Language Value最新文献

{"title":"An Investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a Primary school setting","authors":"A. Langdon, Jillian Pandor","doi":"10.6035/LANGUAGEV.2020.13.1","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2020.13.1","url":null,"abstract":"It is believed that Inquiry-Based Learning (IBL) affords relevant and meaningful L2 instruction given its contextualised and experiential approach. IBL, which only recently gained popularity in the L2 classroom, strongly differs from that of traditionally didactic methodologies and can present challenges for L2 educators. Research shows that many struggle to adopt a well-rounded inquiry approach and instead tend to over-rely on strategies aiming to make meaning comprehensible to learners, thus neglecting a focus on language form, language use and inquiry skills. This literature review examines current trends in L2 teaching and learning when implementing a structured inquiry approach in the primary school setting and attempts to uncover and evaluate various scaffolding strategies that can be employed to support a more holistic approach to IBL. The language scaffolding practices described in this paper are categorised into four areas of focus: focus on meaning, focus on form, focus on language use, and inquiry skills.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42372096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book review: Accessibilitat i traducció audiovisual","authors":"Ana-Isabel Martínez-Hernández","doi":"10.6035/LANGUAGEV.2020.13.7","DOIUrl":"https://doi.org/10.6035/LANGUAGEV.2020.13.7","url":null,"abstract":"Accessibilitat i traducció audiovisual (Audiovisual Accessibility and Translation, in English) by Anna Matamala (2019) is a book written in Catalan which delves into the possibilities of making the audiovisual experience complete for all consumers by modifying content. With the rise of audiovisual and virtual content in the communication media, many people with disabilities such as hearing loss or visual impairment are left behind in the most run-of-the-mill experiences, especially those containing aural and visual elements as they cannot fully participate in the imaginary construct created by the voices, images and sounds.  This book not only intends to show how to accommodate films, series and TV programmes to the needs of the audience, namely the hard of hearing and the blind or partially blind, but it also provides a general overview of the job of the translator, including translation techniques, along with an analysis of media accessibility. Furthermore, the book proposes activities for the reader to reach their own conclusions and experience first-hand. In doing so, Matamala captures the reader’s attention and attains reader’s interaction and participation, making traditionally passive reading an active learning experience. \u0000Although this book covers the subject of translation, it is not only addressed to professional translators inasmuch as they are already acquainted with the information regarding translation techniques and professional aspects of the job. The audiences that, to my mind, would benefit from this book the most are translation teachers and students, due to its manual layout. Matamala has written and designed this book in a way that learning occurs gradually; that is to say, definitions and more general aspects of translation are presented and illustrated at the beginning of the book to culminate in the explanation of those techniques that cater for the consumers’ needs in order to accommodate content. The aim of content accommodation is to maximise the audiovisual experience in people with disabilities, namely subtitles, visual description or audio subtitling among others, in order to approach audiovisual content to them.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish language","authors":"Enrique Sologuren Insua","doi":"10.6035/languagev.2020.12.6","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.6","url":null,"abstract":"Textual genres written by university students have become the focus of attention due to their importance within disciplinary learning (Parodi 2010). This paper has been developed in the field of study called student genres (Navarro 2018) and it uses the analysis of situated genre (Swales 2018, Perez-Llantada 2015) as its methodological platform. This study has two main objectives: a) to create a map of student genres from a learner corpus of the engineering field and b) to propose a didactic model for teaching academic and professional Spanish language using this map. Hence, linguistic research and description are linked to students‟ pedagogical needs (Breeze and Sancho Guinda 2017ab) and take into account the actual practice in the communities as well as the writers in these disciplines (Curry and Hanauer 2014). Finally, implications for configuring specific didactics in LSP are discussed.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"English, Spanish o los dos? Teaching professional writing on the U.S.-Mexico border","authors":"Theresa Donovan, T. Quezada, Isabel Baca","doi":"10.6035/languagev.2020.12.5","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.5","url":null,"abstract":"In \"Spanish for the Professions and Specific Purposes: Curricular Mainstay,\" Doyle discusses how SPSP is poised to become an \"adaptable signature feature of future Spanish curricula\" (2018: 96). For SPSP to become a mainstay, Doyle argues that it requires \"greater needs-grounded imagination (...) whose potential SPSP portfolios will vary according to educational missions and contexts\" and proposes certificate programs as responsive and adaptable programs to fit diverse curricular contexts (2018: 96- 97). In this paper, the authors discuss the development of a cross-disciplinary certificate program in Bilingual Professional Writing (Spanish/English) at a public university on the U.S./Mexico border to meet the needs of our unique student body and to better prepare students as globally-minded writing professionals. This model values students’ home languages and echoes Collier and Thomas’ (2004) assertion that a bilingual and dual language approach can be astoundingly effective at the university level.