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Bellaterra Journal of Teaching and Learning Language and Literature最新文献

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Reseña. Proyecto lingüístico de centro. Cómo abordar la mejora de las habilidades comunicativas desde la institución escolar, por Santiago Fabrigat Barrios 回顾。centro语言项目。圣地亚哥·法布里加特·巴里奥斯(Santiago Fabrigat Barrios)的《如何提高学校的沟通技巧》(how to the improving of communication techniques from the school)
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-12-23 DOI: 10.5565/rev/jtl3.1201
Jordi Pérez Badenes
{"title":"Reseña. Proyecto lingüístico de centro. Cómo abordar la mejora de las habilidades comunicativas desde la institución escolar, por Santiago Fabrigat Barrios","authors":"Jordi Pérez Badenes","doi":"10.5565/rev/jtl3.1201","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1201","url":null,"abstract":"","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79847704","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}
引用次数: 0
Changes of teaching goals in native language teaching for pupils with visual impairments in the Czech lands 捷克地区视觉障碍学生母语教学目标的变化
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-12-23 DOI: 10.5565/rev/jtl3.1159
Klara Eliaskova
{"title":"Changes of teaching goals in native language teaching for pupils with visual impairments in the Czech lands","authors":"Klara Eliaskova","doi":"10.5565/rev/jtl3.1159","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1159","url":null,"abstract":"Over the course of two centuries (since 1807), the Czech lands have seen fundamental changes in the paradigm of special L1 didactics for pupils with vision impairments (hereinafter the VI). The individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and social) context of the period, which also had an impact on the aims and tasks of special language teaching. The paper defines the historically shaped aims of L1 teaching for pupils with VI and contextualizes them in order to understand the current aims.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"188 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73953671","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}
引用次数: 0
The danger of shedding the content in grammar teaching: an example in Czech 语法教学中脱离内容的危险——以捷克语为例
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-12-23 DOI: 10.5565/rev/jtl3.1016
Stanislav Štěpáník
{"title":"The danger of shedding the content in grammar teaching: an example in Czech","authors":"Stanislav Štěpáník","doi":"10.5565/rev/jtl3.1016","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1016","url":null,"abstract":"The role of grammar in L1 teaching has been a topic of a long-lasting debate. Czech language instruction is no exception. Based on an almost 200-year-old tradition, the prevailing model of teaching Czech is grammar- and knowledge-based. Innovations so far have focused mostly on general parameters of communication and interaction in class, instead of focusing on the content and its didactic transformation. The study demonstrates the necessity of the content-focused approach to modelling L1 education, and the danger of slipping to didactic formalism of shedding the content if the content-focused approach is disregarded.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79969590","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}
引用次数: 0
Editors’ note: L1 teaching in the Czech Republic, tendencies and challenges 编者按:捷克语教学的趋势与挑战
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-12-23 DOI: 10.5565/rev/jtl3.1202
Ivana Hurytová
{"title":"Editors’ note: L1 teaching in the Czech Republic, tendencies and challenges","authors":"Ivana Hurytová","doi":"10.5565/rev/jtl3.1202","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1202","url":null,"abstract":"This special issue presents the situation in L1 teaching in the Czech Republic, some of its tendencies and challenges. One invited senior researcher, two doctoral students and a fresh postdoctoral researcher from four universities across the Czech Republic present their interests and conclusions in three articles and one interview.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90383740","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}
引用次数: 0
Czech Teachers´ Subjective Theories about Teaching Grammar 捷克教师关于语法教学的主观理论
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-12-23 DOI: 10.5565/rev/jtl3.1013
Ivana Hurytová
{"title":"Czech Teachers´ Subjective Theories about Teaching Grammar","authors":"Ivana Hurytová","doi":"10.5565/rev/jtl3.1013","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1013","url":null,"abstract":"Modern subject didactics of the mother tongue postulates that the fundamental goal of teaching the mother tongue is the communication goal and that grammar instruction has a supporting function in the development of communication skills. However, research into teaching processes shows that grammatical-normative and formal-cognitive approaches to the language curriculum predominate to a large extent in practice, and that the teaching grammar is understood as an end in itself, rather than as a means. The causes of this fact are various, but especially from international research it can be concluded that what are known as the subjective theories of teachers (teachers’ beliefs) have a significant influence. Our goal is to explore this phenomenon in the reality of the Czech school. In the article we will present the results of two pilot probes focused on the teacher's concept of the communication-functional approach and on the position of grammar in language education.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76684603","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}
引用次数: 0
Atribuciones de género y construcción de identidades en la literatura infantil sobre prehistoria 史前儿童文学中的性别归因与身份建构
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-10-19 DOI: 10.5565/rev/jtl3.973
Aberto San Martín Zapatero, Delfín Ortega-Sánchez
