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Multilingualism and its affective factors: Narrative analysis of students’ linguistic biography at Universitat Jaume I
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Les tâches d'écriture proposées dans les manuels de langues : qu'en disent des enseignants de FLE au niveau universitaire en France ?
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-02896329 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/revue-76-24-enseigner-et-apprendre-a-ecrire-en-francais-langue-etrangere-modeles-theoriques-perspectives-critiques-et-appropriations (2020)
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The Subjective Experience of " Nature " : Methodological Reflections
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In: https://hal.archives-ouvertes.fr/hal-01825461 ; 2018 (2018)
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Experiences of participation in goal setting for people with stroke-induced aphasia in Norway: A qualitative study
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In: Research outputs 2014 to 2021 (2017)
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Experiences of participation in goal setting for people with stroke-induced aphasia in Norway. A qualitative study
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Teacher’s Perspectives on the Daily Physical Activity Policy and How Their Position Affects its Implementation in Ontario Classrooms
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Cognition and Rhetoric in English Language Learners' Writing: A Developmental Study
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Abstract:
The present study examined the effectiveness of an instructional method in English language writing. The instruction concerned a cognitive process, i.e., Bereiter and Scardamalias (1987) knowledge-transforming, and a discourse genre, i.e., the Toulmin (1958/2003) model of argument. The instruction in the process is significant since generating discourse content was identified as a problem for novice writers. The instruction in the Toulmin model is significant since lack of attention to genre was identified as a problem in cognitive approaches to writing. To teach and research knowledge-transforming composing and the Toulmin model, the tenets of cognitive strategy instruction in writing and sociocultural theory of mind were adopted. Instruction was adopted after Scardamalia, Bereiter, and Steinbach (1984) and had three components: explicit strategy instruction in the Toulmin model, mediation of the writing process through artefacts, and two types of verbalization: (focused) freewriting and languaging. The study had a mixed-methods design with a quasi-experimental quantitative component and a qualitative component consisting of textual analysis, dynamic assessment (DA), semi-structured interviews, and surveys. The results indicated statistically significant gains for two of the categories of the Toulmin model, i.e., rebuttal and response to rebuttal, in the texts generated by the experimental group (EG) (n = 13) when compared with those of the comparison group (n = 13). Specifically, the gains suggested the rise above conflict criterion (Scardamalia et al., 1984) in knowledge-transforming, indicating the effectiveness of instruction. When four participants texts in EG group were analyzed developmentally, they also demonstrated knowledge-transforming and improved rhetorical structure. In particular, some discourse features which were absent in the posttest essays were indeed present in those texts. Also, the text analysis indicated the participants were able to use the mediational artefacts to generate discourse content. The DA results indicated that, with varying degrees of mediation, the participants were able to name, generate, and/or revise the discourse features, some of which were absent in the participants posttest essays. The interviews and surveys indicated the participants positive perceptions of instruction and its effect on cognitive change and rhetorical structure of argumentative texts. The study has implications for L2 academic writing instruction, assessment, and research.
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Keyword:
(Focused) freewriting; Artefacts; Assessment; Cognition; Cognitive approaches to writing; Cognitive process; Cognitive strategy instruction in writing (CSIW); Development; Dialectical unity; Discourse features; Discourse genre; Dynamic assessment; English as a second language; English language learners; ESL; Expert writers; Generate; Generating discourse content; Genre; Inner speech; Instruction; Knowledge-telling; Knowledge-transforming; Languaging; Mediation; Mediational artefacts; Method of double stimulation; Microgenesis; Mixed-methods design; Novice writers; Praxis; Private speech; Qualitative; Quantitative; Quasi-experimental design; Rhetoric; Rhetorical problem; Rhetorical structure; Rise above conflict; Scientific concepts; Semi-structured interviews; Sociocultural theory (SCT) of mind; Surveys; Text analysis; Textual analysis; The Toulmin model of argument; Verbalization; Vygotsky; Writing
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URL: http://hdl.handle.net/10315/33519
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Functions, Forms, and Accessibility of English as a Second Language Courses in South-Central Kentucky
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2017)
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A Comparative Analysis of the Effectiveness of Teacher Support Approaches in Afghanistan
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In: Master's Capstone Projects (2013)
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An Exploration of the Experience of Chinese Emerging Adults-University Students Transitioning to Mature Adulthood
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An Exploration of the Experience of Chinese Emerging Adults-University Students Transitioning to Mature Adulthood
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Discourses of depression of Australian general practitioners working with gay men
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Discourses of depression of Australian general practitioners working with gay men
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An Exploration of the Experience of Chinese Emerging Adults-University Students Transitioning to Mature Adulthood
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A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales
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The Benefits and Challenges of One New Zealand Nursing Undergraduate Clinical Education Model: a Case Study
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STRUCTURING THE UNSTRUCTURED DATA: THE USE OF CONTENT ANALYSIS
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In: http://usir.salford.ac.uk/9857/1/158_Kulatunga_U_et_al_STRUCTURING_THE_UNSTRUCTURED_DATA_THE_USE_OF_CONTENT_ANALYSIS_IPRC_2007.pdf
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