Introspection in research on foreign language teaching and learning

Rozdział niniejszy prezentuje metody introspekcyjne oraz możliwości zastosowania ich w prowadzonych przez nauczyciela zarówno w klasie, jak i poza nią badaniach nad uczeniem się/przyswajaniem języka obcego. Główny wątek stanowi tu opis metody introspekcji symultanicznej, która jest stosunkowo mało znana, pozwala jednak na bliski wgląd w procesy myślowe uczniów, ich strategie zapamiętywania i uczenia się języka obcego. Autorka dokonała przeglądu najbardziej znaczących (spośród przeprowadzonych w ostatnich latach) badań nad przyswajaniem/uczeniem się języka z zastosowaniem omawianej metody. Introspekcja symultaniczna, będąca metodą niezbyt rozpowszechnioną, wymaga treningu tak ze strony prowadzących badania, jak i tym badaniom poddających się osób. W rozdziale przedstawione zostały przykłady badań, typu danych oraz sposobu ich analizy. Rozdział uzupełnia zestaw pytań badawczych i zadań dla nauczyciela (bądź studenta) z zastosowaniem metody introspekcji symultanicznej

Predicate Abstraction for Linked Data Structures

We present Alias Refinement Types (ART), a new approach to the verification of correctness properties of linked data structures. While there are many techniques for checking that a heap-manipulating program adheres to its specification, they often require that the programmer annotate the behavior of each procedure, for example, in the form of loop invariants and pre- and post-conditions. Predicate abstraction would be an attractive abstract domain for performing invariant inference, existing techniques are not able to reason about the heap with enough precision to verify functional properties of data structure manipulating programs. In this paper, we propose a technique that lifts predicate abstraction to the heap by factoring the analysis of data structures into two orthogonal components: (1) Alias Types, which reason about the physical shape of heap structures, and (2) Refinement Types, which use simple predicates from an SMT decidable theory to capture the logical or semantic properties of the structures. We prove ART sound by translating types into separation logic assertions, thus translating typing derivations in ART into separation logic proofs. We evaluate ART by implementing a tool that performs type inference for an imperative language, and empirically show, using a suite of data-structure benchmarks, that ART requires only 21% of the annotations needed by other state-of-the-art verification techniques

Double-Negation Elimination in Some Propositional Logics

This article answers two questions (posed in the literature), each concerning the guaranteed existence of proofs free of double negation. A proof is free of double negation if none of its deduced steps contains a term of the form n(n(t)) for some term t, where n denotes negation. The first question asks for conditions on the hypotheses that, if satisfied, guarantee the existence of a double-negation-free proof when the conclusion is free of double negation. The second question asks about the existence of an axiom system for classical propositional calculus whose use, for theorems with a conclusion free of double negation, guarantees the existence of a double-negation-free proof. After giving conditions that answer the first question, we answer the second question by focusing on the Lukasiewicz three-axiom system. We then extend our studies to infinite-valued sentential calculus and to intuitionistic logic and generalize the notion of being double-negation free. The double-negation proofs of interest rely exclusively on the inference rule condensed detachment, a rule that combines modus ponens with an appropriately general rule of substitution. The automated reasoning program OTTER played an indispensable role in this study.Comment: 32 pages, no figure

Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

[EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge.This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033).Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691OJS110161Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063Alcaraz-Mármol, G. & Almela, Á. (2013). "The Involvement Load Hypothesis: Its effect on vocabulary learning in Primary Education". 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Doughty (eds.), The handbook of second language acquisition. Oxford: Blackwell, 349-381. https://doi.org/10.1002/9780470756492.ch12Hulstijn, J. H., Hollander, M. & Greidanus, T. (1996). "Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words". The Modern Language Journal 80, 327-339. https://doi.org/10.1111/j.1540-4781.1996.tb01614.xHulstijn, J. & Laufer, B. (2001). "Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition". Language Learning 51, 539-558. https://doi.org/10.1111/0023-8333.00164Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). "L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge". Journal of Research in Reading 17, 19-28. https://doi.org/10.1111/j.1467-9817.1994.tb00049.xJiménez Catalán, R. M. & Moreno Espinosa, S. (2005). "Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL". Vial 13/2, 27-44.Jiménez Catalán, R. M. & Terrazas, M. (2008). "The receptive vocabulary of English foreign language young learners". International Journal of English Studies 2/2, 201-215. https://doi.org/10.18172/jes.127Lantolf, J. P., & Poehner, M. E. (2004). "Dynamic assessment of L2 development: Bringing the past into the future". Journal of Applied Linguistics 1, 49-72. https://doi.org/10.1558/japl.1.1.49.55872Lantolf, J. P. & Poehner, M. E. (2011). "Dynamic assessment in the classroom: Vygotskian praxis for second language development". Language Teaching Research 15, 11-33. https://doi.org/10.1177/1362168810383328Lantolf, J. P. & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. London: Routledge. https://doi.org/10.4324/9780203813850Lantolf, J.P. & S.L. Thorne. (2006). The Sociogenesis of Second Language Development. Oxford: Oxford University Press.Laufer, B. & Hulstijn, J. (2001). "Incidental vocabulary acquisition in a second language: the construct of task-induced involvement". Applied Linguistics 22/1), 1-26. https://doi.org/10.1093/applin/22.1.1Lee, H., Hampel, R., & Kukulska-Hulme, A. (2019). "Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices". System 81, 26-38. https://doi.org/10.1016/j.system.2018.12.013Lee, H., Warschauer, M. & Lee, J.H. (2017). "The effects of concordance-based electronic glosses on L2 vocabulary learning". Language Learning & Technology 21/2, 32-51.Lee, J.Y. & Jeon, Y.J. (2017). "Effects of L1 and L2 Glosses on Korean English Learners' Vocabulary Learning and Reading Comprehension: A Meta-Analysis". 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Attitudes towards the Use of Medicine in Jewish Literature from the Third and Second Centuries BCE

This dissertation examines the attitudes towards the use of medicine in Jewish traditions of the third and second centuries BCE. More specifically, I examine the references to medicine and healing found in the books of 1 Enoch (particularly in the Book of Watchers and the Epistle of Enoch), Tobit, Ben Sira and Jubilees. These texts participate in a debate about the appropriateness of medicine on the one hand, and on the consultation of physicians, on the other. By means of an examination of the multiple manuscript evidence for these texts, I aim to throw light on the earliest strata of the textual tradition. Furthermore, through a discussion on the picture of medicine as presented in Assyria-Babylon, Egypt and Greece—nations alongside which ancient Israel has lived for centuries—I attempt to explore the historico-cultural milieu that lies behind these texts, to offer some fresh insights and to account for the attitudes towards the use of medicine these present. My thesis is that there was no unified approach towards the use of medicine in the Jewish circles of the third and second centuries BCE; the authors of these literary compositions, each in his own unique way, ventured to create afresh medical awareness to his fellow Jews. The existence of opposing views towards medical practice should be understood as different ways to comprehend the multifarious Jewish identity of the Second Temple period. Finally, I suggest that the medical and healing material of the aforementioned writings may be considered as further literary evidence that can contribute to the broader understanding of the manifold medical situations in Hellenistic times

Limited proficiency English teachers’ language use in science classrooms

The English for Teaching Mathematics and Science (ETeMS) policy was reversed in 2012 citing the reason that about 40% of the teachers were still using Malay in the ETeMS classroom hence, affecting the successful implementation of ETeMS. The quality of English used by the 60% and the other 40% especially in the rural areas motivates this study. Data for this investigation was obtained from three English teachers who have limited proficiency. These limited English proficiency (LEP) teachers teach science through English in a rural primary school in Malaysia. Transcripts of nine lessons, classroom observations and teacher interviews were gathered. The findings reveal that the English language used by the LEP teachers was simple and frequently riddled with errors which resulted in distortion of content taught. Errors were linked to negative transfers from Bahasa Melayu, teachers’ interlanguage, unsuccessful guesswork and memorizing words without full understanding of meaning. The LEP teachers therefore, made poor models for their students. The researcher concludes that even if the LEP teachers had striven to teach completely in English, the policy may have been seen to be implemented, but the quality of classroom discourse and content taught would have been problematic

