L1 Educational Studies in Language and Literature最新文献_第5页

The new words kids hear from translated picturebooks. 孩子们从翻译的绘本中听到的新单词。

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L1 Educational Studies in Language and Literature Pub Date : 2022-04-08 DOI: 10.21248/l1esll.2022.22.1.393

Luísa Araújo, Sara de Almeida Leite, Rita Brito, Sandrina Esteves

引用次数: 0

Teaching verb spelling through explicit direct instruction 通过明确的直接指导来教授动词拼写

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L1 Educational Studies in Language and Literature Pub Date : 2022-02-18 DOI: 10.21248/l1esll.2022.22.1.379

Robert Chamalaun, A. Bosman, M. Ernestus

{"title":"Teaching verb spelling through explicit direct instruction","authors":"Robert Chamalaun, A. Bosman, M. Ernestus","doi":"10.21248/l1esll.2022.22.1.379","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.379","url":null,"abstract":"Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students’ verb-spelling performance improved, irrespective of the type of instruction. University students’ verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students’ performance increased more than the TI students’ performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"3 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88874872","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

Teacher and student perceptions of L1-oral language lessons in Dutch secondary education 教师和学生对荷兰中学l1 -口语课程的看法

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L1 Educational Studies in Language and Literature Pub Date : 2022-02-18 DOI: 10.21248/l1esll.2022.22.1.376

Anneke Wurth, Dineke E. H. Tigelaar, H. Hulshof, J. D. de Jong, W. Admiraal

{"title":"Teacher and student perceptions of L1-oral language lessons in Dutch secondary education","authors":"Anneke Wurth, Dineke E. H. Tigelaar, H. Hulshof, J. D. de Jong, W. Admiraal","doi":"10.21248/l1esll.2022.22.1.376","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.376","url":null,"abstract":"Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers’ and students’ perceptions of contemporary L1-oral language lesson practices as well as the underlying rationales of these lessons. Eleven L1-teachers were interviewed and 212 of their students completed a digital questionnaire. Both teachers and their students mentioned L1-oral language education is important, even though in most cases it forms a rather small part of the L1-curriculum. In general, both groups reported that in L1-oral language lessons attention is paid to cognitive (such as rhetoric and argumentation theory), linguistic and presentational content elements. Teachers also reported that they teach their students how to use feedback and how to give constructive peer feedback. Both teachers and students considered practising and receiving feedback as mutually reinforcing for developing oral language skills. However, due to shortage of time in the lessons, teachers and students in particular, expressed concerns about having insufficient opportunity to practise oral language skills. The teachers reported two other hindrances for good L1-oral language teaching: difficulties with organizing a safe learning environment and valid assessment procedures. These barriers have to be taken into account when designing educational innovations for L1-oral language lessons.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"61 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79878894","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

Measuring epistemic beliefs about grammar 测量关于语法的认知信念

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L1 Educational Studies in Language and Literature Pub Date : 2022-02-08 DOI: 10.21248/l1esll.2022.22.1.362

A. Wijnands, J. V. van Rijt, P. Coppen

{"title":"Measuring epistemic beliefs about grammar","authors":"A. Wijnands, J. V. van Rijt, P. Coppen","doi":"10.21248/l1esll.2022.22.1.362","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.362","url":null,"abstract":"In current educational reform much attention is paid to the development of awareness, reflective thinking, and higher order thinking. In language education, the importance of reflectivity for stimulating linguistic awareness and higher order thinking has been emphasized. Crucial for reflective thinking are the underlying assumptions individuals have regarding the nature of knowledge and knowing, so-called epistemic beliefs. Measuring these beliefs is problematic in the domain of language education, where little is known about students’ epistemic beliefs about grammar. This study aims to develop an instrument for measuring students’ epistemic beliefs in the L1 grammar domain. We therefore transposed a questionnaire for measuring beliefs about history into the domain of grammar. Seven linguistic experts and 300 pre-university students from the Netherlands and Belgium completed this questionnaire about grammar. Exploratory factor analysis extracted two factors, which we argue reflect convergent and divergent thinking. This study shows that students’ scores on convergent thinking are higher than the experts’ scores, and that students’ scores on divergent thinking are lower than the experts’ scores. The results also show that students’ scores on epistemic beliefs on divergent thinking are higher than their scores on epistemic beliefs on convergent thinking. Possible explanations for these observations are discussed.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"56 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86766118","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

Understanding L1 and L2 teachers’ talk about ‘digitalisation’ 理解L1和L2老师谈论的“数字化”

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L1 Educational Studies in Language and Literature Pub Date : 2022-02-08 DOI: 10.21248/l1esll.2022.22.1.361

Petra Magnusson

{"title":"Understanding L1 and L2 teachers’ talk about ‘digitalisation’","authors":"Petra Magnusson","doi":"10.21248/l1esll.2022.22.1.361","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.361","url":null,"abstract":"In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"57 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80497361","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 case of 'Yummy Yummy' - a replication of an intervention program “Yummy Yummy”案例——一个干预项目的复制

