1,720,956 research outputs found
The Role of Explicit Information and Task-Essentialness in Processing Instruction
No full textNumerous studies in the SLA literature document the advantages of Processing Instruction over traditional instruction methods (e.g., VanPatten & Oikkenon, 1996; Benati, 2001; Wong, 2004; Fernández, 2008). A common finding of many of those studies is that as long as learners are exposed to structured input, explicit information offers no additional benefit in the learning process. Structured input is defined as practice that requires learners to attend to the grammatical item (Lee & VanPatten 1995), pushing them to process the targeted form (VanPatten 2000) so that a connection between form and meaning is made (VanPatten 2004). Effectively, what such conditions spell out is that structured input practice should be task-essential, i.e., that "the task cannot be successfully performed unless the structure is used" (Loschky & Bley-Vroman 1993). Indeed, virtually all research studies implementing structured input use task-essential activities in both treatment and exit tests. In light of these facts, questions arise as to a) the extent to which the benefits attributed to Processing Instruction originate in task-essentialness and b) whether explicit information might only be superfluous if practice fulfills that condition. The present study sought to address these issues through an empirical study with a pre-, post- and delayed posttest design. The variables +/- explicit information and +/- task-essential were combined to form four experimental conditions. A control group was added to obtain a baseline. One hundred and thirty learners of Spanish randomly assigned to each group completed a treatment on the ser/estar copula distinction and object-verb-subject structures. Findings suggest a) that structured input needs to be task-essential in order for its benefits to obtain, b) that in the absence of task-essential practice explicit information becomes necessary and c) that benefits obtained from explicit information are both more consistent and more durable than those obtained from task-essential practice
Factores determinantes para la efectividad de la gramática explícita – el caso de las oraciones condicionales
No full textThe role of explicit information (EI) has long been debated in second language acquisition. Numerous studies in the literature report null effects for EI, while an equal number highlight its facilitative potential. Previous research on this point varies on several levels, from target structure to frequency of access and, perhaps most importantly, quality of EI. In an attempt to gauge whether the nature of EI may explain the disparity of results in the literature, a pretest-posttest study was conducted to examine the differential effects of four types of EI on the learning of real and hypothetical Spanish conditionals. 158 learners were randomly assigned to four different EI conditions: group 1, (n=34), received EI in the form of a text, audio, enhancement and indexing (i.e., animations linking parts of EI to relevant portions of model sentences), group 2 received the same but no indexing (n=36), group 3 received text and audio (n=38), and, lastly, group 4 (n=34) received the information in text form only. A control group was added to obtain a baseline (n=16). Results from Grammaticality Judgment Tests administered prior and after treatment indicate that for real conditionals, EI was of no consequence. In the case of hypotheticals, however, findings showed that group 1, which received EI with text, audio, enhancing and indexing, exhibited superior performance, as shown by the statistical difference with respect to the control group, as well as with respect to the group receiving EI in auditory and written form only. These findings indicate that not all EI are equal and suggest that the nature of explicit information is a modulating factor in its effectiveness, at least for some grammatical targets.El debate sobre el papel de la gramática explícita en la enseñanza de idiomas ha sido largo y variado en el campo de la lingüística aplicada. Algunos estudios sugieren que los tratamientos de gramática explícita no ofrecen ventajas, mientras que otros argumentan que pueden mejorar la atención del estudiante y, por ende, su aprendizaje. Para investigar esto, se llevó a cabo un estudio con 158 estudiantes de español, asignados aleatoriamente a cuatro grupos experimentales y un grupo de control. Los grupos recibieron diferentes tratamientos de gramática explícita que diferían con respecto a su multimodalidad. Los resultados indicaron que la efectividad de la gramática explícita parece depender de varios factores, incluyendo la estructura meta y la complejidad de la información en sí. En el caso de las condicionales hipotéticas, el grupo que recibió la gramática explícita de forma escrita, narrada y con acentuaciones síncronas mostró un rendimiento significativamente superior al grupo de control. Esto sugiere que la estructura y la calidad de la instrucción explícita son cruciales para su efectividad
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
