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Teaching sight and bilateral interpreting online 在线教授视觉和双边口译

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-08-14 DOI: 10.35699/1983-3652.2022.39545

Amina Tahraoui

{"title":"Teaching sight and bilateral interpreting online","authors":"Amina Tahraoui","doi":"10.35699/1983-3652.2022.39545","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.39545","url":null,"abstract":"This study attempted to understand students’ perceptions of the feedback provided by teachers of the sight and bilateral interpreting course online. Using a student-centered perspective, we administered a questionnaire-based survey to 95 undergraduate students. We investigated issues related to the effectiveness of online feedback at the cognitive level (understanding and using the feedback) and psychological level (affective reactions), including challenges associated with the delivery method or the nature of feedback and students’ expectations. Research findings indicated that students have different preferences, needs, and emotional reactions to online feedback. The study recommends teaching remote interpreting to keep pace with the technological requirements and consider the different variables affecting the feedback process. Based on the literature, we proposed a model to develop students’ capacity to understand and act on teacher’s feedback in the interpreting classroom and bridge the gap between teachers’ beliefs and students’ expectations about ‘good feedback.’ The best lesson learned from this study is that online teaching and feedback are valuable and satisfy the emotional needs of some students. Therefore, we suggest using a blended model for interpreting teaching and feedback methods in the near future.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"53 2","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72424388","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 Russian as a foreign language during the COVID-19 pandemic 在COVID-19大流行期间将俄语作为外语进行教学

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-08-09 DOI: 10.35699/1983-3652.2022.38581

O. Fisenko, Zozulya Elena Alexandrovna, Nikitina Vlada, Bystrenina Irina Evgenevna

{"title":"Teaching Russian as a foreign language during the COVID-19 pandemic","authors":"O. Fisenko, Zozulya Elena Alexandrovna, Nikitina Vlada, Bystrenina Irina Evgenevna","doi":"10.35699/1983-3652.2022.38581","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.38581","url":null,"abstract":"Foreigners coming to the Russian Federation must learn Russian as a foreign language to be able to enter professional programs at Russian higher education institutions. Unfortunately, many foreign students entering medical faculties often lack the required academic level of proficiency in Russian. For this purpose, Russian higher education institutions develop online courses and introduce additional digital resources into the educational process. The need for high-quality educational content has escalated by the COVID-19 pandemic. That is why the Peoples’ Friendship University of Russia invites foreign students in biomedical pre-university programs to take an online course in the scientific style of the Russian language from the elementary level to B1. The objective of this study was twofold: first, we attempted to examine how the students’ attitude towards Russian as a foreign language, motivational sphere, and performance change as they take the course; next, we examined the level of satisfaction of foreigners with such courses in two years - in 2018, during the pre-pandemic period, and in 2021, when the COVID-19 pandemic had a clear impact on the extensive use of distance learning. For this purpose, we used modified questionnaires by textcite{orlov_kolmogorov_2014}, and created a questionnaire all foreign students were asked to answer upon completing the courses. The study showed that foreign students of the biomedical profile who study at preparatory faculties on the proposed courses in 2018 and 2021 exhibited significant differences in the motivational sphere, the nature of their attitude towards the applied online courses. These findings allow us to conclude that the applied online courses are a valid supplemental form of training that can be used during any situation that causes in-person instruction to be impractical and can be used as material for independent work within the traditional classroom teaching system.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"48 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81610074","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

Competência digital docente 教师数字能力

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-08-01 DOI: 10.35699/1983-3652.2022.39263

Daiane Padula Paz, Edilson Pontarolo, F. Peloso

引用次数: 0

Management and academic anxiety in Ibero-American higher institutions students during COVID-19 伊比利亚-美洲高等院校学生在COVID-19期间的管理和学业焦虑

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-07-06 DOI: 10.35699/1983-3652.2022.38733

