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Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom
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In: ISSN: 2504-284X ; Frontiers in Education ; https://hal.archives-ouvertes.fr/hal-03651135 ; Frontiers in Education , Frontiers, 2022, 7, ⟨10.3389/feduc.2022.732094⟩ (2022)
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Towards an international lexicon
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In: ISSN: 1863-9690 ; EISSN: 1863-9704 ; ZDM ; https://hal.archives-ouvertes.fr/hal-03625972 ; ZDM, Springer Verlag, 2022, ⟨10.1007/s11858-022-01349-3⟩ (2022)
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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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Exploring elementary teachers’ facilitation of discussion in developing students’ mathematical agency
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Perceptions and attitudes of music department chairs and faculty regarding global competence in North Carolina Community College music programs
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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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A phenomenological study exploring GEAR UP students’ perceptions of post-secondary preparedness.
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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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‘Twenty hearts beating as none’: primary education in Ireland, 1899-1922
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Duggan, Michael. - : Dublin City University. School of History and Geography, 2022
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In: Duggan, Michael (2022) ‘Twenty hearts beating as none’: primary education in Ireland, 1899-1922. PhD thesis, Dublin City University. (2022)
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Abstract:
While language aptitude and motivation are considered to be important contributors to second language (L2) attainment, two major gaps in the past research have been (1) a lack of nonlinear models stemming from a naïve and tacit assumption that learning outcomes are linearly related to their predictors, and (2) a lack of unified and integrative understanding of key individual differences (ID) variables (Dewaele, 2009; Larsen-Freeman, 1997). Despite changes in conceptualization of language development as a dynamic system comprised of nonlinear and interconnected subsystems (e.g., CDST), an integrative understanding of ID variables in L2 acquisition remains lacking. The purpose of this dissertation study was to examine motivation and aptitude and their relationship to second language acquisition. Specifically, the study set out to validate a number of theoretical claims made by energy conservation theory for second language acquisition (ECT-L2A) and its attempt to unify key ID variables under one model (Han et al., 2017a). ECT-L2A predicts, inter alia, that aptitude and motivation are positively related to L2 achievement but their effects diminish with increase in proficiency. This is visually represented as a nonlinear and asymptotic L2 learning trajectory vis-à-vis aptitude and motivation. In the current study, two hundred and three adult Spanish-speaking learners of L2 English (N=203) of wide range of proficiency were measured on their level of aptitude (LLAMA_F), motivation (Attitude Motivation Test Battery) and attainment (grammaticality judgment test). The data were analyzed using correlations (PPMC, partial, dis-attenuated), R-squared measures, and fitted with orthogonal distance regression via total least-squares method. The results of correlation analyses and regression showed that as predicted, aptitude contributed positively towards attainment, but its effect diminished with increase in proficiency. On the other hand, while all participants were motivated to learn, motivation decreased with increases in attainment throughout L2 development. Motivation’s effect on achievement became asymptotic and its contribution towards target language (TL) mastery diminished. When aptitude and motivation were combined as a single unit, the learning trajectory closely resembled the curve predicted by ECT-L2A. Based on these findings, two general interpretations concerning motivation and aptitude were presented: 1) changes in motivation and aptitude with respect to attainment and 2) their differential efficacy towards native-like proficiency during L2 development. Finally, implications regarding the universality and the versatility of ECT-L2A are discussed under the broader call for more mathematical models in future SLA research.
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Keyword:
English language--Study and teaching--Spanish speakers; Motivation in adult education; Second language acquisition--Methodology; Second language acquisition--Psychological aspects
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URL: https://doi.org/10.7916/haxp-jb44
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Hybrid system and flipped classroom: digital lexiculturology in CFL ; Dispositif hybride et classe inversée : lexiculturologie numérique en CLE
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In: Journées d’études Enseignement en ligne de la langue et de la civilisation chinoises. ; https://hal.archives-ouvertes.fr/hal-03643992 ; Journées d’études Enseignement en ligne de la langue et de la civilisation chinoises., Jun 2022, Paris, France (2022)
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Interaction between orthographic and graphomotor constraints in learning to write
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In: ISSN: 0959-4752 ; Learning and Instruction ; https://hal.archives-ouvertes.fr/hal-03620980 ; Learning and Instruction, Elsevier, 2022, 80 (101622), pp.10.1016/j.learninstruc.2022.101622. ⟨10.1016/j.learninstruc.2022.101622⟩ (2022)
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Des corpus de textes pour développer le lexique des affects en FLE
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In: Séminaire Modern Language Center ; https://hal.archives-ouvertes.fr/hal-03630507 ; Séminaire Modern Language Center, King's College London, Mar 2022, London, Royaume-Uni ; https://www.kcl.ac.uk/modern-language-centre (2022)
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