iReasearch学术科研网

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摘要：The European Framework for CLIL (Content and Language Integrated Learning) Teacher Education is briefly highlighted. The framework, a conceptual tool for guiding the professional development of CLIL teachers, provides a set of principles and ideas for designing CLIL curricula and focuses on universal macro-level competences of CLIL educators in order to be adaptable in different countries. Adapted from the source document

摘要：The DOTS (Developing Online Teaching Skills) project, which was launched with support from the European Centre for Modern Languages (ECML), is briefly highlighted. As effective online teaching requires very specific skills, the DOTS project aims to "provide teaching professionals with an opportunity to develop such skills in a language learning context." The DOTS team is in the process of creating an online resource in the form of a Moodle workspace that features training activities that give teachers and trainee teachers a chance to develop and enhance their skills. Adapted from the source document

摘要：This paper is a preliminary investigation into how the context of student life influences student writing. Specifically, activity theory is drawn upon to explore how the role of assessment affects students' attempts to participate in knowledge-producing communities, a relatively under-researched aspect of student writing. To identify rhetorical characteristics characteristic to student writing, the introductory sections of masters theses in the field of educational philosophy are compared with the introductory sections of journal articles published within the same discipline. The analysis is framed using Samraj's (2008) modification of Swale's (1990) "Create-A-Research-Space" model for philosophy texts, and specific attention is paid to how students present themselves as agents through their use of inter-textuality and the use of the first-person pronoun. It is suggested that student writers represent themselves as accomplishing more tasks, thereby asserting themselves as experts in ways published authors need not. Activity theory is used to link the distinctive rhetorical practices of student theses to the functions they serve in academic settings. As primarily a theoretical piece, this paper makes an argument in favour of a rhetorical, context-sensitive approach to the study of student writing. The texts analysed serve to exemplify the power and utility of this approach. Activity theory used to examine influence of context on Masters level writing. Introductory sections of Masters theses compared with published texts in same field. Specific school based requirements influence rhetorical moves. Students emphasize their role as agents in their writing. Students assert their knowledge and stress their actions on prior knowledge. [Copyright The American University; published by Elsevier Ltd.]

摘要：This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34 university students from one of the major universities in Iran were randomly assigned to two groups: one experimental (PBLT/led by philosophical questions) and the other control (conventional/ directed by ordinary or non-philosophical questions). Results revealed that there was a significant difference between the two groups with students in the experimental group outperforming those in the control group on both speaking and writing tasks. The findings of the study have implications for all stake holders in ELT locally and internationally. Adapted from the source document

摘要：There is growing interest in language barriers in health care (LBHC) -- interest, that is, in how the quality of health care service delivery might be compromised when patients and health care providers do not share the same first language. This article discusses LBHC as an emerging research area that provides valuable opportunities for researchers in various branches of the language sciences -- including, among others, applied linguistics, theoretical linguistics, psycholinguistics, second language acquisition -- to conduct basic research and to make contributions to the socially important area of medical communication. This article also proposes a research agenda aimed at attracting general language researchers to the study of LBHC, an agenda that is theory driven, programmatic, problem-solving oriented, and interdisciplinary in scope. In proposing this agenda, selected examples have been reviewed from the current literature that can serve as illustrative models for how future research into LBHC can proceed. Adapted from the source document

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摘要：Byrnes (2001) has suggested that the disconnection between language and literature instruction within many foreign language departments has consequences on the professionalization of graduate students. These structural issues lead to questions about graduate students' development. How do teaching assistants (TAs) perceive their competency as "language" and "literature" instructors? What are the sources and consequences of their self-beliefs? Teacher self-efficacy (TSE), or a teacher's perception of his or her capabilities to bring about desired objectives in student engagement and learning (Tschannen-Moran & Woolfolk-Hoy, 2001), was explored to gain insight into TAs' perceptions of teaching competence. This qualitative study evaluated 10 French literature doctoral students' TSE beliefs to teach literature and their accompanying sources, personal assessments and analyses, and consequences. Results revealed that although the TAs found the graduate program to be highly effective in its formation of literary scholars and language instructors, they found that the pedagogy of literature "falls in a gap between these two holes" (teaching assistant, study data excerpt). Adapted from the source document