E. Said-Hung, Eva Matarín Rodríguez-Peral, Carolina Mejía Corredor

{"title":"Management and academic anxiety in Ibero-American higher institutions students during COVID-19","authors":"E. Said-Hung, Eva Matarín Rodríguez-Peral, Carolina Mejía Corredor","doi":"10.35699/1983-3652.2022.38733","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.38733","url":null,"abstract":"The COVID-19 pandemic has caused uncertainty and instability in the population regarding the capacity of institutions to manage and mitigate its impact. In such an emergency, it is possible to ask how higher education institutions have dealt with this situation and what elements of institutional management have had the most significant influence in controlling stress and academic anxiety. The study aims to measure the level of academic anxiety among university students in Ibero-America since March 2020 due to the COVID-19 pandemic. It also seeks to identify the associated variables; some linked to the digital sphere, which affect the perception of the evaluation made by these students of the institutional management carried out by higher education institutions in Ibero-America. This article provides the quantitative research results that collected data using an anonymous online survey conducted from April 6 to April 24, 2020, in some higher education universities in Ibero-America, including 523 students surveyed. The data analysis is based only on the survey respondents' answers registered in institutions in six Ibero-American countries. The results identify psycho-social variables associated with the level of academic anxiety students perceive. They also point to the need for higher education institutions in Ibero-America to review their management models to guarantee their educational communities (e.g., students). This support consists of reinforcing soft skills that increase the capacity to transform the educational model.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"14 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85164965","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

Online resources for the syntactic-semantic classification of verbs 动词句法语义分类在线资源

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-07-06 DOI: 10.35699/1983-3652.2022.38715

Luana Amaral

{"title":"Online resources for the syntactic-semantic classification of verbs","authors":"Luana Amaral","doi":"10.35699/1983-3652.2022.38715","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.38715","url":null,"abstract":"Verb classes are defined in lexical-semantics literature as syntactically coherent groups of verbs that also share meaning components. Thus, the investigation of verb classes leads to important insights into the syntax-semantics interface. In this perspective, starting from Levin’s (1993) foundational work for English, many authors have developed analyses for the syntactic-semantic classification of verbs in different languages. The aim of this paper is to provide an overview of such studies, focusing on those that constitute online open access resources for the syntactic-semantic classification of verbs: VerbNet for English, BVI for Basque, AnCoraVerb for Spanish and Catalan, VerboWeb for Brazilian Portuguese, CROVALLEX for Croatian, and VALLEX for Czech. Thus, this paper reviews the general theoretical assumptions on verb classification shared by all the works presented, and shows the specific characteristics of each one, considering the body of data, the specific theoretical perspective, analyses and methodology, and the search engines they provide. Finally, it offers a comparative analysis of two specific verb classes (namely, image creation verbs and verbs of creation and transformation), drawing on data from the studies mentioned above. Although these resources assume a specific lexical-semantic approach for verb classification, they provide valuable data and analyses that can be useful for research in different theoretical perspectives.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88476354","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

Aprendizaje-Servicio lúdico en la formación inicial docente 初级教师教育中的游戏服务学习

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-07-05 DOI: 10.35699/1983-3652.2022.39171

Ana Manzano-León, A. M. Ortiz-Colón, Javier Rodríguez-Moreno, J. M. Aguilar-Parra

{"title":"Aprendizaje-Servicio lúdico en la formación inicial docente","authors":"Ana Manzano-León, A. M. Ortiz-Colón, Javier Rodríguez-Moreno, J. M. Aguilar-Parra","doi":"10.35699/1983-3652.2022.39171","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.39171","url":null,"abstract":"La educación superior se encuentra en un reto constante para aumentar la calidad de la enseñanza y la motivación de los estudiantes. Este estudio evalúa el impacto de un programa de Aprendizaje-Servicio para promover el aprendizaje significativo y la motivación en la formación inicial docente. El Aprendizaje-Servicio consiste en un enfoque de enseñanza y aprendizaje que integra el contenido curricular con el servicio comunitario. Esta investigación refleja la experiencia de 31 estudiantes del grado de Educación Infantil en un programa de Aprendizaje-Servicio donde desarrollaron juegos y materiales didácticos adaptados a las necesidades de los niños con dificultades de aprendizaje de los centros educativos de la zona. Tras la finalización del proyecto, se realizó un estudio cualitativo a través de encuestas online para conocer las opiniones y experiencias de los estudiantes sobre la metodología. Los resultados indican que el Aprendizaje-Servicio, por un lado, mejora la adquisición de aprendizaje práctico sobre la atención a la diversidad y es una metodología que puede ser motivadora, y, por otro lado, que cuando se lleva a cabo el Aprendizaje-Servicio, los estudiantes universitarios se sienten más solidarios y consideran que sus acciones pueden tener un impacto positivo en su entorno.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"8 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73090257","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

