1,720,959 research outputs found
Compréhension auditive et formation aux stratégies métacognitives aux étudiants FSL de niveau Cegep en utilisant des applications d’apprentissage des langues assisté par mobile : le défi de 30 jours avec Duolingo
Get PDFAbstract : Listening comprehension remains challenging for second language learners and teachers have few tools with which to help students improve their listening skills. Metacognitive strategies, when applied to listening tasks, have shown benefits (Vandergrift, 2005) as has the use of Mobile Assisted Language Learning (MALL) applications (Azar & Nasiri, 2014). Thus, a study was carried out at Champlain College Saint Lambert with two French second language classes comprised of 17- to 19-year-old beginner level students to explore how a MALL application combined with metacognitive strategy training can impact listening comprehension. Students took a listening comprehension test and were invited to use Duolingo for a thirty-day period. They received metacognitive strategy training during the thirty-day period when the second listening comprehension test was given. At the end of the thirty-day period, a final listening comprehension test was administered, and the students completed a questionnaire about their use of the application. Listening test scores showed that use of Duolingo during the thirty-day period led to listening comprehension improvements. The metacognitive strategy training did not increase listening comprehension scores significantly, but participants who used a MALL, Duolingo, reported perceived improvement in listening comprehension and vocabulary. The questionnaire data gave insight into what features motivated participants to keep learning and what features were demotivating. Second language teachers can harness the motivating features of the application, mitigate the demotivating features and prepare students for the types of exercises they would encounter before including Duolingo in their curricula.La compréhension auditive demeure un défi pour les apprenants de langue seconde et les enseignants disposent de peu d’outils pour aider les étudiants à améliorer leurs compétences d’écoute. Les stratégies métacognitives, lorsqu’elles sont appliquées aux tâches d’écoute, ont montré des avantages, de même que l’utilisation d’applications d’apprentissage des langues assisté par mobile (MALL). Cette étude a été menée au Collège Champlain Saint Lambert avec deux classes de français langue seconde composées d’étudiants débutants âgés de 17 à 19 ans. Les étudiants ont passé un test de compréhension auditive et ont été invités à utiliser Duolingo pendant une période de trente jours. Ils ont reçu une formation aux stratégies métacognitives pendant cette période de trente jours, au moment où le deuxième test de compréhension auditive a été administré. À la fin de la période de trente jours, un dernier test de compréhension auditive a été administré et les étudiants ont rempli un questionnaire sur leur utilisation de l’application. Les scores du test d’écoute ont montré que l’utilisation de Duolingo durant la période de trente jours a entraîné des améliorations de la compréhension auditive. La formation aux stratégies métacognitives n’a pas augmenté de manière significative les scores de compréhension auditive, mais les participants qui ont utilisé Duolingo ont signalé une amélioration perçue de la compréhension auditive et du vocabulaire. Les données du questionnaire ont permis de comprendre quels éléments motivaient les participants à continuer d’apprendre et quels éléments les démobilisaient. Les enseignants de langue seconde peuvent exploiter les éléments motivants de l’application, atténuer les éléments démobilisateurs et familiariser les étudiants aux types d’exercices auxquels ils seront confrontés avant d’inclure Duolingo dans leurs programmes
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Les tiers-espaces une analyse de l'ambivalence dans La bagarre et Les pédagogues de Gérard Bessette, The apprenticeship of Duddy Kravitz et The Street de Mordecai Richler
No full textIn Critical Practice, Catherine Belsey states how traditionally, classic realism is interpreted as a genre that"presents individuals whose traits of character, understood as essential and predominantly given, constrain the choices they make" (Belsey 74). Belsey's claim is significant in that it articulates what is often the locus of tension and conflict in the genre: rigid, essentialist identitary discourse.In summarizing and considering the various identitary discourses at play within Mordecai Richler's The Apprenticeship of Duddy Kravitz and The Street and Gérard Bessette's La bagarre and Les pédagogues, the purpose of this thesis is to analyse how issues surrounding constructions of identity are dramatized in these classic realist, satirical texts in order to show how their cultural work in terms of identity can be understood as being more ambivalent than has heretofore often been thought. The thesis' theoretical focus is rooted primarily in post-colonial theory, especially the ways it interrogates representations of cultural and ethnic struggles for recognition and power that are a result of colonial and/or cultural hegemonic domination. More specifically, the thesis discusses and appropriates the theory and concepts of the post-colonial critic Homi K. Bhabha, particularly in terms of how the selected primary texts can be said to exemplify Bhabha's notions of ambivalence, hybridity and a Third Space of identity; how the narratives' main conflicts and tensions around identity can be better understood by looking at how some of the characters can be said to inhabit a Third Space. However, the thesis will also show that while Bhabha's claim that instances of ambivalence, hybridity and the Third Space in the selected texts can be said to represent" neither the one [...], nor the Other [...] but something else besides which contests the terms and the territories of both [i.e. of competing identities]," (Bhabha 41) their concomitant essentialist discourses can be said to trouble the idealism of Bhabha's faith in such notions.In short, this thesis posits that though the selected texts perform important cultural work via their complex problematizations of the ambivalence of said discourses, they also satirize and critique essentialist and ethnocentric discourses
Les tiers-espaces une analyse de l'ambivalence dans La bagarre et Les pédagogues de Gérard Bessette, The apprenticeship of Duddy Kravitz et The Street de Mordecai Richler
