L1 Educational Studies in Language and Literature最新文献_第2页

Teacher students’ legitimation of teaching activities in the L1 classroom 教师学生在母语课堂教学活动中的正当性

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L1 Educational Studies in Language and Literature Pub Date : 2023-06-12 DOI: 10.21248/l1esll.2023.23.1.478

Lisbeth Elvebakk, Dag Skarstein

引用次数: 0

Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature 文学学科训练中在线临床模拟的教与学过程

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L1 Educational Studies in Language and Literature Pub Date : 2023-05-21 DOI: 10.21248/l1esll.2023.23.1.381

Orna Levin, Yael Segev

{"title":"Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature","authors":"Orna Levin, Yael Segev","doi":"10.21248/l1esll.2023.23.1.381","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.381","url":null,"abstract":"Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"85 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83906990","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

First-year student teachers’ knowledge of L1 grammar 一年级学生教师的L1语法知识

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L1 Educational Studies in Language and Literature Pub Date : 2023-05-15 DOI: 10.21248/l1esll.2023.23.1.411

Heidi Brøseth, M. Nygård

{"title":"First-year student teachers’ knowledge of L1 grammar","authors":"Heidi Brøseth, M. Nygård","doi":"10.21248/l1esll.2023.23.1.411","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.411","url":null,"abstract":"Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: \u0000RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? \u0000RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? \u0000 \u0000The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79641746","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: 2

Profiles of poor and good spellers in German noun capitalization 德语名词大写拼写的好坏对比

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L1 Educational Studies in Language and Literature Pub Date : 2023-05-15 DOI: 10.21248/l1esll.2023.23.1.460

Katinka Mangelschots, S. Ugen, Constanze Weth

{"title":"Profiles of poor and good spellers in German noun capitalization","authors":"Katinka Mangelschots, S. Ugen, Constanze Weth","doi":"10.21248/l1esll.2023.23.1.460","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.460","url":null,"abstract":"This study investigated how fourth graders with different proficiency levels (1st and 4th quartile, 192 and 195 pupils respectively) produce and detect German noun capitalization in relation to two factors, lexical-semantic characteristics of the noun and the structure of the noun phrase (NP). The first factor includes concrete and abstract nouns, and nominalized verbs and adjectives, the second factor the syntactic context of the NP (with or without determiner and/or adjective, including bare noun). The two proficiency groups showed different patterns in the production and detection of capitalization in relation to these two factors after three years of instruction in noun capitalization. The low-proficiency group performed on chance level only for concrete nouns in the context with precedent determiner, the context highlighted at school. The high-proficiency group seemed to make use systematically of the expanded NP in order to recognize and capitalize the noun but still had difficulties with most bare nouns. The paper discusses the type of information low- and high-achieving pupils seem to use in noun capitalization and detection.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"67 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80253714","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

Cognitive Activation as an Aspect of Literature Instruction 认知激活:文学教学的一个方面

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L1 Educational Studies in Language and Literature Pub Date : 2023-05-06 DOI: 10.21248/l1esll.2023.23.1.447

Annie Nissen

{"title":"Cognitive Activation as an Aspect of Literature Instruction","authors":"Annie Nissen","doi":"10.21248/l1esll.2023.23.1.447","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.447","url":null,"abstract":"In this study, the concept cognitive activation is used to assess and discuss teaching quality in Swedish and Norwegian lower secondary literature instruction. Drawing on video data from 54 classrooms, it investigates the cognitive activation potential (CAP) of tasks and reading activities. It also investigates how and to what extent teachers, through their instructional support, increase or decrease the CAP of these tasks. The objective CAP of 280 tasks was estimated, ranging from low to high on a four-point scale. As tasks are not always carried out in the way teachers initially intended, the realised CAP of all the tasks was also estimated. In one third of all the sampled tasks, literary texts were read. During more active work with texts, the objective CAP was mostly of a medium-high level. However, students were seldom required to analyse, compare, and interpret literary texts. The realised CAP often remained unchanged by teachers’ instructional support. This suggests that there is room for teachers to improve and increase their interaction with students in ways that may enhance the latter’s literary competence. Implications for students’ learning and development of literary understanding are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89375594","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

How do elementary students read poetry together? Elementary students’ reading practices using digital annotations 小学生如何一起读诗?小学生使用数字批注的阅读练习

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L1 Educational Studies in Language and Literature Pub Date : 2023-05-01 DOI: 10.21248/l1esll.2023.23.1.446

Miji Song, Hyelin Lee, Jeonghee Ko

{"title":"How do elementary students read poetry together? Elementary students’ reading practices using digital annotations","authors":"Miji Song, Hyelin Lee, Jeonghee Ko","doi":"10.21248/l1esll.2023.23.1.446","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.446","url":null,"abstract":"The Zoom platform provided students in recent online classes, which had been necessitated by COVID-19, with opportunities for active expression using digital annotations. This study explores the experience of elementary students reading poetry using digital annotations and its usefulness as social constructivist reading. As such, we conducted a case study of an out-of-school literature class that used Zoom annotations, and collected data through participatory observation, activity materials, and interviews from 16 participating students. The data were analyzed by coding and categorizing common themes in two processes—annotation generating and sharing. We found that the digital annotations facilitated students’ comprehension of challenging texts. They shared their thoughts and reflected on each other’s opinions while generating and sharing annotations and socially constructing their appreciation. Digital annotations are significant in that they reveal the cooperative reading processes of students transparently, and they allow social annotations in literature classes in accordance with the interests and needs of the elementary students.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"46 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89950921","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

Teaching Thematic Structure in Greek through Design-Based Research 基于设计研究的希腊文主题结构教学

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L1 Educational Studies in Language and Literature Pub Date : 2023-02-02 DOI: 10.21248/l1esll.2023.23.1.372

Evangelos Malmen

引用次数: 0

PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION 文学教育的现象学探索

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L1 Educational Studies in Language and Literature Pub Date : 2023-01-14 DOI: 10.21248/l1esll.2023.23.1.382

T. Hansen

{"title":"PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION","authors":"T. Hansen","doi":"10.21248/l1esll.2023.23.1.382","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.382","url":null,"abstract":"What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"99 4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83616546","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

Co-Construction of beliefs regarding literature during the senior class – a project report 高年级学生文学信仰的共同建构——一份专题报告

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L1 Educational Studies in Language and Literature Pub Date : 2023-01-14 DOI: 10.21248/l1esll.2023.23.1.448

Christian Dawidowski, J. Witte

引用次数: 1

Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children 阅读、语言和认知技能对波斯语-瑞典语双语儿童第一、二语写作流畅性的预测

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L1 Educational Studies in Language and Literature Pub Date : 2023-01-14 DOI: 10.21248/l1esll.2023.23.1.374

Baran Johansson, Gert Rijlaarsdam

{"title":"Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children","authors":"Baran Johansson, Gert Rijlaarsdam","doi":"10.21248/l1esll.2023.23.1.374","DOIUrl":"https://doi.org/10.21248/l1esll.2023.23.1.374","url":null,"abstract":"Abstract \u0000Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2. \u0000 \u0000Keywords: Handwriting, Eye and Pen, word comprehension, working memory, vocabulary, word reading \u0000 ","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76490258","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