4,941 research outputs found

    An exploration of the attitudes and beliefs of teacher trainers and teacher trainees concerning the use of the L1 in the EFL classroom

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    One important conflict within English language teaching methodology is concerning the use or exclusion of learners’ first languages (L1) when learning English. Perspectives on the topic range from those in favour of complete avoidance of the L1 in the EFL classroom, constantly striving for an exclusively L2 classroom to those who believe in the value and learning benefit of allowing and, to some extent, encouraging the use of all manner of languages available to the learner. This thesis conducted interviews and surveys in order to provide an in-depth exploration of the attitudes and beliefs of teacher trainers and teacher trainees in North Rhine Westphalia concerning the use of the L1, as well as other potential languages, in the English language classroom. Although the two groups of participants held many similar attitudes and beliefs concerning L1 use, some significant and interesting differences were found. Teacher trainees showed themselves to be more open concerning the use of the L1 than their more experienced counterparts. It remains, however, unclear what exactly the reason for these differences is. A further aspect which became apparent is how the pressures of language choice and of exclusive L2 instruction in the EFL classroom during observed and examination lessons is felt by teacher trainees. This is potentially adding to the overall burden of the teacher training period in NRW. The thesis concludes that an increase in evidence-based teacher education, concerning not only the aspect of L1 use in the EFL classroom but also many other aspects of language teaching could be prudent in the continued development of well-informed best-practice approaches. This thesis holds the standpoint that complete eradication of the L1 in the EFL classroom is counterproductive to successful language learning. Judicious use of the L1 and the development of a more plurilingusitic attitude to language learning, enabling learners to make use of any available linguistic resources, can offer both learners and teachers helpful scaffolding which can facilitate the successful learning of further languages

    Writing Facts: Interdisciplinary Discussions of a Key Concept in Modernity

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    "Fact" is one of the most crucial inventions of modern times. Susanne Knaller discusses the functions of this powerful notion in the arts and the sciences, its impact on aesthetic models and systems of knowledge. The practice of writing provides an effective procedure to realize and to understand facts. This concerns preparatory procedures, formal choices, models of argumentation, and narrative patterns. By considering "writing facts" and "writing facts", the volume shows why and how "facts" are a result of knowledge, rules, and norms as well as of description, argumentation, and narration. This approach allows new perspectives on »fact« and its impact on modernity

    Ditransitives in germanic languages. Synchronic and diachronic aspects

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    This volume brings together twelve empirical studies on ditransitive constructions in Germanic languages and their varieties, past and present. Specifically, the volume includes contributions on a wide variety of Germanic languages, including English, Dutch, and German, but also Danish, Swedish, and Norwegian, as well as lesser-studied ones such as Faroese. While the first part of the volume focuses on diachronic aspects, the second part showcases a variety of synchronic aspects relating to ditransitive patterns. Methodologically, the volume covers both experimental and corpus-based studies. Questions addressed by the papers in the volume are, among others, issues like the cross-linguistic pervasiveness and cognitive reality of factors involved in the choice between different ditransitive constructions, or differences and similarities in the diachronic development of ditransitives. The volume’s broad scope and comparative perspective offers comprehensive insights into well-known phenomena and furthers our understanding of variation across languages of the same family

    Complexity Science in Human Change

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    This reprint encompasses fourteen contributions that offer avenues towards a better understanding of complex systems in human behavior. The phenomena studied here are generally pattern formation processes that originate in social interaction and psychotherapy. Several accounts are also given of the coordination in body movements and in physiological, neuronal and linguistic processes. A common denominator of such pattern formation is that complexity and entropy of the respective systems become reduced spontaneously, which is the hallmark of self-organization. The various methodological approaches of how to model such processes are presented in some detail. Results from the various methods are systematically compared and discussed. Among these approaches are algorithms for the quantification of synchrony by cross-correlational statistics, surrogate control procedures, recurrence mapping and network models.This volume offers an informative and sophisticated resource for scholars of human change, and as well for students at advanced levels, from graduate to post-doctoral. The reprint is multidisciplinary in nature, binding together the fields of medicine, psychology, physics, and neuroscience

    Current issues of the Russian language teaching XIV

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    Collection of papers “Current issues of the Russian language teaching XIV” is devoted to issues of methodology of teaching Russian as a foreign language, to issues of linguistics and literary science and includes papers related to the use of online tools and resources in teaching Russian. This collection of papers is a result of the international scientific conference “Current issues of the Russian language teaching XIV”, which was scheduled for 8–10 May 2020, but due to the pandemic COVID-19 took place remotely

    The Effects of Different Types of Unfocused Corrective Feedback on Complexity, Accuracy and Fluency in L2 English Academic Writing

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    Research on written corrective feedback in second language (L2) learning has made progress, answering the unknowns regarding its effectiveness. Currently, debate focuses on the most effective way of giving feedback. Controversy, however, remains and there is a scarcity of research on unfocused feedback. The present study examines the effects of unfocused direct, indirect and metalinguistic written corrective feedback (WCF) on the complexity, accuracy and fluency (CAF) of 139 L1 Arabic or Urdu – L2 English students' writing. The study also investigates if the moderating variables of aptitude, attitudes and proficiency affect the uptake of feedback. Students in four intact groups were designated as feedback groups, plus one control group. They wrote argument essays and were given four rounds of feedback and feedback support sessions over fourteen weeks; whereas learners in the control group received no feedback or support sessions. Students wrote both text revisions and new texts. Results showed that on text revisions, the direct and metalinguistic feedback groups had losses in fluency compared to the indirect and control groups. The indirect feedback group had significantly lower lexical diversity than the direct and metalinguistic groups. On new texts, there were no significant gains or losses from the unfocused feedback. The moderating variables of proficiency and aptitude had no significant relationships with CAF gains or losses, but positive attitudes towards feedback had a negative relationship with gains in complexity and fluency on text revisions. These results reveal that on text revisions, some forms of unfocused feedback have effects on fluency and lexical diversity, but on new texts there are no effects. Future work should examine if increasing the number of treatment sessions has positive effects on CAF, and discover at what point unfocused WCF may become too cognitively demanding. The results provide useful information for practitioners who could use a more blended approach between focused and unfocused WCF and increase the treatment sessions

    Dialogue without barriers. A comprehensive approach to dealing with stuttering

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    Modeling and Simulation in Engineering

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    The Special Issue Modeling and Simulation in Engineering, belonging to the section Engineering Mathematics of the Journal Mathematics, publishes original research papers dealing with advanced simulation and modeling techniques. The present book, “Modeling and Simulation in Engineering I, 2022”, contains 14 papers accepted after peer review by recognized specialists in the field. The papers address different topics occurring in engineering, such as ferrofluid transport in magnetic fields, non-fractal signal analysis, fractional derivatives, applications of swarm algorithms and evolutionary algorithms (genetic algorithms), inverse methods for inverse problems, numerical analysis of heat and mass transfer, numerical solutions for fractional differential equations, Kriging modelling, theory of the modelling methodology, and artificial neural networks for fault diagnosis in electric circuits. It is hoped that the papers selected for this issue will attract a significant audience in the scientific community and will further stimulate research involving modelling and simulation in mathematical physics and in engineering
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