OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 323 dari 34170, Total: 341698 data)
Toward a Framework for Lingking Linguistic Knowladge and Writing Expertise: Interplay Between SFL Based Genre Pedagogy and Task Based Language Teaching
klik untuk membaca file PDF
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 576-606 |
| Abstrak | : | This article attempts to apply some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) as a means of enriching the fields of learning, teaching, and evaluating writing in an additional language. The purposes are twofold. First, this article presents a concrete example concerning SFL-initiated genre-based tasks, which were designed for college-level writers of English as a for eign language (EFL) so that they can learn genre, task, content, and language concurrently. Second, this article presents a descriptive study on how the systematically designed genre-based tasks were experienced by the EFL writers, how their genre awareness changed as they experienced the genre-based tasks, and how their meaning making choices for constructing a genre changed over time. This study's findings highlight the effectiveness of linking the conceptual framework of SFL to the methodological principles of TBLT in terms of the simultaneous development of linguistic knowledge and writing expertise. |
Collaborative Planning in Processs An Ethnomethodological Perspective
| Pengarang | : | Lee, Josephine,Burch, Alfred Rue |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 536-575 |
| Abstrak | : | Following Ellis's (2005) call for more social and process-oriented planning research, this study explores how learners approach collaborative planning tasks in the classroom as a locally contingent activity in situ. Drawing on ethnomethodology and conversation analysis, the present study focuses on a group planning stage that precedes the final task of delivering a presentation. Fine-grained analyses of the interaction reveal that group planning is essentially a nonlinear, social, and pragmatic activity wherein the students manage participant roles, resolve disputes and misunderstandings, and collectively work toward effective task completion. These findings highlight that, although the groups begin with the same task-as-workplan (Breen, 1987; Seedhouse, 2005), the students' concerns are driven by locally constructed goals and plans-in-process, and as they work toward a group consensus they are required to deal with a wide range of social and interactional contingencies. |
Tracking Immanent Language Learning Behavior Over Time in Task Based Classroom Work
| Pengarang | : | Kunitz, Silvia,Marian, Klara Skogmyr |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 507-535 |
| Abstrak | : | In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a Theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants' practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations. |
Complementary Theoretical Perspectives on Task-Based Classroom Realities
| Pengarang | : | Susan C. Losh |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 3) |
| Halaman | : | 493-506 |
| Abstrak | : | Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task-based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task-based language teaching (TBLT), offering a rationale for revisiting the TESOL profession's understandings of the uses of tasks in language classrooms. It then summarizes the contributions appearing in this issue, which address topics including: interaction in task planning and completion, the use of tasks to support writing development, learner perceptions and interpretations of tasks, and the relationship between autonomy and TBLT. Collectively, these contributions advance complementary theoretical perspectives on classroom learning and teaching in diverse EFL and ESL settings. Overall, they reflect the broadening scope of second language acquisition theory while maintaining a tight focus on classroom realities. |
I guess my question is: What is the co-occurrence of uncertainty and learning in computer-mediated discourse
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 451-475 |
| Abstrak | : | The purpose of this study was to contribute to a better understanding of learning in computer-supported collaborative learning (CSCL) environments by investigating the co-occurrence of uncertainty expressions and expressions of learning in a graduate course in which students collaborated in classroom computer-mediated discussions. Results showed that uncertainty expressions appeared related to the kinds of intellectual work engaged by students in online discussion, co-occurring with learning in systematic ways. For example, direct expressions of uncertainty were likely to co-occur with learning categories associated with presenting a new idea and with applications of an idea whereas indirect expressions were more strongly associated with elaborating on a new idea. These findings suggest that the ability to deal with and express uncertainty appropriately may be related to learning as it takes place in online environments. We contend that the role of uncertainty in learning is currently undervalued, and that educators and researchers may benefit from considering how uncertainty can be productive for learning in CSCL environments. |
Newbies and Celebrities: Detecting social roles in an online network of teachers via participation patterns
| Pengarang | : | Renee Schwartz |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 433-450 |
| Abstrak | : | The advent of social networking tools allows teachers to create online networks and share information. While some virtual networks have a formal structure and defined boundaries, many do not. These unstructured virtual networks are difficult to study because they lack defined boundaries and a formal structure governing leadership roles and the transfer of information. The purpose of the study was to explore the relationship between how a member participates in a virtual blog network and the role of that member in the network. Unlike previous studies that use behavioral or structural characteristics of an individual’s network to infer social roles, this study utilized cluster analysis to combine behavior and structural information in role detection. Quantitative methods from social network analysis were used to compare the network structure of individual bloggers both across and within groups. The results indicate that how an individual participates in the network has an influence not only on their current role in the network, but also in how and how quickly their role in the community changes. |
Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups
| Pengarang | : | Pam Hanley |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 397-432 |
| Abstrak | : | This paper presents two studies that examine emergent leadership in children’s collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent leaders in groups. Study one examines individual groups working with a teacher, on the same task either with paper or multi-touch tables. Study two examines groups of students in a multi-touch classroom. Results from study one indicated that the leadership was distributed among the students; the distributions aligned with classifications of intellectual leadership moves and organizational leadership moves for about half of the groups. There were no differences in emergent leadership between the multi-touch and paper conditions. These results were explored in more detail in a multi-touch classroom study, exploring emergent leadership in 22 groups of students across six classes. Again, leadership was distributed among group members, and specific roles of intellectual and organizational leader, taken on by two different students, could be identified in half of the groups. These results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as organizational demands of the task. Additionally, the pattern of the distribution of roles suggests that care should be taken to specify behaviors if the role of leader is assigned to collaborative groups. |
Supporting Academic and Affective Learning Processes for English Language Learners with Universal Design for Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 460-472 |
| Abstrak | : | Abstrak tidak tersedia. |
Developing Mutual Intelligibility and Conviviality in the 21st Century Classroom: Insight from English as a Lingua Franca and Intercultural Communication
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 51 (No. 2) |
| Halaman | : | 450-459 |
| Abstrak | : | Abstrak tidak tersedia. |
Toward collaboration sensing
| Pengarang | : | Schneider, B., Pea, R. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 9 (No. 3) |
| Halaman | : | 371-395 |
| Abstrak | : | We describe preliminary applications of network analysis techniques to eye-tracking data collected during a collaborative learning activity. This paper makes three contributions: first, we visualize collaborative eye-tracking data as networks, where the nodes of the graph represent fixations and edges represent saccades. We found that those representations can serve as starting points for formulating research questions and hypotheses about collaborative processes. Second, network metrics can be computed to interpret the properties of the graph and find proxies for the quality of students’ collaboration. We found that different characteristics of our graphs correlated with different aspects of students’ collaboration (for instance, the extent to which students reached consensus was associated with the average size of the strongly connected components of the graphs). Third, we used those characteristics to predict the quality of students’ collaboration by feeding those features into a machine-learning algorithm. We found that among the eight dimensions of collaboration that we considered, we were able to roughly predict (using a median-split) students’ quality of collaboration with an accuracy between ~85 and 100 %. We conclude by discussing implications for developing “collaboration-sensing” tools, and comment on implementing this approach for formal learning environments. |