AILA ReviewPub Date : 2022-01-01DOI: 10.1007/978-981-19-7510-3_20
Yanfang Ma, Xiaotong Gao, Wei Zhou
{"title":"The Trustworthiness Measurement Model of Component-Based Software Based on Combination Weight","authors":"Yanfang Ma, Xiaotong Gao, Wei Zhou","doi":"10.1007/978-981-19-7510-3_20","DOIUrl":"https://doi.org/10.1007/978-981-19-7510-3_20","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"13 1","pages":"270-285"},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75727874","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21003.bob
J. Bobkina, E. Romero, S. Sastre-Merino
{"title":"Literature and language education","authors":"J. Bobkina, E. Romero, S. Sastre-Merino","doi":"10.1075/aila.21003.bob","DOIUrl":"https://doi.org/10.1075/aila.21003.bob","url":null,"abstract":"\u0000 This study explores the perceptions of English language teachers of the use of literature in the context of\u0000 bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher\u0000 participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature\u0000 could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a\u0000 teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English\u0000 classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the\u0000 bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate\u0000 teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and\u0000 for continued training.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711642","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21010.mar
Ç. Mart
{"title":"Can metacognition bring in the ingredients requisite for L2 listening success?","authors":"Ç. Mart","doi":"10.1075/aila.21010.mar","DOIUrl":"https://doi.org/10.1075/aila.21010.mar","url":null,"abstract":"Metacognition has emerged as one of the most preeminent constructs of cognitive research. The core premise of embracing metacognition lies in its underlying potential to regulate, monitor, and plan the process of learning. Metacognitively aware learners empower their zealous in their pursuits of exhibiting more accomplished performance and guide their attempts towards higher proficiency gains in language learning. In addition, encouraging role of metacognition leads to witnessing sufficiently sophisticated advanced-level L2 listening proficiency. This paper attempts to explore whether metacognition has the potential power to bring in the ingredients for notable improvement in listening success. It would appear that metacognition has a number of concrete effects for the occurrence of high levels of L2 listening mastery.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211309","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21006.rey
A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá
{"title":"The potential of sound picturebooks as multimodal narratives","authors":"A. Reyes-Torres, Matilde Portalés-Raga, Clara Torres-Mañá","doi":"10.1075/aila.21006.rey","DOIUrl":"https://doi.org/10.1075/aila.21006.rey","url":null,"abstract":"\u0000In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group 1996), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779834","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21001.mei
S. Meier-Vieracker
{"title":"The evolution of football live text commentaries","authors":"S. Meier-Vieracker","doi":"10.1075/aila.21001.mei","DOIUrl":"https://doi.org/10.1075/aila.21001.mei","url":null,"abstract":"\u0000 Since the emergence of online live text commentaries on football games in the late 1990s, the genre has undergone\u0000 continuous change. While linguistic research on the genre of live text commentaries emphasizes its novelty, the genre has existed\u0000 in football for at least 20 years. However, diachronic studies still lack. This paper presents a corpus linguistic analysis of\u0000 genre and register-specific features of German live text commentaries from 2003 until 2020. Using quantitative methods, it focuses\u0000 on the distribution of linguistic features on different linguistic (i.e. syntactical, lexical, graphemic etc.) levels over\u0000 time. It is shown that various markers, which signal a colloquial register and emulate orality in the written mode, decrease,\u0000 leading to a more impersonal way of reporting. Moreover, markers of individual perspective decrease in favor of a neutralistic\u0000 stance. Thus, the evolution of live text commentaries can be described as a process of standardization.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":"84 2","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271150","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21002.liu
J. Liu, Angel M. Y. Lin
{"title":"(Re)conceptualizing “Language” in CLIL","authors":"J. Liu, Angel M. Y. Lin","doi":"10.1075/aila.21002.liu","DOIUrl":"https://doi.org/10.1075/aila.21002.liu","url":null,"abstract":"\u0000CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of “language” in CLIL. It argues that, to prepare students for the multimodal communication landscape in today’s societies and to truly value their linguistic and semiotic diversity in learning, the “language” dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on “mere language” practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today’s CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43061874","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21005.ger
Cornelia Gerhardt, B. Clarke, Justin Lecarpentier
{"title":"Naming rights sponsorship in Europe","authors":"Cornelia Gerhardt, B. Clarke, Justin Lecarpentier","doi":"10.1075/aila.21005.ger","DOIUrl":"https://doi.org/10.1075/aila.21005.ger","url":null,"abstract":"\u0000 Football stadiums have traditionally been named after local sites (e.g. Goodison Park, Everton\u0000 FC) or regions (Ruhrstadion, VfL Bochum). As big business takes increasing precedence in decision making in\u0000 football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and\u0000 within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company\u0000 or product names (e.g. bet365 Stadium, Stoke City). In this paper, we will consider corporate renamings from the\u0000 German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly\u0000 received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the\u0000 fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a\u0000 tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and\u0000 thus a number of tensions are revealed. More specifically, in fans’ reactions to controversial corporate stadium renamings, we\u0000 find a number of recurrent themes – for example, concerning consequences to fans’ identity to the club; in managing (anticipated)\u0000 humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures\u0000 in selling the stadium name; etc. – some of them across our three national contexts and others specific to one national\u0000 context.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745777","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}
AILA ReviewPub Date : 2021-12-31DOI: 10.1075/aila.21007.cog
A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira
{"title":"Developing ELF research for critical language education","authors":"A. Cogo, F. Fang, Stefania Kordia, Nicos C. Sifakis, Sávio Siqueira","doi":"10.1075/aila.21007.cog","DOIUrl":"https://doi.org/10.1075/aila.21007.cog","url":null,"abstract":"\u0000 Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from\u0000 different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent\u0000 development of this research for teachers and teacher educators in the perspective of critical language education (CLE). We\u0000 explore how ELF research, both the linguistic/discourse-oriented one and the pedagogic-oriented one, can benefit from its links to\u0000 CLE, with its understanding of teaching for social change. We then refer to aspects of critical transformative theory that become\u0000 relevant in designing and implementing ELF-aware teacher education programmes, focusing especially on three recursive (non-linear)\u0000 components, i.e. the phase of exposure, the phase of critical awareness and the phase of development of actions that teachers can\u0000 implement in their teaching. We finish by exploring the critical role of assessment in language education and conclude by inviting\u0000 teachers and educators to become involved in ELF research for CLE.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47178010","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}
AILA ReviewPub Date : 2021-09-09DOI: 10.1075/aila.20008.gra
Eva Graf, Frédérick Dionne
{"title":"‘Knowing that’, ‘knowing why’ and ‘knowing how’","authors":"Eva Graf, Frédérick Dionne","doi":"10.1075/aila.20008.gra","DOIUrl":"https://doi.org/10.1075/aila.20008.gra","url":null,"abstract":"\u0000Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project Questioning Sequences in Coaching (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46322588","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}
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