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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...5 6 7 8 9 10 11 Hits 161 – 180 of 207 161 A preliminary framework of help options in computer-based second language listening Cardenas-Claros, Monica Stella. - 2011 Abstract: © 2011 Dr. Monica Stella Cardenas-Claros ; One key benefit of well-designed materials in Computer Assisted Language Learning (CALL) is seen in various forms of enhanced input available to second language (L2) learners on demand. Such enhancements, operationalized through help options, can enrich original input, draw learners’ attention to specific linguistic features, and modify input to ease the demands of language processing. Thus, second language learners who experience breakdowns in the comprehension of aural materials can use help options to overcome such difficulties. Despite their potential benefits, however, learners tend to neglect or ignore help options. This doctoral thesis sought to construct a preliminary framework for the conceptualization and design of help options in computer-based L2 listening. To achieve this goal, I used an instrumental case study approach and conducted four interrelated empirical baseline studies. The first two studies, Study One and Study Two, examined reasons for help option use/non-use with fifteen adult learners of English from Colombia representing four language proficiencies: beginner, high-beginner, intermediate and high-intermediate. Participants were matched to one of the proficiency levels offered in the Longman English Interactive© program. They interacted with exercises from the listening component that provides access to help options in the form of audio control buttons, listening tips, glossed words, translations, transcripts, cultural notes, dictionary and feedback. A series of semi-structured interviews (three in Study One and six in Study Two) were conducted and a stimulated recall was also conducted post-interaction. Data was translated and coding schemes established. Inter-translator and inter-coder reliability were calculated and coding refined. Data analysis was assisted with qualitative data analysis software. As participants behaved in different ways, data analysis was conducted across listening tasks, help options, and language proficiency. Findings in Study One and Study Two were coalesced in five themes: Relevance, Challenge, Familiarity, Recovery and Compatibility. Factors were identified for each theme and were discussed along with data. The two remaining studies, Study Three and Study Four, introduced participatory design practices to investigate design features of help options that promote their use in computer-based L2 listening environments. Accordingly, participatory design sessions (three for Study Three and five for Study Four) were set up. With the exception of the addition of a computer programmer for Study Four, the group of participants in each study was made up of four language learners, one HCI designer and one English language teacher. During the collaborative design sessions, participants evaluated three researcher-generated paper prototypes, designed paper prototypes for low and high intermediate proficiencies and iterated the design in paper (Study Three) and on the computer screen (Study Four). Upon data translation and establishment of coding schemes, both inter-translator and inter-coder reliability were calculated. Data analysis was assisted by qualitative data analysis software (Nvivo 8.0). Findings are presented in two sections: ‘Design outcomes’ and ‘Interaction data’. Design outcomes across the two studies are discussed in light of five features of design: Type, Location, Sequence, Click-through and Display. The analysis of interaction data performed across studies and proficiencies yielded four themes or qualities of help options: Ease of use, Learner control, Guidance and Learning. Interaction between qualities of help options and features of design are discussed and integrated along with data. Findings from the four empirical studies conducted as part of this investigation were contrasted with existing classifications of help options (Pujolà, 2002 and Hegelheimer, 2003) and the CoDe framework — a nascent framework for the conceptualization and design of help options — was proposed. To contribute to theory, four types of help options were introduced: operational, regulatory, compensatory and explanatory. To aid design four guidelines were suggested:1) strive for simple and intuitive design, 2) provide different routes for interaction, 3) provide less, rather than more help options and 4) minimize potential distractions. This investigation makes a clear contribution to further the understanding of help options in computer-based L2 listening in three key areas. First, it provides an account of reasons for use/non-use of help options for language learners from Colombian background. Second, it develops both an empirically-based and a theory-based framework for the conceptualization and design of help options in computer-based L2 listening — the “CoDe” framework. Third, it introduces participatory design practices to CALL. Each contribution is contextualized, discussed and presented with limitations and suggestions for further research. Keyword: CALL; CoDE framework; computer-based second language listening; design; help options; learner computer interactions; linguistics and applied linguistics; participatory design; second language listening URL: http://hdl.handle.net/11343/36232 BASE Hide details 162 Diversidad lingüística y educación ; Linguistic Diversity and Education ; Diversitat llingüística i educació Zas Varela, Luz; Mas Álvarez, Inmaculada In: @tic revista d'innovació educativa; Núm. 7 (2011): Otoño (Julio-Diciembre, 2011); 62-70 ; 1989-3477 (2011) BASE Show details 163 Jay Walker on the world's english mania Walker, Jay. - : TED: ideas worth spreading, 2011 BASE Show details 164 Aplicar la lingüística a la enseñanza de la pronunciación: Caracterización de un acento extranjero e implicaciones pedagógicas Torres Sánchez, María Ángeles In: PRAGMALINGÜÍSTICA (1133682X)- 2000-2001, n. 8-9 397-410 (2011) BASE Show details 165 Panchronic comedy: past to future trajectory of Anton Chekhov’s The Cherry Orchard Foxcroft, Nigel. - : National Sun Yat-sen University, Taiwan, 2011 BASE Show details 166 The Impact of Changes in the TOEFL® Exam on Teaching in a Sample of Countries in Europe: Phase 3, The Role of the Coursebook Phase 4, Describing Change Wall, Dianne; Tania, Horak. - : John Wiley and Sons, 2011 BASE Show details 167 L2 Learning as Social Practice: Conversation-Analytic Perspectives ; Pragmatics & Interaction, Volume 2 Pallotti, Gabriele; Wagner, Johannes. - : National Foreign Language Resource Center, 2011 BASE Show details 168 El discurso generado en el aula de español como lengua extranjera: ¿Un discurso con características propias?. González Argüello, Ma. Vicenta (María Vicenta). - : Universitat de Barcelona, 2011 BASE Show details 169 Engaging in Another Person’s Telling as a Recipient in L2 Japanese: Development of Interactional Competence During One-Year Study Abroad Ishida, Midori In: Faculty Publications (2011) BASE Show details 170 A Multi-Dimensional Model of Modern British English Phonology Bin, Li. - 2011 BASE Show details 171 « Linguistique appliquée » : parcours définitoires et lexicographiques : PERSEE, 2011 BASE Show details 172 Angewandte Linguistik in Deutschland – eine Disziplin? : PERSEE, 2011 BASE Show details 173 La linguistique appliquée à l’enseignement des langues secondes aux États-Unis ; en France et en Grande-Bretagne : PERSEE, 2011 BASE Show details 174 Popular language works and the autonomous language learner in 19th century Scandinavia : PERSEE, 2011 BASE Show details 175 The relationship between an applied discipline and its ‘parent disciplines’ in English teaching in Norway : PERSEE, 2011 BASE Show details 176 La linguistique appliquée : discipline ou groupement de disciplines indépendantes ? : PERSEE, 2011 BASE Show details 177 Impact: Linguistics in the Real World : PERSEE, 2011 BASE Show details 178 Diversitat llingüística i educació Mas Álvarez, Inmaculada; Zas Varela, Luz In: Mas Álvarez, Inmaculada ; Zas Varela, Luz. Diversitat llingüística i educació. @tic. revista d'innovació educativa; No 7 (2011): Monograph: Language and Linguistics in Education; 62-70. (2011) BASE Show details 179 O sistema de avaliação das redações dos vestibulares do Brasil como objeto de investigação da linguística aplicada Silva, Betina Rubin da. - 2011 BASE Show details 180 Complexidade textual em artigos científicos : contribuições para o estudo do texto científico em português Finatto, Maria José Bocorny. - 2011 BASE Show details Page: 1...5 6 7 8 9 10 11

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