1,720,954 research outputs found
Types of practice and their effect on L2 development: A classroom study
No full textWhile most researchers agree on the need for practice to develop a skill, one of the most controversial issues that remains unsolved in the field of second language acquisition (SLA) is what constitutes optimal second language (L2) practice for L2 development (DeKeyser, 2017). By drawing on the basic tenets of skill acquisition theory, L2 learning has been understood by some researchers as a process in which learners first acquire declarative knowledge, or factual information of the target language (e.g., morphosyntactic and phonological rules) through instruction, and later develop procedural knowledge that allows learners to use these linguistic rules during production, through opportunities for L2 practice and feedback (DeKeyser & Criado, 2012; Lyster, 2004a; Lyster & Sato, 2013). Indeed, learners in foreign language (FL) contexts typically follow this sequence; first they acquire declarative knowledge and, by drawing on this declarative knowledge repeatedly and consistently, they develop procedural knowledge. However, limited instruction time added to overtly form-oriented, mechanical practice results in learners who struggle to use the target language accurately and fluently in authentic, communicative situations. To quickly access L2 knowledge and use it in spontaneous contexts, a skill that most L2 learners hope to develop, they need to proceduralize the declarative knowledge of target language structures through practice that promotes a communicative use of the L2. This sets two important needs to be addressed by SLA research; (a) to examine the development of procedural knowledge in a classroom setting and (b) to operationalize different types of L2 practice and test their effects on L2 development in the classroom. The present study aimed to contribute to the existing research that applies skill acquisition theory to SLA, by examining the effect of different types of practice on the development of declarative and procedural knowledge in a classroom setting. Three intact Grade 7 classes of EFL learners (N = 70) in Chile participated in this quasi-experimental study, and were assigned to different practice conditions that promoted the use of English third-person singular possessive determiners, his and her, during three stages of three 45-minute lessons each. The first practice condition, noticing-awareness practice, was designed to draw learners' attention to the structures through consciousness-raising tasks without explicitly teaching them any rules. The second practice type, guided practice, shifted learners' attention from meaning to linguistic form to develop accuracy through meaningful yet controlled activities. Finally, autonomous practice provided opportunities to use the linguistic structures in more meaningful, less constrained contexts. While Group A (n = 25) engaged in all three types of practice, Group B (n = 23) engaged only in noticing-awareness and guided practice. Group C (n = 22) engaged only in noticing-awareness practice. Measures of declarative and procedural L2 knowledge revealed that although all groups evidenced increased accuracy in the use of the target structure across time, there was an advantage for the group that received a combination of the three types of L2 practice operationalized in this study. The results suggest that (a) FL learners who engaged in the three types of L2 practice –noticing-awareness, guided, and autonomous practice—developed more declarative and procedural L2 knowledge than learners who only engaged in noticing-awareness practice, and (b) guided practice was the most effective type of practice for proceduralization of L2 knowledge.Pendant que la plupart des chercheurs sont d'accord avec le besoin de pratique pour développer une compétence, un des sujets le plus controversé dans le domaine de l'acquisition d'une langue seconde (L2) relève des conditions de pratique optimales pour le développement d'une L2 (DeKeyser, 2017). En abordant les principes de la théorie de l'acquisition des compétences, l'apprentissage d'une L2 est conçu comme un processus par lequel les élèves acquièrent des connaissances déclaratives ou des informations factuelles de la langue objet, pour ensuite développer des connaissances procédurales permettant aux élèves d'utiliser ces règles linguistiques lors de la production, à travers des opportunités de pratique et de rétroaction corrective (DeKeyser et Criado, 2012, Lyster, 2004a, Lyster et Sato, 2013). Les élèves dans des contextes de langues étrangères suivent généralement cette séquence; ils acquièrent des connaissances déclaratives et, en se servant de ces connaissances de façon répétée, ils développent des connaissances procédurales. Le temps d'enseignement limité et la pratique orientée vers la forme a pour résultat des élèves qui ont de la difficulté à utiliser la langue objet avec précision dans des situations communicatives authentiques. Pour accéder à leurs connaissances en L2 et les utiliser dans des contextes spontanés, les élèves doivent procéduraliser leurs connaissances déclaratives des structures de la langue objet à travers la pratique qui favorise une utilisation communicative de la L2. Il importe donc que la recherche en acquisition de L2 aborde les deux lignes suivantes; (a) l'étude du développement des connaissances procédurales dans un contexte de salle de classe et (b) l'opérationnalisation de différents types de pratique L2 pour mettre à l'épreuve leurs effets sur le développement de la L2 dans un contexte de salle de classe. La présente étude vise à contribuer à la recherche qui applique la théorie de l'acquisition des compétences à l'acquisition de langues secondes, en examinant l'effet de différents types de pratique sur le développement des connaissances déclaratives et procédurales en salle de classe.Trois classes intactes d'apprenants d'anglais comme langue étrangère de 5ème (Secondaire 1) (N = 70) du Chili ont participé à cette étude quasi-expérimentale. Chaque classe a été assignée à différentes conditions de pratique favorisant l'utilisation des déterminants possessifs singuliers à la 3ème personne (en anglais, his and her), pendant trois étapes. La pratique de perception-conscientisation a été conçue pour attirer l'attention des apprenants vers les structures grammaticales à travers de tâches de sensibilisation, sans enseigner explicitement des règles. La pratique guidée a été conçue pour attirer l'attention vers la forme linguistique pour développer la précision à travers d'activités signifiantes mais contrôlées. Finalement, la pratique autonome donnait aux élèves des tâches où ils pouvaient utiliser les structures linguistiques dans des contextes plus signifiants et moins contraints. Alors que le groupe A s'engageait dans les trois types de pratique, le groupe B se consacrait uniquement à la pratique de perception-conscientisation et à la pratique guidée. Le groupe C s'est engagé uniquement à la pratique de perception-conscientisation.Les mesures des connaissances déclaratives et procédurales ont révélé que, même si tous les groupes ont démontré des gains au niveau de la précision dans l'utilisation de l'objectif linguistique, il y eu un avantage pour le groupe ayant reçu une combinaison des trois types de pratique. Les résultats suggèrent que (a) les apprenants L2 qui ont reçu les trois types de pratique L2 ont développé plus de connaissances déclaratives et procédurales que les apprenants qui se sont engagés uniquement dans la pratique de perception-conscientisation, et (b) la pratique guidée est le type de pratique le plus efficace pour la procéduralisation des connaissances en L2
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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