Implicit Causality And Consequentiality In Native And Non-Native Coreference Processing

This dissertation is composed of two studies that examined the role of implicit causality and consequentiality in coreference processing. Implicit causality (IC) refers to the phenomenon that certain interpersonal verbs bias the causation of the events described by the verbs towards either its subject (the first noun phrase NP1) or its object (the second noun phrase NP2). Implicit consequentiality (IR) refers to the phenomenon that certain verbs bias the consequence towards either NP1 or NP2. These IC and IR biases have been found to influence language comprehenders’ establishment of coreference. The first study examined whether intentionality of an event affects native English speakers’ re-mention biases of IC and IR. In two sentence-completion experiments, the strength of event intentionality was manipulated via intentionality-strengthening adverbs such as deliberately and intentionality-weakening adverbs such as accidentally. Results show that reinforcing intentionality changed IC and IR biases with participants showing increased references to NP1 in the IC context and NP2 in the IR context. The present study thus adds to a growing body of literature showing that IC and IR re-mention biases are not just determined by verb semantics but rather reflect a discourse phenomenon resulting from comprehenders’ causal inferences about the explanation for or the consequence of an event. The second study investigated advanced Chinese-speaking English learners’ use of IC and IR biases in establishing coreference. In two sentence-completion experiments that focused on IC and IR, respectively, participants wrote continuations to sentence fragments containing either NP1-biasing verbs or NP2-biasing verbs and ending with either a free prompt (e.g., NP1 verb-ed NP2 because…) or a pronoun prompt (e.g., NP1 verb-ed NP2 because he…). In both the IC and IR contexts, non-native speakers showed native-like re-mention biases in the free prompt condition. Moreover, like native speakers, non-native speakers produced more NP1 references in the pronoun prompt condition than in the free prompt condition. However, unlike native speakers, non-native speakers exhibited a “subject bias” in pronoun resolution by producing more NP1 references after NP2-biasing verbs. Overall, the study reveals that non-native speakers are able to generate predictions about the next-mentioned referent based on discourse-level information. The “subject bias” shown by non-native speakers in their resolution of pronouns indicates that when processing multiple sources of information, non-native speakers tend to resort to the cues that are easy to process, such as the subjecthood cue associated with the presence of pronouns

On using translation-based activities in ESP at advanced level : the case of business English

The aim of this article is to demonstrate that translation can make a useful contribution to teaching ESP. I focus on using translation-based activities with advanced students of Business English (levels C1 and C2) and describe certain activities illustrated with examples. All the tasks and activities presented in this article have been used by the author with several groups of advanced learners of English at the Institute of Economics and Management of the Jagiellonian University, Kraków over the last few academic years

Strategic and Interactive Writing Instruction (SIWI): Apprenticing deaf students in the construction of English text

This study investigates the effects of using Strategic and Interactive Writing Instruction (SIWI) with deaf, middle school students who use American Sign Language as their L1 and written English as L2. Using a pretest-posttest control group design, the research explores whether students receiving SIWI made significantly greater gains compared to those not receiving SIWI on a number of variables. There are 33 total students, 16 in the treatment group and 17 in the comparison group. The intervention lasted a total of 8 weeks, during which time the treatment group collaboratively constructed two report papers using SIWI components, and the comparison group continued with their typical literacy instruction. The pre and posttest measures were scored, according to rubrics, for evidence of primary traits, contextual language, and conventions. The multivariate analysis of variance (MANOVA) and follow-up univariate analyses were statistically significant. Furthermore, effect sizes (d) were large to very large, ranging from 1.27 to 2.65, indicating SIWI to be an effective approach with deaf L2 writers