De la invisibilidad a la participación activa y empoderada. Síndrome de la cámara apagada 从隐形到积极和授权的参与。相机关闭综合症

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-07-01 DOI: 10.35699/1983-3652.2022.38649

Francisco Recio-Muñoz, J. Martínez-Pérez, Sara Cebrián Cifuentes

{"title":"De la invisibilidad a la participación activa y empoderada. Síndrome de la cámara apagada","authors":"Francisco Recio-Muñoz, J. Martínez-Pérez, Sara Cebrián Cifuentes","doi":"10.35699/1983-3652.2022.38649","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.38649","url":null,"abstract":"La transición desde un sistema educativo presencial hacia uno a distancia conlleva un ecosistema para el proceso de enseñanza y aprendizaje donde la participación e interacción asumen nuevos retos para estudiantes y docentes. Esta investigación se ha centrado en indagar de forma exploratoria las dinámicas de participación del estudiantado en las clases sincrónicas a través del uso de la cámara web, buscando conocer las situaciones que les conducen a realizar un uso efectivo de la misma o su desactivación con el fin último de realizar futuras propuestas tecnopedagógicas para la participación activa y empoderada del alumnado. Se han llevado a cabo análisis estadísticos descriptivos, univariados (ANOVA) y multivariados (MANOVA). La muestra está constituida por 142 estudiantes de educación superior. Los resultados revelaron que el estudiantado se muestra más reacio hacia la activación de la cámara web como medio de participación e interacción en las sesiones sincrónicas debido al elevado número de asistentes o el predominio de metodologías como la clase magistral, entre otros factores. La réplica digital de las sesiones presenciales está generando una reproducción de elementos audiovisuales para promover espacios de participación donde las herramientas y prácticas implementadas no acaban de convencer al estudiantado hacia su utilización.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"88 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73293816","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

Análisis de intervenciones educativas con videojuegos en educación secundaria 中等教育中电子游戏的教育干预分析

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-05-03 DOI: 10.35699/1983-3652.2022.37810

Paula Rojas-García, F. Sáez-Delgado, M. G. Badilla-Quintana, Laura Jiménez-Pérez

{"title":"Análisis de intervenciones educativas con videojuegos en educación secundaria","authors":"Paula Rojas-García, F. Sáez-Delgado, M. G. Badilla-Quintana, Laura Jiménez-Pérez","doi":"10.35699/1983-3652.2022.37810","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.37810","url":null,"abstract":"Este artículo tiene por objetivo sistematizar información empírica sobre las intervenciones de videojuegos educativos en el nivel de Educación Secundaria, mediante la descripción de los participantes, caracterización de la variable independiente, efectividad, limitaciones y proyecciones de los estudios. Para ello, se realizó una revisión sistemática de la literatura, donde se analizaron artículos publicados en las bases de datos Web of Science, Scopus y SciELO, entre los años 2016 y 2021, logrando una muestra final de 19 investigaciones. Los resultados destacan que el continente europeo y concretamente España han desarrollado el mayor número de publicaciones relacionadas con intervenciones de videojuegos en este nivel educativo. Sin embargo, se utilizaron muestras poco representativas. También, se evidenció que se utilizan principalmente estrategias pedagógicas vinculadas al área de las matemáticas para integrar la tecnología al aula, dejando de lado la promoción del área humanista en relación con esta herramienta digital. Finalmente, todas las intervenciones mostraron efectividad, no obstante, se requiere avanzar en esta línea de investigación que está en un nivel de desarrollo incipiente en la educación secundaria, considerando los beneficios que mostraron para propósitos educativos. En conclusión, las intervenciones que incluyen tecnologías en contextos escolares obtienen resultados positivos en el proceso de enseñanza–aprendizaje, ayudando a desarrollar tanto contenidos como habilidades transversales en los educandos.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"30 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86164542","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

