Studies in Self-Access Learning Journal最新文献_第10页

Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Language Proficiency and Promoting the Language 小学教师准备教爱尔兰语的经验:对语言能力和促进语言的看法

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100103

C. Dunne

{"title":"Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Language Proficiency and Promoting the Language","authors":"C. Dunne","doi":"10.37237/100103","DOIUrl":"https://doi.org/10.37237/100103","url":null,"abstract":"The present study explores the process of becoming a primary level teacher of Irish, the official yet a minority language in Ireland. Since all primary level teachers must teach Irish, becoming a primary teacher in Ireland is bound up in complex ways with the process of becoming a teacher of a minority language and with personal attitudes to, and views on, the language itself. The current study analyses similarities and differences in views relating to teachers’ role in promoting the language, as well as issues in proficiency in the language, at the beginning and end of initial teacher education. Also examined is the extent to which above-average self-reported proficiency in Irish influences the experience of teaching Irish. Data is derived from responses to closed and supplementary open-ended questionnaire items administered to two different groups of pre-service teachers: at the beginning (n=75) and the end of initial teacher education (n=91), and is supplemented with data from interviews conducted with a subgroup of Group 2 (n=30). Data from this mixed methods study show that changes occur in the way teachers conceive of their future roles as teachers of Irish, and reveal the need for more support in aspects of their role such as nurturing positive attitudes to Irish amongst children and a desire for shared responsibility in promoting the language more generally.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43021435","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

Motivational Dynamics in Language Advising Sessions: A Case Study 语言咨询会话中的动机动力学：一个案例研究

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100102

Eduardo Castro

引用次数: 2

A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth 促进日本大学英语学习者自我成长的教育尝试

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100105

M. Kanaoka

{"title":"A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth","authors":"M. Kanaoka","doi":"10.37237/100105","DOIUrl":"https://doi.org/10.37237/100105","url":null,"abstract":"Drawing on Ushioda’s (2009) L2 motivation theory “a person-in-context relational view (PCRV)”, this study provides relevant ELT methodology utilizing a semester-long core English course for Japanese college EFL learners (N = 63), involving the underpinnings of spirituality (e.g., Baker, 2003). The language instruction aimed at the organic integration of identity, inner spirituality, and relevant L2 practice and self-expressive L2 use, all related to successful self-development of the EFL learners. The objectives were three-fold: to examine (1) the effects of the employed teaching methodology, (2) the emergence of relevant L2 learning methods, and (3) the enhancement of self- and identity-focused L2 use capabilities. These points were analyzed respectively with focus on the aspects of: (a) PCRV, (b) spirituality, and (c) target language acquisition (TLA) for an authentic self-expressiveness. Four self-focused stages and spirituality-laden tasks were administered, and relevant questionnaires were prepared. The research findings of t-tests for pre- and post- collected data (Weeks 1 and 15) yielded significant results for (1), (2), and (3) with respect to the three aspects. The participants’ open-ended statements (Week 15) reported perceptible self-growth and relevant L2 practice, including positive self-image as a person, followed by the role of English and new impressions of the English language.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49641617","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

Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018) 语言学习心理学会议综述3，早稻田大学，日本东京（2018年6月7-10日）

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100109

G. Rouault, Colin Skeates

引用次数: 0

Exploring Third-Age Foreign Language Learning from the Well-being Perspective: Work in Progress 从幸福感角度探讨三年级外语学习:研究进展

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100107

D. Matsumoto

引用次数: 10

Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions 通过语言咨询会议在四个维度上的情绪纵向轨迹

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Studies in Self-Access Learning Journal Pub Date : 2019-03-01 DOI: 10.37237/100106

Ryo Moriya

{"title":"Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions","authors":"Ryo Moriya","doi":"10.37237/100106","DOIUrl":"https://doi.org/10.37237/100106","url":null,"abstract":"Through advising in language learning, this study describes two Japanese secondary school students’ (Ai and Yu: both pseudonyms) longitudinal trajectories of socioculturally mediated emotions in four dimensions. To investigate types of emotions, the research integrates multiple qualitative methods and Plutchik’s wheel of emotions, thus acknowledging both contextually complex and longitudinally dynamic aspects of emotions. Throughout a year of 19 advisory sessions, the amount of time spent was 1,263 minutes (Ai’s 12 sessions = 891 minutes; Yu’s 7 sessions = 372 minutes), and the number of emotional incidences identified was 358 (201 for Ai; 157 for Yu). Among multiple findings, the most notable was that both participants experienced convergence of emotions: the one process from diversified to less diversified emotions was caused by longitudinal dynamics of emotions in Ai’s case and by contextual complexity of emotions in Yu’s case. The study concludes by suggesting a tentative four-dimensional model of emotions to capture trajectories of advisees’ emotions from multiple perspectives. This model can help advisors to understand advisees’ emotionality and, therefore, to implement emotional support appropriately and continuously.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493662","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

Introduction to the Special Issue: Papers from the Third Psychology of Language Learning Conference 特刊导言:第三届语言学习心理学会议论文

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Studies in Self-Access Learning Journal Pub Date : 2019-01-01 DOI: 10.37237/100101

D. Mcloughlin, J. Mynard

引用次数: 0

‘Learners About Learning’ Student Conference Review “学习者关于学习”学生会议回顾

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Studies in Self-Access Learning Journal Pub Date : 2018-12-01 DOI: 10.37237/090404

A. Patko, Ann Flanagan, K. Thornton

引用次数: 0

Introduction 介绍

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Studies in Self-Access Learning Journal Pub Date : 2018-12-01 DOI: 10.37237/090401

J. Mynard, Diego Mideros

引用次数: 0

A Comparative Analysis of Writing Strategies and Performance in a Saudi University 沙特某大学写作策略与表现的比较分析

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Studies in Self-Access Learning Journal Pub Date : 2018-12-01 DOI: 10.37237/090403

Miriam Alkubaidi

{"title":"A Comparative Analysis of Writing Strategies and Performance in a Saudi University","authors":"Miriam Alkubaidi","doi":"10.37237/090403","DOIUrl":"https://doi.org/10.37237/090403","url":null,"abstract":"There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000614","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