Evaluating intermediate Spanish students\u27 speaking skills through a taped test: A pilot study

A pilot study used the Spanish Oral Proficiency Test (SOPT)-a taped oral test to evaluate oral proficiency level of students of Intermediate Spanish. Based on the ACTFL Proficiency Guidelines (1986), the Intermediate-Mid was the appropriate level of oral proficiency for students at the end of two years of college- level language study. The study also examined what variables might affect the development of students\u27 oral skills. The results showed that foreign language learning experience in academic settings or outside of class, such as study abroad and travel abroad, might affect students\u27 overall speaking proficiency. In addition, lin- guistic inaccuracy from informal training may keep speakers to lower levels of proficiency. Learners should be more aware of the need to speak correctly to maintain a balance between function, content, and accuracy

Instruments as Playthings: An Alternative Methodology for the Study of Scientific Artefacts

This article proposes that thinking of scientific instruments as playthings or philosophical toys offers a method for looking at the ways in which we learn from made things and from the act of making in investigating the world. Rather than approaching artefacts as stable ob- jects, definable and categorisable in terms of their function, this method puts forward the instability and mobility of artefacts on several levels: in terms of their movements between hands, social contexts and systems of knowledge, in terms of their physical articulations and of their changing functions, and in terms of the flows and processes of materials at work within and through them

Using Portfolios to Develop L2 Cultural Knowledge and Awareness of Students in Intermediate Spanish

In spite of many efforts and contributions from previous researchers, the need for a systematic and consistent approach to teaching culture is still unmet. This pilot study shows that the portfolio is a meaningful way to integrate language and culture in a structure that provides opportunities for students to learn about foreign culture while using other skills-reading, listening, writing and speaking. In addition, resources from the Internet, such as Gopher, World Wide Web, and Listservs have great potential for cultural learning out-side the classroom. Foreign language teachers should be encouraged to explore and experiment with portfolios in other content areas of language learning, since producing a portfolio involves higher-order cognition as well as all four communicative language skills

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

Педагогічні умови формування професійної відповідальності майбутніх фахівців фізичної культури і спорту

The article discusses pedagogical conditions of the development of professional responsibility among the students of physical training and sports. In it, the notions «pedagogical conditions» and «professional responsibility» are defined and surveyed; examples of pedagogical conditions analysis from the most recent academic publications on the topic are analyzed. The study assumes that the development of professional responsibility among the students of physical training and sports remains one of the most significant aspects of the teaching process during their study in higher education establishments.Розглянуто педагогічні умови формування професійної відповідальності майбутніх фахівців фізичної культури і спорту. Розкриті поняття “педагогічні умови”, “професійна відповідальність”. Проаналізовані наукові літературні джерела і наведені педагогічні умови, що виділені сучасними науковцями з педагогіки, психології, соціології, права. Доведено, що формування професійної відповідальності у майбутніх фахівців з фізичної культури і спорту у закладах вищої освіти є одним із важливих аспектів виховання та навчання

Ideas: Let\u27s Play Bingo: A New Way to Learn Numbers, Vocabulary, and Verbs

The objective of this activity is to help beginning students learn numbers, and practice vocabulary and verbs in an interesting and meaningful way. In addition, this activity attempts to improve their listening comprehension and speaking ability

Book Review: De Perlas

Review of Labarca, Angela, Olgalucia G. Gonzales and Elmer A. Rodriguez. De Perlas. New York: John Wiley & Sons, 1998. ISBN 0471109975. 293 pp