{"title":"Atribuciones de género y construcción de identidades en la literatura infantil sobre prehistoria","authors":"Aberto San Martín Zapatero, Delfín Ortega-Sánchez","doi":"10.5565/rev/jtl3.973","DOIUrl":"https://doi.org/10.5565/rev/jtl3.973","url":null,"abstract":"El presente estudio tiene como objetivo analizar las atribuciones de género y los mecanismos de construcción identitaria de las narrativas literarias infantiles sobre prehistoria. Con este objetivo, aplica la técnica de análisis de contenido para describir e interpretar el sentido de los textos y de las ilustraciones desde los parámetros narrativos espacio–acción. Los resultados obtenidos informan de la permanencia de atribuciones y expresiones simbólicas del género desde enfoques androcéntricos, que distorsionan la transposición didáctica de los últimos avances científicos.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90108633","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}
引用次数: 1
Estrategias de lectura y ruidos en la comprensión 阅读策略和理解中的噪音
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-10-19 DOI: 10.5565/rev/jtl3.1004
Sara Recio-Pineda
{"title":"Estrategias de lectura y ruidos en la comprensión","authors":"Sara Recio-Pineda","doi":"10.5565/rev/jtl3.1004","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1004","url":null,"abstract":"Este artículo permite asistir al funcionamiento y concreción de las estrategias que 72 lectores jóvenes utilizaron para construir la comprensión de un relato adecuado a su edad que acababan de leer en voz alta. Los informantes contestaron a ocho preguntas abiertas sobre el relato en una entrevista oral. Se transcribieron sus respuestas y se identificaron declaraciones que eran incoherentes con el texto, lo que se llamó: ruidos en la comprensión. Un análisis de este fenómeno permitió identificar cuáles eran los vacíos de comprensión de los informantes y con qué estrategias intentaron llenarlos. Se concluye que hay cinco categorías distintas de ruido y que estos son manifestaciones fallidas de estrategias lectoras muy concretas (inventar, asociar, proyectar…) que están en la base cultural de cualquier lectura competente. Para finalizar, se establece una discusión sobre las repercusiones docentes y didácticas de los resultados.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87910740","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}
引用次数: 0
The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom 以教师为中心和以学习者为中心的教学方法对学生参与英语课堂的影响
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-10-19 DOI: 10.5565/rev/jtl3.1007
Elena Markina, Alba Garcia Mollá
{"title":"The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom","authors":"Elena Markina, Alba Garcia Mollá","doi":"10.5565/rev/jtl3.1007","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1007","url":null,"abstract":"In this paper, we addressed the concept of classroom participation and the way it is affected by a traditional teacher-centred (TC) approach and a more innovative learner-centred (LC) approach which uses the principles and strategies of active learning and cooperative learning to engage students in the learning process. The study was carried out in a public secondary school in Spain with two groups of learners of English (n=54). The analysis of the number of learners on task showed that in the LC sessions learner participation increased by 20 % as compared with TC sessions. We also detected some challenges a teacher might face while implementing learner-centred sessions including the facilitation of equal participation in group work, adequate time allocation for a task, individual and group assessment, and development of learners’ autonomy.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77670169","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}
引用次数: 3
Facteurs linguistiques liés à la connaissance des racines latines et grecques : origine et fréquence 与拉丁和希腊词根知识有关的语言因素:起源和频率
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-10-19 DOI: 10.5565/rev/jtl3.1069
Kathleen Whissell-Turner, Anila Fejzo, R. Saidane
{"title":"Facteurs linguistiques liés à la connaissance des racines latines et grecques : origine et fréquence","authors":"Kathleen Whissell-Turner, Anila Fejzo, R. Saidane","doi":"10.5565/rev/jtl3.1069","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1069","url":null,"abstract":"Dès la fin du primaire, les élèves éprouvent des difficultés avec les textes informatifs (PIRLS, 2011), dont un grand nombre de mots est composé de racines latines et grecques (ex. : Green, 2008). Des recherches récentes ont déjà identifié que les mots rares (Cervetti et al., 2015) ou abstraits (Hiebert et al., 2019) contribuaient à la mécompréhension des mots. La présente recherche descriptive vise à vérifier si l’origine des racines, la fréquence des mots ainsi que la fréquence des racines sont liées à la connaissance des racines latines et grecques chez 34 élèves francophones de 6e année du primaire. Les résultats révèlent que les élèves produisent plus d’erreurs liées au sens des racines latines que des racines grecques. Cependant, aucune relation n’a été constatée entre la fréquence des mots ou des racines ainsi que la performance des élèves au test de connaissance des racines latines et grecques.","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90206767","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}
引用次数: 0
Book Review. Film Pedagogy. Theory and Practice, edited by Dilani S. P. Gedera and Arezou Zalipour 书评。电影教育学。《理论与实践》，由Dilani S. P. Gedera和Arezou Zalipour编辑
Bellaterra Journal of Teaching and Learning Language and Literature Pub Date : 2022-10-19 DOI: 10.5565/rev/jtl3.1110
Aura Canet Alibau
{"title":"Book Review. Film Pedagogy. Theory and Practice, edited by Dilani S. P. Gedera and Arezou Zalipour","authors":"Aura Canet Alibau","doi":"10.5565/rev/jtl3.1110","DOIUrl":"https://doi.org/10.5565/rev/jtl3.1110","url":null,"abstract":"","PeriodicalId":38551,"journal":{"name":"Bellaterra Journal of Teaching and Learning Language and Literature","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80180116","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}
引用次数: 1
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