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of peer assessment on the attainment level of oral presentations skills","authors":"Bojan Prosenjak, Ivana Lučev","doi":"10.6035/languagev.2020.12.3","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.3","url":null,"abstract":"Bojan ProsenjakLABOS language training and translations, CroatiaIva LucevLibertas International University, Croatia \u0000  \u0000ABSTRACT \u0000L’objectiu de les llengues per a fins especifics (LSP) contemporanies es preparar els estudiants perque assolisquen un nivell optim d’independencia i competencia en el mon globalitzat de l’angles com a llengua franca, amb les exposicions orals com un element indispensable. Els docents reconeixen que molts dels seus estudiants sofreixen ansietat quan s’enfronten a situacions en que han de parlar en public, i es necessari que aquests augmenten la confianca en si mateixos i milloren les destreses d’exposicio oral, la qual cosa es pot aconseguir promovent el treball en equip i l’aprenentatge col·laboratiu. L’objectiu d’aquest treball es estudiar si l’avaluacio per parelles de les exposicions orals influeix en el nivell de destreses d’exposicio oral dels estudiants. L’estudi es va portar a terme al College of International Relations and Diplomacy de la Dag Hammarskjold University, a Zagreb. Mitjancant una eina d’avaluacio, els participants van avaluar les presentacions dels seus companys al principi i al final del semestre, i es va trobar una diferencia significativa entre els dos conjunts de resultats. A mes, l’analisi de les actituds dels estudiants cap a l’avaluacio per parelles complementa els resultats quantitatius, la qual cosa demostra que els participants reconeixen la seua importancia i son capacos de reflexionar de forma mes eficient sobre el seu treball i el dels seus companys.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48940266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Specialised English: New Directions in ESP and EAP Research and Practice","authors":"Gang Yao","doi":"10.6035/languagev.2020.12.7","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.7","url":null,"abstract":"The field of specialized English has expanded on an unprecedented scale. We have already seen that there is a plethora of research articles in specialized top journals like Journal of English for Academic Purposes and English for Specific Purposes, as well as influential volumes and handbooks: in English for Specific Purposes (ESP), publications like The Handbook of English for Specific Purposes edited by Paltridge and Starfield (2013), Introducing English for Specific Purposes by Anthony (2018); in English for Academic Purposes (EAP), publications such as the seminal collection Research Perspectives on English for Academic Purposes edited by Flowerdew and Peacock (2001), Introducing English for Academic Purposes by Charles and Pecorari (2016), and The Routledge Handbook of English for Academic Purposes edited by Hyland and Shaw (2016).","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EMI teacher training with a multimodal and interactive approach: A new horizon for LSP specialists","authors":"lvalue lvalue, Teresa Morell","doi":"10.6035/languagev.2020.12.4","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.4","url":null,"abstract":"Teresa MorellUniversitat d’Alacant, Spain \u0000  \u0000ABSTRACT \u0000El creixent us de l’angles com a mitja d’instruccio (EMI, per les seves sigles angleses) a les aules universitaries no anglofones ha proporcionat als especialistes en angles per a fins especifics (AFE) una major perspectiva d’investigacio y docencia. Als experts en AFE se’ls demana investigacio per millorar la formacio en EMI i, alhora, que formin als formadors que canvien la seva llengua vehicular de l’aula a l’angles. En aquest estudi, una professional de l’AFE explora en que consisteix una llico interactiva eficac segons els participants del seu taller interdisciplinari per a la formacio del professorat en EMI. La investigacio s’ha portat a terme per mitja de l’analisi del discurs verbal, no verbal i interactiu a les gravacions audiovisuals de les mini-llicons seleccionades com les millors entre els participants del curs. Els resultats indiquen que les mini-llicons mes apreciades van fer major us de preguntes i modes verbals i no verbals de comunicacio que les menys valorades. En consequencia, els resultats suporten a la formacio en EMI amb un enfocament interactiu i multimodal.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New research genres and English prosody: an exploratory analysis of academic English intonation in Video Methods Articles in experimental biology","authors":"Ignacio Galve, Miguel A. Vela-Tafalla","doi":"10.6035/languagev.2020.12.2","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.2","url":null,"abstract":"The digital multimedia environment where research communication develops nowadays has important consequences for EAP course design (Perez-Llantada 2016), since speaking and visuals are ever more decisive for communicative success (Crawford-Camiciottoli and Fortanet-Gomez 2015). However, intonation manuals have remained virtually unchanged for decades, reflecting a time of limited access to actual academic intonation in use. To countervail this situation, we draw on Hafner‘s (2018) multimodal analysis of experimental biology Video Methods Articles by examining the intonation used in an exploratory corpus of the Researcher‘s Introduction section, identified as the most hybrid in generic nature. Our analysis suggests that traditional Hallidayan intonation explained in handbooks like Hewings (2007) and Brazil (1994) fails to capture phenomena observed in our corpus. These intonational phenomena (mostly deviations from traditional tonicity) have been found to be consistent with genre- specific factors like communicative purpose and move structure. Consequently, a broader revision of academic intonation materials is proposed.