Pronunciation acquisition patterns of learners with different starting levels

This study described the results of an investigation into the effect of an intensive 12-week pronunciation course in British English which 30 Dutch female 1st-year university students of English took. They read out the same text before and after the course. Each student’s ‘before’ and ‘after’ tests were recorded. Before analysis of their results, students were split up into three groups on the basis of their general starting level: high, intermediate and low. The analysis involved a before- and after comparison of the pronunciation of eleven different phonemes: /æ, ɒ, ɔː, ʌ, ʊ, d, θ/, medial /t/, coda /r/, and syllable-final /d, v/. The analysis was done by means of both auditory and acoustic analysis. Four degrees of success (or lack thereof) were defined. The results show that the consonants required the least effort, as they were already relatively acceptable before the course started. This was true of students in general, regardless of initial starting level. The three levels of students are most distinguishable on the basis of the development of the consonants during the course. The weaker students’ consonants in particular benefitted from the course. The research revealed that initial level can be used to predict the trajectory of improvement. A general conclusion is that teachers may recognise types of students before the course starts and subject them to different types of teaching

Curriculum architecture - a literature review

The analysis of almost 400 abstracts, articles, books from academic sources, policy documents and the educational press has been undertaken to attempt to illuminate the concept of Curriculum Architecture. The phrase itself is not current in the Scottish educational discourse. This review has attempted to look at the international research literature, available over the past ten years or so, on the sub-themes identified in the SEED specification

Selecting ELL Textbooks: A Content Analysis of L2 Learning Strategies

Although middle school teachers use a variety of ELL textbooks, many lack effective criteria to critically select materials that represent a wide range of L2 learning strategies. This study analyzed the illustrated and written content of 33 ELL textbooks to determine the range of L2 learning strategies represented. The researchers chose an intentional, convenience sample from each textbook to form the corpus they analyzed. They sought to answer the question: To what extent do middle school ELL texts depict frequency and variation of language learning strategies in illustrations and written texts? To measure the content, the researchers developed a coding instrument to track how frequently each of 15 language learning strategies was portrayed. They concluded that 6 of the 33 textbooks had a good to excellent range of L2 learning strategies in both illustrated and written representation. The study provides recommendations for teachers regarding selection of ELL textbooks appropriate for their students along with a sample coding instrument for their use

History of art paintings through the lens of entropy and complexity

Art is the ultimate expression of human creativity that is deeply influenced by the philosophy and culture of the corresponding historical epoch. The quantitative analysis of art is therefore essential for better understanding human cultural evolution. Here we present a large-scale quantitative analysis of almost 140 thousand paintings, spanning nearly a millennium of art history. Based on the local spatial patterns in the images of these paintings, we estimate the permutation entropy and the statistical complexity of each painting. These measures map the degree of visual order of artworks into a scale of order-disorder and simplicity-complexity that locally reflects qualitative categories proposed by art historians. The dynamical behavior of these measures reveals a clear temporal evolution of art, marked by transitions that agree with the main historical periods of art. Our research shows that different artistic styles have a distinct average degree of entropy and complexity, thus allowing a hierarchical organization and clustering of styles according to these metrics. We have further verified that the identified groups correspond well with the textual content used to qualitatively describe the styles, and that the employed complexity-entropy measures can be used for an effective classification of artworks.Comment: 10 two-column pages, 5 figures; accepted for publication in PNAS [supplementary information available at http://www.pnas.org/highwire/filestream/824089/field_highwire_adjunct_files/0/pnas.1800083115.sapp.pdf

Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools