1,721,119 research outputs found
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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Individual differences, participation, and language acquisition in communicative EFL classes in a Japanese university
No full textFull text is available to authenticated members of The University of Auckland only
The occurrence and effectiveness of incidental focus on form in meaning-focused ESL lessons
No full textFull text is available to authenticated members of The University of Auckland only.Current approaches to second language instruction have called for an integration of message-focused and form-focused instruction in the L2 classroom. One way this may be accomplished is through incidental focus on form which draws learners' attention to linguistic items as they arise in meaning-focused interaction. While incidental focus on form has been theorised to benefit learners, little empirical research has investigated its actual effectiveness.
This study examined the occurrence and nature of incidental focus on form and its effectiveness in promoting L2 learning. Thirty-two hours of naturally-occurring, meaning-focused L2 lessons were observed in 12 different classes of young adults in a private language school. Classroom interaction yielded 1,373 focus on form episodes (FFEs), occurring when there was a brief shift in attention from message to linguistic form. These FFEs were transcribed and analysed for a variety of general characteristics and discourse moves. A subset of 491 FFEs were used as a basis for individualised test items in which students who participated in specific FFEs were asked to recall the linguistic information provided in them.
The results showed that incidental focus on form did occur in these lessons, although the number of FFEs varied significantly among classes, teachers and students. The FFEs were more frequently code-related and reactive in nature. The response moves usually occurred immediately after the trigger, and generally provided linguistic information with a recast. Uptake occurred in roughly three quarters of the FFEs, and it was generally successful. Additionally, uptake was more likely to occur when the trigger was followed by an immediate elicitation response. Successful uptake was also more likely to occur in FFEs targeting code-related student errors with immediate elicitation responses.
The results of the testing showed that learns were able to recall the targeted linguistic information correctly or partially correctly nearly 60% of the time one day after the FFE, and 50% two weeks later. Furthermore, successful uptake in an FFE was found to be a significant predictor of correct scores. These results suggest that incidental focus on form may be of some benefit to learners, particularly if they are encouraged to incorporate the targeted linguistic items into their own production
Evaluation of an Online English learning program
No full textRestricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan.Along with the rapid growth of computer technology, the need for CALL evaluation has become increasingly important; however, its implementation remains problematic for a number of reasons including teachers’ lack of experience and adequate skills (Hubbard, 2006), lack of mutually agreed-upon adequate criteria (Hubbard, 2006), and lack of higher-level evaluative skills to evaluate media online (Oosterhof, Conrad, & Ely, 2008). This study describes the classroom-based evaluation of a CALL program. It was undertaken in a Taiwan technological institute, with participants (N = 39) from second-year night-time junior college. The aims were to evaluate the effectiveness of the English Discoveries Online (EDO) program, to identify changes for more effective future use and sound criteria for CALL evaluation. The program’s key features include self-directed courses, self-access out of class, regularly updated materials delivered through the Internet, Web-literacy development, the Teacher Management System, and support tools. Effectiveness was determined by examining self-access learning out of class, motivation, Web-literacy, English proficiency, and the above key features. Both quantitative and qualitative methods were used. The evaluation followed Alderson’s (1992) framework for planning, Weir and Roberts (1994) for design and implementation, and Ellis’ (1997a & b) three types of evaluation for data collection. Instruments included: questionnaires, checklists, an observation record of student behaviors, a monitoring record of the computer screens, reports, individual student records on self-access, and student e-mails sent to the teacher-researcher.
The results showed that students considered the EDO helpful for learning English, for enhancing their computer knowledge and English learning interest out of class. There was no significant change in students’ motivation and Web-literacy. There was a significant improvement in students’ pre- and post-test scores in reading and writing. More positive rather than negative comments were given about the key features of the program in students’ reports. Overall, 91% of the class considered the program effective.
The findings indicate that this program has a place in English teaching in this Taiwan context. Implications and limitations, as well as lessons learned as a teacher and an evaluator, are discussed
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