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE WAY AHEAD IN LANGUAGES FOR SPECIFIC PURPOSES","authors":"R. Breeze","doi":"10.6035/languagev.2020.12.1","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.1","url":null,"abstract":"The processes of globalisation, the increasing dominance of English in academic and professional spheres, and the ongoing changes in higher education worldwide have destabilised the role of specialised language teaching at university level. Like many situations of instability, the current panorama presents those involved with both opportunities and threats. On the positive side, the increase in international contact in most areas of social, academic and economic life means that the need for specialised language education is probably greater than ever before. No one leaves school with excellent professional communication skills in a second language – and so precisely those skills should be the focus of new generation Languages for Specific Purposes (LSP) courses. But unfortunately many institutions have been slow to understand the vital role that language training for specific purposes has in equipping students for their future professions. The teachers and departments responsible for LSP teaching also urgently need to update their own knowledge and competences, redesign their courses, and seize this opportunity to become experts in professional communication. As linguists, LSP practitioners are uniquely positioned to conduct principled inquiry into specialised language domains, to map the specific features of professional genres, and to build a robust understanding of how different discourse communities use them. Such research will allow LSP teachers to adopt a critical attitude to material that is available (Jiang and Hyland 2020), and to devise courses and resources that match more closely with what their students need.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION: RESOURCES TO SUPPORT LITERACY, COMMUNICATION, AND LEARNING DIFFERENCES","authors":"Ana-Isabel Martínez-Hernández","doi":"10.6035/languagev.2019.11.7","DOIUrl":"https://doi.org/10.6035/languagev.2019.11.7","url":null,"abstract":"Reviewed by Ana-Isabel Martinez-HernandezUniversitat Jaume I, Spain \u0000  \u0000Assistive Technology in Special Education by Joan L. Green (2018) delves into technology, i.e. apps, websites and devices, to boost learning in students with special needs. With the rise of new technologies in the field of education, many students with disabilities are left behind. Thus, this book intends to show how to use those technologies to make learning easier for physically and mentally challenged students to help them overcome learning difficulties and improve their quality of life. Not only does this book suggest cutting-edge technology, but also everyday gadgets and apps which were not originally created with therapy goals in mind, but end up being so if used correctly, along with state-of-the-art solutions. \u0000This book is addressed to teachers, schools, speech-language pathologists, therapists and families who want to maximise the students’ learning potential and overcome barriers such as concentration issues, speech impairment or comprehension among others. Although many of the resources found in this book can enhance learning in students with special needs, and in many cases withdraw this support gradually to aid them become independent, learners with no difficulties can find these resources beneficial in their learning process as a route to empowerment in order to become the masters of their own learning and promote autonomous learning. Nevertheless, despite encouraging families to use technologies with challenged students and applauding families who already do so, the support and guidance of professionals is highly recommended throughout the book; what Green strongly endorses is the idea of therapists, families and teachers working in unison to benefit the student. \u0000It cannot be denied that technology has become rather overwhelming in the past decade with the plethora of available resources, i.e. apps and websites, which together with the myriad of different devices at our disposal in the market can make of this advantage, i.e. technology, a cumbersome and time-consuming process in which families and professionals can get lost, and therefore many might regard it as a setback rather than a step forward. In this book, one of Joan L. Green’s purposes is to make a selection of the best resources to narrow down all the available apps and sources, a “representative sampling” (2018: 10) as she calls it, classifying them by function in order to help families and professionals filter all the resources at hand. \u0000The book is divided into 15 chapters, the first three of which are dedicated to the introduction of assistive technology and its future in helping students. The following chapters contain more detailed information about improving specific learning skills, closing with a call to a responsible use of the resources in the final chapter. All of these chapters include an enumeration of recommended apps, devices and websites which are accompanied by a short description ","PeriodicalId":36244,"journal":{"name":"Language Value","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49537388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}