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Jemma Prior 《Educational Action Research》2013,21(5):770-786
This article describes an action research (AR) study with multiple cycles undertaken with undergraduates over three years. The university is a trilingual institution in Italy where degree programmes are taught in Italian, German and English. The study’s aim was to improve the syllabus of an advanced English for Specific Purposes course using a blended approach: it would be more learner-centred, but it would also provide more speaking practice during class. This would thus combine elements from process and product approaches to syllabus design. However, students had to attend class to benefit from the speaking skills practice planned, which was not automatic, as the university does not require compulsory attendance. Although optional attendance was a given, its impact on the syllabus was not fully considered and led to an AR cycle that failed to implement the proposed syllabus. However, an advantage of using multiple cycles was that this unexpected problem was identified and addressed in a subsequent cycle when action was taken: the introduction of extra credit exercises (ECE) to motivate students to attend class. The use of ECEs had a startling effect on attendance levels and a positive impact on the study’s central focus, the blended syllabus. 相似文献
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There is considerable interest in the potential non‐musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non‐musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes. 相似文献
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Anat Prior Anna Goldina Michal Shany Esther Geva Tami Katzir 《Reading and writing》2014,27(8):1467-1484
The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and decoding accuracy predicted L2 reading comprehension, which in turn was strongly related to lexical inferencing abilities in the L2. In addition, decoding accuracy predicted additional variance in lexical inferencing, beyond the role of reading comprehension. These findings support the idea that beginning L2 readers with more precise and efficient lexical representations demonstrate better lexical inferencing abilities, most likely due to the increased automatization of word reading, which frees up resources for higher level processing. These results suggest that lexical inferencing from text in the L2 might be limited not only by vocabulary knowledge and higher order comprehension processes, but also by basic decoding skills. 相似文献
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Framing of a Brazilian Crisis: Dilma Rousseff’s Impeachment in National and International Editorials
The study analyzes the editorial position of the Brazilian and foreign press in the coverage of Dilma Rousseff’s impeachment trial. By a framing analysis, we aim to understand how the national quality newspapers such as Folha de S. Paulo, O Estado de S. Paulo, O Globo, and the international ones as Público, El País, The Guardian, Le Monde and The New York Times organize the events and construct the respective political narratives, verifying the similarities and differences in the interpretation of the political crisis that led to the removal of the first female president of Brazil. 相似文献
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Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies. 相似文献
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