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DDL is dead? Long live DDL! Expanding the boundaries of data-driven learning.
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In: Discovering language: Learning and affordance ; https://hal.archives-ouvertes.fr/hal-03506624 ; Discovering language: Learning and affordance, In press (2022)
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features
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Referential movement in L2 vs. heritage Korean: a learner corpus study
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Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
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Validating an L2 academic group oral assessment: insights from a spoken learner corpus
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Definite article bridging relations in L2: A learner corpus study
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Disciplinary differences in the use of evaluative that: expression of stance via that-clauses in business and medicine
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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice
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Learning the language of dentistry: disciplinary corpora in the teaching of English for Specific Academic Purposes
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APPRAISAL resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance
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Definite discourse-new reference in L1 and L2: the case of L2 Mandarin
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Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
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Review of Schubert, Christoph & Christina Sanchez-Stockhammer, eds. (2016) Variational text linguistics: revisiting register in English
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Teaching and learning styles in South-East Asian cultures
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Abstract:
This entry looks at the diverse range of contexts where English is taught and learned in South-East Asia, from outer-circle countries such as Hong Kong and Singapore, to expanding-circle countries such as Thailand and Laos. The entry considers the stereotypes attached to the teaching and learning of English in Asian culture, then considers whether (a) these stereotypes are in fact true, given the diversity of learning styles that may be apparent within any one context, and (b) how to overcome such stereotypes through a system of changes to curriculum, assessment, and pedagogy that promotes inclusivity for all learners on the one hand, and celebrates the diversity of learning styles and cultures present in the region, on the other.
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Keyword:
Alternative assessment; ASEAN; Culture; ESL/EFL; Language teaching; Learning styles; Second language acquisition; South-Eastern Asia; Teaching styles
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URL: https://espace.library.uq.edu.au/view/UQ:717203
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