1,721,123 research outputs found
Ömsesidighet i framtidens praktiknära språkklassrumsforskning : ASLA-symposiets panelsamtal med forskare, lärare och elever
No full textUnder ASLA-symposiet hölls för första gången ett panelsamtal om forskningsbehov i språkämnena där lärare, språkforskare och gymnasieelever deltog. I detta kapitel situerar vi idén med panelsamtalet i studier av lärares roll i och för den praktiknära skolforskningen. Vi redogör för några modeller för samverkan mellan lärare och forskare och diskuterar identifierade framgångsfaktorer i praktiknära forskning. Vi redogör också för KIPPS, det samverkansprojekt som möjliggjorde panelsamtalet och den satsning på praktiknära skolforskning som det statliga ULF-avtalet möjliggjort. Vi diskuterar sedan de tankar och idéer som lyftes i panelsamtalet i ljuset av aktionsforskning, lärares forskningsengagemang samt behovet av ömsesidigt kunskapsutbyte och lärande. Slutligen ger vi några förslag till vägar framåt för tillämpad språkvetenskap och praktiknära forskning och ASLA-föreningens möjliga roll i en sådan utveckling
Språk och lärande : Rapport från ASLA:s höstsymposium, Karlstad, 7-8 november 2002
No full textVolymens engelska titel:Language and learning: Papers from the ASLA symposium in Karlstad, 7-8 November 2002</p
Telling in a Test : Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment
No full textMany tests of second language (L2) oral proficiency (OP) include speaking tasks designed to generate narrative talk. From an assessment perspective, frequent turn shifts and a displayed ability to understand and build upon prior talk are generally favored. As storytelling operates through a temporary suspension of ordinary mechanisms for turn-taking, tellings in tests may present challenges for test-takers as well as examiners. This study draws on a corpus of 71 recorded high-stakes tests of oral proficiency and interaction in English in Swedish compulsory school. Test-takers are Swedish 9th graders participating in the compulsory National Test of English, a paired or small group test using topic cards to prompt peer interaction. Drawing on a conversation analytic approach to test interaction and interactional competence (Young & He, 1998; Salaberry & Kunitz, 2019), the study centres on when and how participants recruit small stories for task accomplishment by inviting, resisting, or volunteering tellings. The analysis identifies when tellings are made relevant across task types, and how these local occasionings are oriented to by test-takers. Findings point to the complexity of story-tellings in test contexts, as test-takers often do not treat narratives as relevant or appropriate contributions in the institutional frame of testing. ROSE Research on Subject-Specific EducationTesting Talk (Swedish Research Council Reg. no. 2012-4129
Språk och lärande : Rapport från ASLA:s höstsymposium, Karlstad, 7-8 november 2002
No full textVolymens engelska titel:Language and learning: Papers from the ASLA symposium in Karlstad, 7-8 November 2002</p
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
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