Search results for "Written language"
showing 10 items of 31 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 …
Argumentation and proving in multicultural classes: a linguistic-cultural approach with Chinese students
2009
The paper explores, through different theoretical/experimental investigations, a particular complex field of study such as the analysis of the teaching/learning phases in a multicultural setting in class. Through a linguistic-cultural approach it is a further close examination on the didactic thematic related to a possible comparison between East and West and particularly between Chinese mathematical thought and Italian thought, in some particular aspects related to the phase of argumentation and proving. To carry out the research, we chose to investigate, in a qualitative and quantitative way, the behaviour of Chinese and Italian students of different ages (13-15 years old) attending the S…
European and Chinese Cognitive Styles and Their Impact on Teaching Mathematics
2010
A General Framework and Theoretical References.- The Chinese Written Language as Tool for a Possible Historical and Epistemological Reflections on the Mathematics and the Impact of Teaching/Learning of Mathematics.- The Meta-rules between Natural Language and History of Mathematics.- Common Sense and Fuzzy Logic.- The Experimental Epistemology as a Tool to Observe and Preview Teaching/Learning Phenomena.- Strategy and Tactics in the Chinese and European Culture: Chess and Weich'i.- Rhythm and Natural Language in the Chinese and European Culture.- Conclusions.
Manulex-infra: Distributional characteristics of grapheme—phoneme mappings, and infralexical and lexical units in child-directed written material
2007
It is well known that the statistical characteristics of a language, such as word frequency or the consistency of the relationships between orthography and phonology, influence literacy acquisition. Accordingly, linguistic databases play a central role by compiling quantitative and objective estimates about the principal variables that affect reading and writing acquisition. We describe a new set of Web-accessible databases of French orthography whose main characteristic is that they are based on frequency analyses of words occurring in reading books used in the elementary school grades. Quantitative estimates were made for several infralexical variables (syllable, grapheme-to-phoneme mappi…
Grammar is the heart of language : grammar and its role in language learning among Finnish university students
2015
This article presents and discusses views on grammar and its role in formal language learning amongst Finnish university students. The results are based on a questionnaire which was distributed to students at the University of Jyväskylä as part of institutional action research. The background to the project was a feeling amongst some teachers of increased divergence between student respectively language teacher understandings of the role of grammar in language teaching. This concern raised the need to find out how students view grammar. The knowledge about thoughts on grammar amongst students would then help teachers to adjust and adept the way grammar is used in language teaching. The main…
The Multimodality of Digital Longform Journalism
2016
Digital longform journalism has recently attracted increased attention among both academics and professionals. This study contributes to the growing body of research by dissecting the multimodal structure of digital longform journalism, that is, how the emerging genre combines written language, photography, short videos, maps and other graphical elements, and joins them together into a seamless narrative using subtle transitions. The data consist of 12 longform articles published in 2012–2013, which have been annotated for their visual and verbal content, their underlying principle of organization and the transitions that hold between them. The annotation is stored into a digital corpus, wh…
Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?
2020
We examined the cross‐lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty‐one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not…
Practices of grading: an ethnographic study of educational assessment
2013
The school as an institution assumes that students' grades are constituted by their assessments. This paper examines the background of this presupposition and provides a micro-analytical perspective of the grading practice of teachers in German High Schools (Gymnasium). This paper conceptualises the theoretical framework of the research in educational measurement in discussion. It is shown that the measured assessment of students and the teacher's observations are linked. When grading, teachers construct their own assessments. This process is depicted in this paper by two forms of observations: self-observation within the context of written examinations and third-party observation within th…