Search results for "Writ"
showing 10 items of 647 documents
Providing assessment feedback to pre-service teachers : a study of examiners’ comments
2020
This article reports a study of written feedback comments in the context of teacher education. While feedback is believed to have the potential to improve students’ learning, the provision will res...
Textbook Practices: Reading Texts, Touching Books
2018
Drawing on practice theory, a programme of research is delineated that focuses on textbook practices. Textbooks and their textual content are seen as materially shaped textual artefacts that are adapted, transformed, contested, subverted, or may even be banned from the classroom. Mapping qualitative research that deals with the use of textbooks, two shifts denoting an increasing recognition of practices in textbook research are identified: a shift from static content to dynamic texts in use and a shift from written language to the material artefact itself. The chapter concludes by outlining possibilities for further research on textbook practices.
Cognitive Overload and Orthographic Errors: When Cognitive Overload Enhances Subject–Verb Agreement Errors. A Study in French Written Language
1994
Three experiments were carried out to test the hypothesis that cognitive overload enhances the occurrence of subject-verb agreement errors in French. Highly educated adults were presented orally with sentences they were required to write down. The sentences were of the types “N1 de N2 V” (Noun 1 of Noun 2 Verb: Le chien des voisins arrive/The neighbours’ dog is arriving) versus “Prl Pr2 V” (Pronoun 1 Pronoun 2 Verb: Il les aime/He likes them). In these sentences, N1 (Pr1) and N2 (Pr2) matched or mismatched in number. In the three experiments, the sentences had to be recalled either in an isolated condition (i.e. every presented sentence had to be immediately recalled) or with a concurrent …
Writing as a Learning Tool: An Introduction
2001
This introductory chapter begins with a brief historical account of the writing-to-learn movement, emphasising especially the significance of the cognitive revolution for the development of both teaming research and writing research. The next section considers those theories of the writing process which have had the most profound impact on writing-to-learn, theories of writing as problem solving. Further on, theories and views of learning are discussed as essential determinants of approaches to writing as a learning tool. it is emphasised that current constructivist and social constructivist views imply the use of writing activities requiring transformations of knowledge, social interaction…
Comparing formulaicity of learner writing through phrase-frames: a corpus-driven study of Lithuanian and Polish EFL student writing
2018
Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002–2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame…
Learning from learners: a non-standard direct approach to the teaching of writing skills in EFL in a university context
2016
Corpora have been used in English as a foreign language materials for decades, and native corpora have been present in the classroom by means of direct approaches such as Data-Driven Learning (Johns, T., and P. King 1991. 'Should you be Persuaded'- Two Samples of Data-Driven Learning Materials. In Classroom Concordancing,1-16. Birmingham University. English Language Research Journal 4.). However, the suitability of using learners' output in classroom tasks remains controversial. This paper describes a pilot study in the application of a non-standard direct approach where Spanish university students are invited to reflect on their production. In the experiment, carried out in several sessions…
Word derivational knowledge and writing proficiency: How do they link?
2016
Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing words with help of derivational affixes, is considered important for learners of second or foreign languages (L2), there is still no clear answer as to what aspects comprise the construct of L2 English word derivational knowledge and how it develops. The present study adds to our knowledge on how the ability to derive English words develops among L2 English learners. More specifically, it sheds light on how word derivational knowledge relates to communicatively defined Common European Framework of Reference (CEFR) language proficiency levels regarding learners' writing skills. In the study, 117 …
Metadiscourse in Persuasive Writing
1993
Metadiscourse refers to writers' discourse about their discourse—their directions for how readers should read, react to, and evaluate what they have written about the subject matter. In this study the authors divided metadiscourse into textual metadiscourse (text markers and interpretive markers) and interpersonal metadiscourse (hedges, certainty markers, attributors, attitude markers, and commentary). The purpose was to investigate cultural and gender variations in the use of metadiscourse in the United States and Finland by asking whether U.S. and Finnish writers use the same amounts and types and whether gender makes any difference. The analyses revealed that students in both countries …
Starppriekšmetu un savstarpējās sadarbības projekti angļu valodas rakstīšanas prasmju pilnveidei 9.klasē
2022
Sākoties jaunajam mācību gadam, pakāpeniska jaunā mācību satura ieviešana ir kļuvusi par vienu no svarīgākajām sarunu tēmām skolās. Projekta Skola2030 mērķis bija attīstīt skolēniem vairākas svarīgas 21. gadsimta prasmes, kā arī koncentrēt uzmanību uz mācību priekšmetu padziļinātu izpratni un padziļināti izprast mācību vielu nevis sadrumstaloti. 2020./2021. mācību gadu skolēni pavadīja attālināti, un tas sagādāja grūtības attīstīt rakstīšanas prasmes angļu valodas mācību stundās. Tāpēc tika izvēlēta daudznozaru un savstarpējās sadarbības pieeja, lai attīstītu visas nepieciešamās prasmes. Tika veikts gadījuma pētījums, kurā piedalījās 14 skolēni no 9. klases, 7 dažādu mācību priekšmetu skolo…
Rethinking children’s physical activity interventions at school: A new context-specific approach
2023
Physical activity is important for children’s health. However, evidence suggests that many children and adults do not meet international physical activity recommendations. Current school-based interventions have had limited effect on physical activity and alternative approaches are needed. Context, which includes school setting, ethos, staff, and sociodemographic factors, is a key and largely ignored contributing factor to school-based physical activity intervention effectiveness, impacting in several interacting ways.ConceptualizationCurrent programs focus on tightly-constructed content that ignores the context in which the program will be delivered, thereby limiting effectiveness. We prop…