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Extraction of transforming sequences and sentence histories from writing process data : a first step towards linguistic modeling of writing ...
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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Frequency effects of L2 English on the processing of the passive in L1 Brazilian Portuguese / Efeitos de frequência da L2 inglês no processamento da passiva em L2 português brasileiro
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In: Revista de Estudos da Linguagem, Vol 29, Iss 1, Pp 215-258 (2021) (2021)
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
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A ATUAÇÃO DOCENTE E A REESCRITA DE TEXTOS ESCOLARES
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In: Revista Virtual Lingu@ Nostr@; v. 7 n. 2 (2020): Ensino de Língua Portuguesa, leitura e produção de texto na educação básica; 21 - 42 ; 2317-2320 (2020)
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The effect of automated fluency feedback on written text production
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In: Graduate Theses and Dissertations (2020)
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Criteri per determinare la misurazione del livello linguistico e di difficoltà di una produzione scritta ...
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A comparative approach between the autonomous communities of Castile and León and Madrid: CLIL students' lexical and syntactic accuracy in L2 English written production
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Written Production in High School: Grounds for working with argumentative text
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In: Signum: Estudos da Linguagem, Vol 23, Iss 2, Pp 83-97 (2020) (2020)
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Analysis of student writings during the mathematical problems ; Analyse des écrits des élèves lors de la problèmes mathématiques
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In: 10ème Colloque International sur l'Analyse Statistique Implicative ; https://hal.inria.fr/hal-02375404 ; 10ème Colloque International sur l'Analyse Statistique Implicative, IUT - Belfort Montbeliard; UMR 5191 ICAR Universté de Lyon - Labex ASLAN, Oct 2019, Befort, France. pp.257-268 ; https://sites.univ-lyon2.fr/asi/10/index.php (2019)
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Analysis of student writings during the mathematical problems ; Analyse des écrits des élèves lors de la problèmes mathématiques
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In: Analyse Statistique Implicative. Cadre théorique en relation étroite et au service de multiples disciplines ; https://hal.inria.fr/hal-02375528 ; Jean-Claude Régnier; Régis Gras, Michel Henry, Raphaël Couturier, Guy Brousseau. Analyse Statistique Implicative. Cadre théorique en relation étroite et au service de multiples disciplines, UBFC - Université Bourgogne - Franche-Comté, pp.257-268, 2019, 978-2-9562045-2-7 ; https://sites.univ-lyon2.fr/asi/10/index.php (2019)
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Η συμφωνία του γένους σε παρατακτικές δομές υποκειμένων: Πειραματικά δεδομένα από τη Νέα Ελληνική ...
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SOME OBSERVATIONS ON THE MOST COMMON GAPS IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE (FRENCH) AND SOME WAYS TO REMEDY THEM ...
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SOME OBSERVATIONS ON THE MOST COMMON GAPS IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE (FRENCH) AND SOME WAYS TO REMEDY THEM ...
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Competencia en producción escrita en inglés para fines específicos mediante el blogging en un entorno de aprendizaje basado en proyectos
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In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 25, Nº 2, 2019, pags. 173-192 (2019)
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How Do Different Keyword Captioning Strategies Impact Students’ Performance in Oral and Written Production Tasks? A Pilot Study
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He, Long. - : Universitat Politècnica de València, 2019
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Abstract:
[EN] As an increasingly popular format of input, the affordances of audio-visual materials have been widely studied. Past research has provided evidence that audio-visual input combined with different captioning strategies could benefit learners in terms of vocabulary learning, listening comprehension, and the development of grammatical knowledge. However, there is a lack of research on how manipulating captioning conditions could help learners use their own linguistic resources to produce L2. Comparing the effects of three captioning techniques, L1 glossed keyword captioning, keyword captioning, and no captioning on English learners’ oral and written recall of a short video, this pilot study aims to test the instruments and the data collection methods. The tentative results suggest that L1 glossed keyword captioning might have worked better in facilitating students’ oral and written production of the keywords than keyword captioning and no captioning. The study also shows that L1 glossed keyword captioning might be more useful than keyword captioning and no captioning in helping students comprehend and reproduce the content of the video. Suggestions for further research on this topic are presented in the final part of this paper. ; He, L. (2019). How Do Different Keyword Captioning Strategies Impact Students’ Performance in Oral and Written Production Tasks? A Pilot Study. The EuroCALL Review. 27(1):14-23. https://doi.org/10.4995/eurocall.2019.11371 ; OJS ; 14 ; 23 ; 27 ; 1 ; Anthony, L. (2014). AntWordProfiler (Version 1.4.1) [Computer Software]. Tokyo, Japan: Waseda University. Available from http://www.laurenceanthony.net/software. ; Ellis, R. (2015). Understanding Second Language Acquisition (2nd Ed.). Oxford: Oxford University Press. ; Ellis, R. (2018). Reflections on task-based language teaching. Bristol: Multilingual Matters. https://doi.org/10.21832/9781788920148 ; Guillory, H. G. (1998). The Effects of Keyword Captions to Authentic French Video on Learner Comprehension. CALICO Journal, 15(1-3), 89-108. https://doi.org/10.1558/cj.v15i1-3.89-108 ; Koolstra, C. M. & Beentjes, J. W. J. (1999) Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology, Research and Development, 47(1): 51-60. https://doi.org/10.1007/BF02299476 ; Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York: Longman. ; Lee, M. & Révész, A. J. (2018). Promoting Grammatical Development through Textually Enhanced Captions: An Eye-Tracking Study. Modern Language Journal. https://doi.org/10.1111/modl.12503. ; Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141. https://doi.org/10.1093/applin/4.2.126 ; Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32(3), 321-328. https://doi.org/10.1111/j.1944-9720.1999.tb01344.x ; Markham, P. L., Peter, L. A. & McCarthy, T. J. (2001). The effects of native language vs. target language captions on foreign language students' DVD video comprehension. Foreign Language Annals, 34(5): 439-445. https://doi.org/10.1111/j.1944-9720.2001.tb02083.x ; Montero Pérez, M., Peters, E. & Desmet, P. (2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26. https://doi.org/10.1080/09588221.2017.1375960 ; Montero Pérez, M., Peters, E. & Desmet, P. (2014). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26(1): 21-43. https://doi.org/10.1017/S0958344013000256 ; Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 913. ; Nava, A., & Pedrazzini, L. (2018). Second language acquisition in action: Principles from practice. London; New York, NY: Bloomsbury Academic. ; Nguyen, C. D. & Boers, F. (2018). The Effect of Content Retelling on Vocabulary Uptake from a TED Talk. TESOL Quarterly, 52 (1), 1-25. https://doi.org/10.1002/tesq.441 ; Riley, G. L., & Lee, J. E. (1996). A comparison of recall and summary protocols as measures of second language comprehension. Language Testing, 13(2), 173-98. https://doi.org/10.1177/026553229601300203 ; Rodgers, M.P.H. & Webb, S. (2017). The Effects of Captions on EFL Learners' Comprehension of English-Language Television Programs. CALICO Journal, 34(1), 20-38. https://doi.org/10.1558/cj.29522 ; Schmidt, R. (2001). Attention. In Robinson, P. (ed.): Cognition and Second Language Instruction. Cambridge: Cambridge University Press, pp. 3-32. https://doi.org/10.1017/CBO9781139524780.003 ; Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass &C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Massachusetts: Newbury House. ; Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1). 65-86.
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Keyword:
Audio-visual input; Gloss; Keyword captioning; Oral and written production tasks; Recall
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URL: https://doi.org/10.4995/eurocall.2019.11371
http://hdl.handle.net/10251/138295
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