Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Analyzing and Interpreting Neural Networks for NLP: A Report on the First BlackboxNLP Workshop

The EMNLP 2018 workshop BlackboxNLP was dedicated to resources and techniques specifically developed for analyzing and understanding the inner-workings and representations acquired by neural models of language. Approaches included: systematic manipulation of input to neural networks and investigating the impact on their performance, testing whether interpretable knowledge can be decoded from intermediate representations acquired by neural networks, proposing modifications to neural network architectures to make their knowledge state or generated output more explainable, and examining the performance of networks on simplified or formal languages. Here we review a number of representative studies in each category

Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications

In this article, we provide an introduction to this special issue of Multimodal Communication entitled “Multimodal approaches in ESP: Innovative research and practice”. The Special Issue showcases innovative research presented at the 2019 International Conference on Knowledge Dissemination and Multimodal Literacy: Research Perspectives on ESP in a Digital Age. After briefly discussing the multimodal approach in language teaching and specifically in English for Specific Purposes (ESP) and its key role in developing multimodal competence, each of the five featured contributions is reviewed. The contributions offer theoretically grounded and research-informed applications of the multimodal approach in the ESP classroom

Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching

The teaching and acquisition of foreign language pragmatics as a part of the communicative competence paradigm has been reported as essential since the deviation from the Chomskian competence-based model to a more performative one in the ´80s. Despite this change, only a few course books include or are designed on a teaching pragmatics basis. As an alternative, adapting and supplementing already existing course books with pragmatic content is the current trend. This paper takes a new look at materials design by merging pragmatics, corpus linguistics, and multimodality. The aim of this study is twofold: first, a specialized multimodal ad-hoc corpus was compiled in order to apply corpus pragmatics methodologies and search for multiple speech acts. Second, the development of an instructional model for the teaching of pragmatics in the English as a foreign language classroom is described. Thus, a specialised multimodal corpus from two TV series was compiled and edited using subtitles transcripts and the software Notepad++. Then, a quantitative and qualitative data analysis was performed through the use of AntConc freeware Clusters/n-grams and Concordance Plot tools. Results revealed the presence of multiple speech acts’ direct, indirect and conventionalised realizations that allowed for the design of a teaching proposal that tackles both sociopragmatic and pragmalinguistic aspects

Listen, Attend, and Walk: Neural Mapping of Navigational Instructions to Action Sequences

We propose a neural sequence-to-sequence model for direction following, a task that is essential to realizing effective autonomous agents. Our alignment-based encoder-decoder model with long short-term memory recurrent neural networks (LSTM-RNN) translates natural language instructions to action sequences based upon a representation of the observable world state. We introduce a multi-level aligner that empowers our model to focus on sentence "regions" salient to the current world state by using multiple abstractions of the input sentence. In contrast to existing methods, our model uses no specialized linguistic resources (e.g., parsers) or task-specific annotations (e.g., seed lexicons). It is therefore generalizable, yet still achieves the best results reported to-date on a benchmark single-sentence dataset and competitive results for the limited-training multi-sentence setting. We analyze our model through a series of ablations that elucidate the contributions of the primary components of our model.Comment: To appear at AAAI 2016 (and an extended version of a NIPS 2015 Multimodal Machine Learning workshop paper

Introduction

Introduzione al volum