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摘要：Within the growing body of work that is sometimes labeled CA-for-SLA, there is a need for more research with longitudinal data. Hellermann and Cole (2009) provide a valuable contribution in this area. However, in doing so, they also make use of an exogenous theory of learning, situated learning theory (Lave and Wenger 1991), and its associated theoretical concepts of community of practice and legitimate peripheral participation. In this response, it is argued that these concepts do not necessarily fit the data which Hellermann and Cole (2009) analyze and that situated learning theory is not appropriate for the analysis of how second/foreign language learners participate in and learn through interaction. It is further argued that the danger of importing an exogenous theory of learning into CA-for-SLA is that the analysis will come to be driven by the theory, even when the theory does not fit the data. Within the growing body of work that is sometimes labeled CA-for-SLA, there is a need for more research with longitudinal data. Hellermann and Cole (2009) provide a valuable contribution in this area. However, in doing so, they also make use of an exogenous theory of learning, situated learning theory (Lave and Wenger 1991), and its associated theoretical concepts of community of practice and legitimate peripheral participation. In this response, it is argued that these concepts do not necessarily fit the data which Hellermann and Cole (2009) analyze and that situated learning theory is not appropriate for the analysis of how second/foreign language learners participate in and learn through interaction. It is further argued that the danger of importing an exogenous theory of learning into CA-for-SLA is that the analysis will come to be driven by the theory, even when the theory does not fit the data. Adapted from the source document

摘要：This article asks what applied linguistics can learn from related disciplines with regard to the collection, analysis and representation of qualitative interviews. It assesses the contributions of qualitative sociology, anthropology, discursive psychology and outlines four 'discourse dilemmas' which might provide the basis for a more critical and reflective dimension to the use of qualitative interviews in applied linguistics. Summarizing important contributions that have already been made in applied linguistics, the article also highlights the contribution of the other articles in this special issue. Furthermore, the article also outlines a number of 'parameters of sensitivity' that might help researchers develop a more reflective approach to the carrying out, analysing, and reporting on qualitative interviews. Adapted from the source document

摘要：This article adopts a social constructionist approach in maintaining that indeterminacy of meaning is an unavoidable aspect of interview research. It uses positioning analysis to examine how subject positions and contingently constructed meanings are produced in interview interactions. The analysis focuses on excerpts from a series of three interviews with a Chinese-born immigrant to the US in which the interviewee responds to questions asking whether he has experienced discrimination. The interviewee produces accounts that are seemingly ambiguous at times and seemingly clear on another occasion. Rather than determining exactly what he means across these three accounts, the article uses fine-grained micro-analysis to examine the linguistic constructs and interactional strategies used to construct such ambiguity and clarity. It also examines the role of the researcher in contributing to such interpretations given her projection of the 'imagined subject' who is producing these accounts. The article concludes with a discussion of the agentive subjectivity constituted for interviewees through the interview process, which contributes to the indeterminacy of meaning true for all interview research. Adapted from the source document

摘要：Despite the recent growth of interest in the interactional construction of research interviews and advances made in our understanding of the nature of such encounters, relatively little attention has been paid to the implications of this for interviewer training, with the result that advice on interviewing techniques tends to be very general. Drawing on analyses of a feature of research interviews that is usually treated as analytically insignificant, this article makes a case for more interactionally sensitive approaches to interviewer training. It focuses on interviewer recipiency in a database of over 40 research interviews conducted by academics and research students to show how apparently insignificant shifts in receipt tokens can have important implications in terms of the developing talk. The implications of this for researcher training are discussed and the article makes recommendations for ways in which attention can be drawn to the discoursal dimension in interviewing practice. Adapted from the source document

摘要：In this article the author argues that interactional difficulties and questioning practices identified in the methodological literature on qualitative interviewing as 'problems' provide topics of analysis. Methodological examinations of interview data drawing on conversation analysis also explicate how interview 'problems' may be conceptualized in relation to various theorizations of interviews. Two common conceptualizations of qualitative interviews include a neo-positivist approach in which a neutral interviewer elicits participants' descriptions that reflect 'true' states of affairs that are employed in realist reports, and a romantic approach in which a reflexive interviewer facilitates genuine rapport with participants to generate confessional data. The author uses a constructionist conceptualization of interviewing to examine several issues identified in methodological literature as 'problems', including the use of the interview guide as a spoken survey, responses in questions and asking questions that include assumptions about participants' life-worlds. These analytic demonstrations are used to argue that researchers in the field of applied linguistics might use this approach to examine interview interaction in order to develop insights into moderating their interview practice as well as considering questions pertaining to research design. Adapted from the source document

摘要：This article contrasts a common conceptualization of the interview in applied linguistics, referred to as an interview as research instrument perspective, with an alternative, referred to as a research interview as social practice orientation. It illustrates implications of the two perspectives on interviews by contrasting a thematic analysis concerning a social category in circulation at a Hawai'i high school - 'fresh off the boat' - with two analyses of interaction from interviews that the thematic analysis is in part based on. Juxtaposing these distinct conceptualizations of the research interview demonstrates how 'themes' were occasioned and co-constructed, and identity was performed in this particular type of speech event. Adapted from the source document

摘要：The authors discuss how interviews have long been used in applied linguistics to investigate "an extraordinary array of phenomena." both qualitatively and quantitatively. Despite - or perhaps because of - the ubiquity of the use of interviews in this field, there has been less attention on how interviews can or should be theorized. Adapted from the source document