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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 2 3 4 5 Hits 1 – 20 of 93 1 Video-based feedback of oral clinical presentations reduces the anxiety of ICU medical students: a multicentre, prospective, randomized study Schmidt, Matthieu; Freund, Yonathan; Alves, Mickael... In: ISSN: 1472-6920 ; BMC Medical Education ; https://hal.sorbonne-universite.fr/hal-01311026 ; BMC Medical Education, BioMed Central, 2014, 14, pp.103. ⟨10.1186/1472-6920-14-103⟩ (2014) BASE Show details 2 The role of teacher’s written formative feedback on students’ critical thinking Pedrosa-de-Jesus, H; Guerra, C; Moreira, A... In: International Academic Forum (IAFOR) European Conference on Education 2014, ; International Academic Forum (IAFOR) European Conference on Education 2014 (2014) BASE Show details 3 Diffusion imaging of cerebral white matter in persons who stutter: evidence for network-level anomalies Cai, Shanqing; Tourville, Jason A.; Beal, Deryk S.. - 2014 BASE Show details 4 Behavioral, computational, and neuroimaging studies of acquired apraxia of speech Ballard, Kirrie J.; Tourville, Jason A.; Robin, Donald A.. - 2014 BASE Show details 5 Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait Rummel, Stephanie Lee. - : Auckland University of Technology, 2014 BASE Show details 6 Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity Ching, Yu-Hui In: Educational Technology Faculty Publications and Presentations (2014) BASE Show details 7 Understanding classroom feedback practices a study of New Zealand student experiences, perceptions, and emotional responses / Harris, Lois Ruth.; Brown, Gavin T. L.; Harnett, Jennifer A. In: Harris, LR, Brown, GTL & Harnett, JA 2014, ‘Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses’, Educational Assessment, Evaluation and Accountability, vol. 26, no. 2, pp. 107-133, http://dx.doi.org/ 10.1007/s11092-013-9187-5 (2014) BASE Show details 8 Classifying feedback using Hattie & Timperley’s feedback typology examining the content of New Zealand students’ written peer- and self-assessment comments / Harris, Lois Ruth.; Brown, Gavin T. L.; Harnett, Jennifer A. In: Harris, LR, Brown, GTL & Harnett, JA 2014, 'Classifying feedback using Hattie & Timperley’s feedback typology: examining the content of New Zealand students’ written peer- and self-assessment comments', paper presented to the American Educational Research Association: 2014 Annual Meeting (AERA), 3-7 April, Philadelphia, PA. (2014) BASE Show details 9 The nature of feedback in english teacher practices / Dargusch, Joanne. In: Dargusch, J 2014, 'The nature of feedback in english: teacher practices', English in Australia, vol. 49, no. 3, pp. 21-31, http://search.informit.com.au/documentSummary;res=IELHSS;dn=910789451241020 (2014) BASE Show details 10 Investigating the use of student perception data for teacher reflection and classroom improvement Bell, M.; Aldridge, Jill. - : Springer, 2014 BASE Show details 11 Does 'MP3' audio feedback enhance students' learning skills?: An international case study Issa, Tomayess; Isaias, Pedro; Issa, Theodora. - : Common Ground Publishing, 2014 BASE Show details 12 Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing Bratkovich, Meghan Odsliv. - 2014 BASE Show details 13 Potential of Voice Recording Tools in Language Instruction Aoki, Sachiko. - 2014 BASE Show details 14 «I understood you, but there was this pronunciation thing…»: L2 pronunciation feedback in English/French tandem interactions (avec Sylwia Scheuer) Horgues, Céline; Scheuer, Sylwia In: EISSN: 2083-4616 ; Research in Language ; https://halshs.archives-ouvertes.fr/halshs-01353835 ; Research in Language, De Gruyter, 2014, 12 (2), pp.145-161 ; http://www.degruyter.com/view/j/rela.2014.12.issue-2/rela-2014-0005/rela-2014-0005.xml (2014) BASE Show details 15 “«I understood you, but there was this pronunciation thing…»: L2 pronunciation feedback in English/French tandem interactions”. Horgues, Céline; Scheuer, Sylwia In: EISSN: 2083-4616 ; Research in Language ; https://halshs.archives-ouvertes.fr/halshs-01356496 ; Research in Language, De Gruyter, 2014, 12 (2), pp.145-161. ⟨10.2478/rela-2014-0005⟩ (2014) Abstract: International audience ; The role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other.In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval.The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later.Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback:What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations?What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation?What is the learner’s uptake after receiving feedback?We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching. Keyword: [SHS.LANGUE]Humanities and Social Sciences/Linguistics; corrective feedback (CF); French learners of English; L2 pronunciation; Tandem learning URL: https://halshs.archives-ouvertes.fr/halshs-01356496/document https://halshs.archives-ouvertes.fr/halshs-01356496 https://doi.org/10.2478/rela-2014-0005 https://halshs.archives-ouvertes.fr/halshs-01356496/file/Horgues%20Scheuer%20_I%20understood%20you%20but_corrected.pdf BASE Hide details 16 Tongue control and its implication in pronunciation training Ouni, Slim In: ISSN: 0958-8221 ; Computer Assisted Language Learning ; https://hal.inria.fr/hal-00834554 ; Computer Assisted Language Learning, Taylor & Francis (Routledge), 2014, 27 (5), pp.439-453. ⟨10.1080/09588221.2012.761637⟩ (2014) BASE Show details 17 Using Performance Feedback to Increase Procedural Integrity of Progress Monitoring Decision Rule Hickey, Rebecca Elizabeth. - : eScholarship, University of California, 2014 In: Hickey, Rebecca Elizabeth. (2014). Using Performance Feedback to Increase Procedural Integrity of Progress Monitoring Decision Rule. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/9n17w64z (2014) BASE Show details 18 Student Perceptions of Feedback : Exploring the Relationship between Self-Efficacy, Writing Ability, and Feedback Hewes, Charles E. (Charles Elwood), 1983-. - : Central Connecticut State University, 2014 BASE Show details 19 Using Performance Feedback to Increase Procedural Integrity of Progress Monitoring Decision Rule Hickey, Rebecca Elizabeth. - : eScholarship, University of California, 2014 BASE Show details 20 Feedback et relation interpersonnelle apprenants/tuteurs dans un projet de télécollaboration Muller, Catherine In: Quatrième Congrès Mondial de Linguistique Française ; https://hal.archives-ouvertes.fr/hal-01934001 ; Quatrième Congrès Mondial de Linguistique Française, Jul 2014, Berlin, Allemagne (2014) BASE Show details Page: 1 2 3 4 5

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