports on a study that investigates the effects of inter-cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language (EFL) classroom. Using a quasi-experimental design, Japanese EFL learners in the inter-cultural group (n = 21) and the intra-cultural group (n = 21) reported on their perceptions of task experiences for each performance. Under the intra-cultural condition, learners performed tasks with Japanese peers, whereas under the inter-cultural condition learners were paired with non-Japanese international students. The dimensions of flow, as they emerged in the data, were identified via a content analysis of 208 diary entries. The findings revealed that inter-cultural task interaction generated significantly more flow-enhancing experiences and fewer flow-inhibiting experiences than intra-cultural task interaction. An examination of the relative strength of each dimension revealed that learners experiencing inter-cultural task-based interaction benefited from a sense of accomplishment, which increased in strength as learners progressed through the tasks. Results provide insights into how components of flow are interrelated and change over time during inter-cultural interactions, and suggest a model for how tasks can be implemented in the classroom to promote certain aspects of flow. |
Implementation of a Localized Task Based Course in an EFL Context: Study of Student Evolving Perception
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 632-660 |
| Abstrak | : | Despite a strong pedagogical orientation, the majority of research examining the effectiveness of task based language teaching (TBLT) and perceptions toward TBLT has been investigated in isolation rather than embedded in larger curricular contexts (McDonough, 2015). The current study examines the process of developing a TBLT curriculum in South Korea and evolving perceptions toward this particular semester-long task-based course of students from one intact university class. Dynamic systems theory is used to investigate students' evolving perceptions of the new task-based course using two longitudinal data sources, surveys and portfolios. End-of-task unit surveys from 27 students and one focal participant's portfolio entries were analyzed both quantitatively and qualitatively. Findings demonstrate that students' perceptions toward TBLT changed over time and that diverse factors affected how learners feel about task-based instruction. Findings are discussed in light of developing localized TBLT curricula. |
Contingent Needs Analysis for Task Implementation: An Activity Systems Analysis of Group Writing Conferences
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 607-631 |
| Abstrak | : | Needs analysis (NA) plays a significant role in developing tasks that create opportunities for natural language use in classrooms. Preemptive NA, however, does not necessarily predict the contingently emerging interpersonal and social variables which influence learners and teachers' behaviours. These unpredictable variables often lead to a gap between what has been planned for a task to achieve and what learners actually get from a task in classrooms. To narrow this gap, this study proposes an analysis of needs at the task implementation stage adopting activity systems analysis (Engeström, 2001). The study investigates needs in group writing conferences for PhD students, where a task, giving and receiving oral feedback on one another's writing, is implemented. The participants were seven PhD students in two groups of writing conferences led by different facilitators in a thesis writing support program at an Australian university. Data were collected through observation and audiorecordings of writing confer- encesessions, interviews with the students and the facilitators, and students' written drafts. The collected data were analysed for the relationships between students' motives, participation patterns, and rules/division of labour in the groups. The identified aspects of this activity that require pedagogical innovation concern discursive practice during the sessions, students' motives and interests in engaging the task, the rules of writing manifested through discussion, and ascribed and self-ascribed roles of the students. The study highlights the potential of activity systems analysis for NA in classroom task implementation and proposes a new path to investigating tasks in classroom realities. |