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L1 Educational Studies in Language and Literature Pub Date : 2021-12-01 DOI: 10.17239/l1esll-2021.21.01.16

Alisa Amir, Hilla Atkin, Gert Rijlaarsdam

{"title":"The case of 'Yummy Yummy' - a replication of an intervention program","authors":"Alisa Amir, Hilla Atkin, Gert Rijlaarsdam","doi":"10.17239/l1esll-2021.21.01.16","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.01.16","url":null,"abstract":"The current experimental study replicates and expands on the Yummy Yummy intervention study focusing on the role of observation in learning-to-write (Rijlaarsdam et al., 2008, 2009) that included 210 grade-7 students in seven classes from seven schools who were randomly assigned to one of two intervention roles: “readers” (tasked with text selection and discussion) or “observers” (tasked with observing readers to distill criteria they employ in their discussion). Effects of role condition were assessed by comparing the revisions students made in their texts, and with a questionnaire designed to assess students’ perceived learning experiences, particularly the extent of their learning during the intervention program and their explanations for their assertions. The results were consistent with the original study: revised writing products showed that observers outperformed readers, particularly in the domain of rhetoric. Additionally, observers self-reported higher levels of procedural knowledge acquisition compared to readers, while readers self-reported higher levels of declarative knowledge acquisition. The Yummy Yummy – observational learning replicated intervention program resulted in higher quality writing and had a differential impact on students' perceived learning.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86949921","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

Function and use of literary texts in Nordic schools 北欧学校文学文本的功能和使用

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L1 Educational Studies in Language and Literature Pub Date : 2021-12-01 DOI: 10.17239/l1esll-2021.21.02.10

Anna Nissen, Michael Tengberg, B. Birnamaría, Svanbjörnsdóttir, Ida L. Gabrielsen, Marte Blikstad-Balas, Kirsti Klette

{"title":"Function and use of literary texts in Nordic schools","authors":"Anna Nissen, Michael Tengberg, B. Birnamaría, Svanbjörnsdóttir, Ida L. Gabrielsen, Marte Blikstad-Balas, Kirsti Klette","doi":"10.17239/l1esll-2021.21.02.10","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.10","url":null,"abstract":"In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indi- cates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"827 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75240634","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: 4

Introduction to the Special Issue Working with Literature in Nordic Secondary Education 《北欧中等教育中的文学工作》特刊导论

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L1 Educational Studies in Language and Literature Pub Date : 2021-12-01 DOI: 10.17239/l1esll-2021.21.02.01

A. F. Gourvennec, Heidi Höglund, Marit Johansson, K. Kabel, Margrethe Sønneland

引用次数: 1

Experimenting with the languaging approach in teaching poetry 诗歌教学中语言教学法的实验

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L1 Educational Studies in Language and Literature Pub Date : 2021-12-01 DOI: 10.17239/l1esll-2021.21.02.08

A. F. Gourvennec, Heidi Höglund, Marit Johansson, Kristine Kabel, Sara Kähkölä, Kaisu Rättyä

{"title":"Experimenting with the languaging approach in teaching poetry","authors":"A. F. Gourvennec, Heidi Höglund, Marit Johansson, Kristine Kabel, Sara Kähkölä, Kaisu Rättyä","doi":"10.17239/l1esll-2021.21.02.08","DOIUrl":"https://doi.org/10.17239/l1esll-2021.21.02.08","url":null,"abstract":"This article aims to address the need for research on a collective response to poetry reading and the need for research on poetry pedagogy. Our goal is to develop a teaching method called: the languaging approach. Languaging is understood as a socio-culturally applied and embedded practice that has the potential to improve students’ metacognitive understanding. The article examines the differences between dialogue-based student discussions and teacher-led conversation and whether the languaging approach and collaborative dialogue can offer new teaching approaches for literature education. The context of our study is Finnish teacher education. The data were collected during a teaching experiment that was conducted as a part of student teachers’ pedagogical st udies. The data were collected from two groups of 13-year-old students (n = 31) during their L1 lessons. The structures of the lessons differed from each other: A) the teacher led the discussion, or B) a languaging approach was used in a group discussion. Eighty minutes of video data were analysed using a directed content analysis. The study revealed that several students who were encouraged for languaging were able to describe their thoughts to each other and build meaningful analytical discussions together. The languaging approach encouraged students to communicate their own thinking processes and present argumented representations of poems, but also express their hesitations and doubts about their readings. With the languaging approach, students’ various orientations to interpret the poem were made visible. Student’s discussions also give an insight that facility with terminology can help students describe their thoughts more accurately.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86940556","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

Literary socialisation through education. A comparative study of Swedish and French upper secondary school students’ reception of a narrative text 通过教育实现文学社会化。瑞典和法国高中学生叙事文本接受的比较研究

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L1 Educational Studies in Language and Literature Pub Date : 2021-12-01 DOI: 10.17239/l1esll-2021.21.02.03

M. Johansson

引用次数: 3