Apropiación social de las TIC y asociaciones agrícolas del sector rural 信息通信技术的社会所有权和农村部门的农业协会

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-04-28 DOI: 10.35699/1983-3652.2022.37365

Ángela María Lopera Molano

{"title":"Apropiación social de las TIC y asociaciones agrícolas del sector rural","authors":"Ángela María Lopera Molano","doi":"10.35699/1983-3652.2022.37365","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.37365","url":null,"abstract":"La apropiación social de las TIC en contextos rurales es un desafío para los gobiernos y los agricultores, que requieren de las TIC para fortalecer los procesos de producción y comercialización, a través de proyectos para la inclusión y la alfabetización digital. El propósito de este artículo es analizar cómo se ha estudiado este fenómeno, desde qué enfoques o perspectivas teóricas y cuáles son los abordajes necesarios a futuro para lograr la apropiación social de las TIC en el sector agrícola. Una revisión sistemática de la literatura identificó cuatro líneas de investigación, desde 2010 a 2020. La tendencia principal es hacia el estudio de los usos y la adopción de las TIC, a partir de la identificación de variables cuantitativas de uso y no uso; también aparecen investigaciones centradas en los procesos de apropiación social, no solo para la agricultura, sino para la vida cotidiana de las comunidades, que es donde debe iniciar la alfabetización digital. Se pudo concluir que la línea de investigación sobre apropiación social tiene un componente conceptual y metodológico que la diferencia de los estudios de usos y adopción de las TIC, porque se enfoca en el reconocimiento autónomo que hacen los agricultores sobre los beneficios o debilidades del uso de las TIC; además, hay una desconexión entre la identificación de los usos y cómo éstos pueden contribuir a los procesos de apropiación de las TIC en el sector agrícola, lo que implica un acercamiento metodológico cualitativo y no solo la medición cuantitativa.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"37 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80728940","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

O envolvimento cognitivo e o desempenho acadêmico do aluno do ensino secundário no modelo Flipped Classroom na educação a distância 远程教育翻转课堂模式中学生的认知参与与学业成绩

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Texto Livre-Linguagem e Tecnologia Pub Date : 2022-04-19 DOI: 10.35699/1983-3652.2022.37789

Teresa Ribeirinha, Bento Silva Duarte, Paulo Ribeirinha, Regina Alves

{"title":"O envolvimento cognitivo e o desempenho acadêmico do aluno do ensino secundário no modelo Flipped Classroom na educação a distância","authors":"Teresa Ribeirinha, Bento Silva Duarte, Paulo Ribeirinha, Regina Alves","doi":"10.35699/1983-3652.2022.37789","DOIUrl":"https://doi.org/10.35699/1983-3652.2022.37789","url":null,"abstract":"O envolvimento cognitivo (EC) do aluno é um pré-requisito para uma aprendizagem significativa. Este texto analisa o EC do aluno numa proposta baseada no modelo Flipped Classroom (FC) na educação a distância (EaD). Implementou-se a proposta no ensino secundário português, através de um ciclo de investigação-ação, durante a pandemia Covid-19, com aulas assíncronas e síncronas divididas em atividades conduzidas pelo professor (ACP) e atividades centradas no aluno (ACA). Com o objetivo de compreender a influência do design das atividades no EC do aluno e o impacto da proposta nos desempenhos acadêmicos dos alunos, analisaram-se os discursos dos alunos, as percepções sobre a EaD e os testes de avaliação de conhecimentos. Os resultados mostraram níveis superiores de EC do aluno nas ACA, pois estas permitiram um papel mais ativo dos alunos na construção do conhecimento, uma maior facilitação da professora e aprendizagens com os pares. Os desempenhos acadêmicos dos alunos foram superiores na EaD comparativamente ao ensino presencial, o que pode estar associado aos indicadores de EC (autopercepções positivas, autoeficácia e compreensão dos conteúdos) identificados nas percepções dos alunos. Porém, a mesma análise também identificou vários aspetos que carecem de melhoria para potenciar o modelo FC na EaD.","PeriodicalId":52012,"journal":{"name":"Texto Livre-Linguagem e Tecnologia","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74922183","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