Film Language Integrated Learning:A Usage-Inspired L2 Teaching Approach

Recent decades have seen an increase in the use of authentic video materials in second or foreign language teaching (L2). Film Language Integrated Learning (FLIL) is a usage-inspired L2 teaching approach that seeks to combine insights from the dynamic usage-based (DUB) approach to language with the use of these video materials in the classroom. Consequently, FLIL uses popular films to provide (nearly) authentic, contextualised target language input. This input is scaf-folded through repetition, a focus on chunks and visual support, such as captions and additional images. This chapter discusses two variants of the FLIL approach: stand-alone and embedded FLIL. Stand-alone FLIL incorporates short film scenes into a somewhat fixed instructional sequence that forms a complete teaching approach in itself. Three empirical studies, Hong (2013), Koster (2015) and Irshad (2015), provide evidence for its effectiveness on broad General English Proficiency (GEP) measures and writing proficiency. Embedded FLIL uses elements from stand-alone FLIL inside a broader language course, which allows for more learner output. Four embedded FLIL courses for Italian, German and Russian as a foreign language are currently taught at the University of Groningen (the Netherlands), and are generally perceived favourably by students. Further development of and research into FLIL implementa-tions could focus specifically on testing free spoken proficiency, teasing apart the impact of different elements of the FLIL approach and match-ing materials with learner needs

Reliability and validity of the German version of the Structured Interview of Personality Organization (STIPO)

Background: The assessment of personality organization and its observable behavioral manifestations, i.e. personality functioning, has a long tradition in psychodynamic psychiatry. Recently, the DSM-5 Levels of Personality Functioning Scale has moved it into the focus of psychiatric diagnostics. Based on Kernberg's concept of personality organization the Structured Interview of Personality Organization (STIPO) was developed for diagnosing personality functioning. The STIPO covers seven dimensions: (1) identity, (2) object relations, (3) primitive defenses, (4) coping/rigidity, (5) aggression, (6) moral values, and (7) reality testing and perceptual distortions. The English version of the STIPO has previously revealed satisfying psychometric properties. Methods: Validity and reliability of the German version of the 100-item instrument have been evaluated in 122 psychiatric patients. All patients were diagnosed according to the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV) and were assessed by means of the STIPO. Moreover, all patients completed eight questionnaires that served as criteria for external validity of the STIPO. Results: Interrater reliability varied between intraclass correlations of .89 and 1.0, Crohnbach's a for the seven dimensions was .69 to .93. All a priori selected questionnaire scales correlated significantly with the corresponding STIPO dimensions. Patients with personality disorder (PD) revealed significantly higher STIPO scores (i.e. worse personality functioning) than patients without PD; patients cluster B PD showed significantly higher STIPO scores than patients with cluster C PD. Conclusions: Interrater reliability, Crohnbach's a, concurrent validity, and differential validity of the STIPO are satisfying. The STIPO represents an appropriate instrument for the assessment of personality functioning in clinical and research settings

Reliability and validity of the German version of the Structured Interview of Personality Organization (STIPO)

Background: The assessment of personality organization and its observable behavioral manifestations, i.e. personality functioning, has a long tradition in psychodynamic psychiatry. Recently, the DSM-5 Levels of Personality Functioning Scale has moved it into the focus of psychiatric diagnostics. Based on Kernberg's concept of personality organization the Structured Interview of Personality Organization (STIPO) was developed for diagnosing personality functioning. The STIPO covers seven dimensions: (1) identity, (2) object relations, (3) primitive defenses, (4) coping/rigidity, (5) aggression, (6) moral values, and (7) reality testing and perceptual distortions. The English version of the STIPO has previously revealed satisfying psychometric properties. Methods: Validity and reliability of the German version of the 100-item instrument have been evaluated in 122 psychiatric patients. All patients were diagnosed according to the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV) and were assessed by means of the STIPO. Moreover, all patients completed eight questionnaires that served as criteria for external validity of the STIPO. Results: Interrater reliability varied between intraclass correlations of .89 and 1.0, Crohnbach's a for the seven dimensions was .69 to .93. All a priori selected questionnaire scales correlated significantly with the corresponding STIPO dimensions. Patients with personality disorder (PD) revealed significantly higher STIPO scores (i.e. worse personality functioning) than patients without PD; patients cluster B PD showed significantly higher STIPO scores than patients with cluster C PD. Conclusions: Interrater reliability, Crohnbach's a, concurrent validity, and differential validity of the STIPO are satisfying. The STIPO represents an appropriate instrument for the assessment of personality functioning in clinical and research settings

Film Language Integrated Learning: A Usage-Inspired L2 Teaching Approach

Recent decades have seen an increase in the use of authentic video materials in second or foreign language teaching (L2). Film Language Integrated Learning (FLIL) is a usage-inspired L2 teaching approach that seeks to combine insights from the dynamic usage-based (DUB) approach to language with the use of these video materials in the classroom. Consequently, FLIL uses popular films to provide (nearly) authentic, contextualised target language input. This input is scaf-folded through repetition, a focus on chunks and visual support, such as captions and additional images. This chapter discusses two variants of the FLIL approach: stand-alone and embedded FLIL. Stand-alone FLIL incorporates short film scenes into a somewhat fixed instructional sequence that forms a complete teaching approach in itself. Three empirical studies, Hong (2013), Koster (2015) and Irshad (2015), provide evidence for its effectiveness on broad General English Proficiency (GEP) measures and writing proficiency. Embedded FLIL uses elements from stand-alone FLIL inside a broader language course, which allows for more learner output. Four embedded FLIL courses for Italian, German and Russian as a foreign language are currently taught at the University of Groningen (the Netherlands), and are generally perceived favourably by students. Further development of and research into FLIL implementa-tions could focus specifically on testing free spoken proficiency, teasing apart the impact of different elements of the FLIL approach and match-ing materials with learner needs