UCLan Open Journals (University of Central Lancashire)
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DEVELOPING TEACHING MATERIAL FROM A RESEARCH PROJECT: THE TUTOR‟S GUIDE
Get PDFIt is rightly argued that pedagogic research is crucial in underpinning the practice and development of teaching in the HE sector. The focus of this article, as part of thatendeavour, is a reflection on how discipline-based research and its findings can be made accessible for other academics to utilise in their teaching. The aim of the project was, through the dissemination of empirical research, to provide business and management students with a greater understanding of both the theoretical underpinning of but also practical solutions to managing workplace conflict. To that end the discussion highlights the potential efficacy of developing a tutor manual to accompany a research report to share as common resources online
EXPLORATORY PRACTICE: RESEARCHING THE IMPACT OF SONGS ON EFL LEARNERS’ VERBAL MEMORY
Get PDFTraditionally popular songs have been used as a way of enhancing listening and auditory perception skills and teaching vocabulary, but not necessarily for memory recall. Popular song gap-fills are already commonplace within the EFL (English as a foreign language) field; however, this study found that more attention needs to be given, to the lexical, grammatical and phonological items that learners are instructed to retain. The results of this study suggest that, verbal memory is a vital part of language learning that should be incorporated into popular song gap-fills and that EFL teachers, theorists and textbook authors need to review the way language in popular songs is encoded, stored and retrieved, by incorporating memory strategies, following guidelines on gap-selection, including a phonological aspect and using a recycling activity. In this article traditional and contemporary understandings of verbal memory and popular song are outlined and comprehensively analysed within relevant fields that embrace ELT (English language teaching), Biology, Psycholinguistics, Neurolinguistics and Cognitive Psychology perspectives and discusses their pedagogical implications
ENCOURAGING MORE STUDENT OUTPUT: ALTERNATIVES TO QUESTIONS
Get PDFClassroom interaction has traditionally been shaped by questions and students can become accustomed to little reflection being given before the next question is posed, hindering discussion and discouraging students from producing more language. Addressing this issue to the Japanese context, in order to avoid reinforcing the student’s role as passive, teachers need to encourage effective communication and it has been claimed that using alternatives to questions promotes more student output (Edwards & Westgate, 1994; Wells, 1999; Dashwood, 2005). This article investigates the effect alternatives to questions had on the amount of student output in English oral communication classes in a Japanese high school. The results suggest that alternatives to questions should be employed more, in conjunction with more common questions, and regularly incorporated into classroom interaction to provide students the opportunity to produce more
SECOND LANGUAGE TASK COMPLEXITY: RESEARCHING THE COGNITION HYPOTHESIS OF LANGUAGE LEARNING AND PERFORMANCE by Peter Robinson (Ed.)
No full textSECOND LANGUAGE TASK COMPLEXITY: RESEARCHING THE COGNITION HYPOTHESIS OF LANGUAGE LEARNING AND PERFORMANCEPeter Robinson (Ed.).Amsterdam: John Benjamins Publishing Company, 2011. xii + 345 pp, £28ISBN 978–90–272–0719–
Lorraine Foreman-Peck and Christopher Winch (2010) Using Educational Research to Inform Practice: A Practical Guide to Practitioner Research in Universities and Colleges
No full textDelivering, Assessing and Providing Feedback for Fieldwork Modules: A Case Study from Archaeology
Get PDFIn this paper we highlight some of the issues surrounding the delivery of fieldwork modules, using archaeological excavation as an example. There are a whole range of issues surrounding the assessment of fieldwork-based modules, and here we detail approaches we have adopted to ensure consistent delivery and assessment methods. In particular, we have written and launched a web resource which can be used to assist with both the delivery and assessment of fieldwork. Finally, we discuss issues surrounding feedback, and suggest a method for enhancing students’ feedback on field-based modules
Class acts: Putting creativity to work
Get PDFWhat does the next generation of professional journalists need? Multimedia skills aside, thecore requirements are employability and creativity. The challenge lies in incorporating theseinto an academic qualification. The Masters in Magazine Journalism at the University ofCentral Lancashire (UCLan) offers its postgraduate students the option of researching,creating and critiquing individual, original 68-page magazines. In partnership with academicassessors, industry editors and publishers blind second mark the students’ magazine projectsaccording to set criteria. Experts thus assess creativity within an academic framework andpotential employers are provided with a professional seal on a coursework showcase ofstudents’ abilities