Get PDFIn Critical Practice, Catherine Belsey states how traditionally, classic realism is interpreted as a genre that"presents individuals whose traits of character, understood as essential and predominantly given, constrain the choices they make" (Belsey 74). Belsey's claim is significant in that it articulates what is often the locus of tension and conflict in the genre: rigid, essentialist identitary discourse.In summarizing and considering the various identitary discourses at play within Mordecai Richler's The Apprenticeship of Duddy Kravitz and The Street and Gérard Bessette's La bagarre and Les pédagogues, the purpose of this thesis is to analyse how issues surrounding constructions of identity are dramatized in these classic realist, satirical texts in order to show how their cultural work in terms of identity can be understood as being more ambivalent than has heretofore often been thought. The thesis' theoretical focus is rooted primarily in post-colonial theory, especially the ways it interrogates representations of cultural and ethnic struggles for recognition and power that are a result of colonial and/or cultural hegemonic domination. More specifically, the thesis discusses and appropriates the theory and concepts of the post-colonial critic Homi K. Bhabha, particularly in terms of how the selected primary texts can be said to exemplify Bhabha's notions of ambivalence, hybridity and a Third Space of identity; how the narratives' main conflicts and tensions around identity can be better understood by looking at how some of the characters can be said to inhabit a Third Space. However, the thesis will also show that while Bhabha's claim that instances of ambivalence, hybridity and the Third Space in the selected texts can be said to represent" neither the one [...], nor the Other [...] but something else besides which contests the terms and the territories of both [i.e. of competing identities]," (Bhabha 41) their concomitant essentialist discourses can be said to trouble the idealism of Bhabha's faith in such notions.In short, this thesis posits that though the selected texts perform important cultural work via their complex problematizations of the ambivalence of said discourses, they also satirize and critique essentialist and ethnocentric discourses
\u27Seduction\u27 as a Contemporary Strategy for Media Literacy Pedagogy
No full textNon-profit organizations such as Mediasmarts in Canada, as well as the European Commission in Europe, define a key component of media literacy in the ability to produce or create media. However, as CBC recently reported, many young people are feeling pressured to constantly produce content online (“YouTube Burnout”, 2018). Similarly, contemporary films such as Bo Burnham’s Eight Grade effectively demonstrate young people’s relation to social media, particularly the necessity to constantly post information about themselves online. Given this, one may wonder how media literacy pedagogy may educate young students to not feel the need to constantly produce information about themselves. The media theorist Byung Chul-Han (2016) suggested that an effective contemporary strategy lies in ‘silence’. For Han, ‘silence’ is not necessarily about preventing ourselves from posting information online, but appreciating the little gaps of solitude and silence in which they might eventually find something to actually say (p.84). Thirty years earlier, Jean Baudrillard (1987) strategized a theory of seduction, which is in opposition to society’s obsession with incessant production. Such a strategy, he claimed, is antithetical to the surveillance and computer processes that are the contemporary equivalent of alienation and forced identity (p.74). Building from these theorists, this paper seeks to develop a framework of media literacy pedagogy that focuses on how students can produce ‘seductive’ media. Rather than teaching students to remain completely silent online, seductive media would allow students to express themselves without giving away all information and would allow them to be more creative about how they share information
Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners
Get PDFDigital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est
manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif
américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un
téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout
et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes
utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique
Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en
matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en
matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels
rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du
développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011;
Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le
développement des multilittératies, les jeux numériques représentent une option possible en
éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres
pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen &
Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté
sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans
des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent
augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques
(Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces
affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les
multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les
avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux
numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une
étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based
research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les
conséquences de l’utilisation des jeux numériques pour générer un développement en
multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les
étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en
revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les
questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes
convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de
même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique.
Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens
précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations
détaillées sur la manière de les utiliser dans leur enseignement
Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners
No full textDigital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est
manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif
américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un
téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout
et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes
utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique
Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en
matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en
matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels
rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du
développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011;
Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le
développement des multilittératies, les jeux numériques représentent une option possible en
éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres
pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen &
Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté
sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans
des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent
augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques
(Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces
affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les
multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les
avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux
numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une
étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based
research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les
conséquences de l’utilisation des jeux numériques pour générer un développement en
multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les
étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en
revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les
questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes
convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de
même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique.
Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens
précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations
détaillées sur la manière de les utiliser dans leur enseignement
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