In academic writing, L2 postgraduate (PG) writers often find negotiating a space for their own authorial voice challenging. In addition to overcome proficiency issues, it is difficult to appropriate discourse strategies to assert their own voices, display and evaluate knowledge. Focusing on PG writing, I adopt a case study approach in this paper to follow two Master of Arts (MA) Applied Linguistics students in a Hong Kong university. The case study examines their “journeys” searching for authorial voice within two semesters in their one-year postgraduate study. In this paper, I examine the academic context through the data collected in six rounds of group and individual semi-structured student interviews in two semesters. The student interview data is supplemented by eight individual semi-structured interviews of four MA course instructors. I then move on to discuss the discourse and lexicogrammatical features of the eight papers submitted by the two students. These written texts were analysed using APPRAISAL framework (Martin and White, 2005). I focus on ENGAGEMENT resources, investigating the writers sourcing of their own and other voices for (dis)alignment with readership. I also analyse the PG students’ written texts in terms of semantic profile and legitimation codes of specialization (Maton, 2009). The notions help us understand the shift of "the context-dependence and condensation of meaning of knowledge practices... over time" (Maton, 2013, p.8). The findings demonstrate the two student writers’ ability to contextualise the learnt theories explicit sourcing of their own voice and evaluating their objects of study. Meanwhile, the findings also reflect the two writers’ weaknesses in abstracting their experiences as condensed knowledge through strategies such as nominalisation. The implications can shed light on academic writing pedagogy and provide a clearer understanding of explicit lexicogrammatical resources PG writers may use to source, balance and evaluative their own and other authorial voices.
References
Martin, James & White, Peter. 2005. The Language of Evaluation: Appraisal in English. London: Palgrave Macmillan.
Emergence and development of critical voice in postgraduate assignment genresLok Ming Eric Cheung
Abstract
Tertiary English academic writing is challenging owing to the students’ unfamiliarity of academic discourse. The students also find appropriating voice for negotiating and evaluating knowledge difficult. Meanwhile, postgraduate academic assignments are further more demanding due to the need to incorporate students’ critical insights into the subject matters, alongside the longer assignments. These challenges to the postgraduate students necessitate the investigation of the voices construed in the postgraduate assignment texts, motivating the present study. The present study adopts systemic functional linguistics (SFL) to investigate the APPRAISAL resources in postgraduate assignment texts. ENGAGEMENT resources are the particular focus of the present study to closely examine the source of evaluation of the academic written discourse. The present study then follows the qualitative research paradigm and examines naturalistic data from 27 full-time postgraduate English writers in Department of English at Hong Kong Polytechnic University. The multiple case study research design is adopted to analyse participants’ assignments and interview verbatim data from both the postgraduate and the course instructors. The confirmation report of the present study selected one student from the 27 participants as the pilot case study. The pilot case study aims to capture how “Flo”, a female postgraduate writer, balance her authorial voice and other sources of voices across the assignments as a successful postgraduate writer. Through the case studies, the present study aims to examine how written discourse is socially constructed to negotiate evaluation under the postgraduate academic context. The confirmation report closes with the discussion of implications for future EAP research and pedagogies.
Engagement strategies for (dis-)alignment with readership in postgraduate li...Lok Ming Eric Cheung
Abstract
While advanced EAP studies emphasise the evaluative purposes of literature reviews (LRs) in research articles and doctoral theses, little research has been conducted to investigate LRs as a common postgraduate assignment genre. As LRs require student writers to adopt an evaluative position and to critically reflect on the studies under review, it is paramount for the writers to deploy evaluative resources to establish convincing and objective evaluation. To address the challenges of exhibiting objective criticality, the present study analyses 30 LR assignments produced by English L2 postgraduate Applied Linguistics students at a Hong Kong university. Based on Martin and White’s (2005) APPRAISAL framework, the present study identifies and discusses the discourse strategies and lexicogrammatical features that engage readers with the authors’ evaluative positioning. Through the investigation of the English L2 postgraduate LR assignments, the findings from the present study provides valuable insights related to pedagogy that helps student writers deploy appropriate evaluative resources which effectively display their critical voice in academic writing.
References
Martin, James & White, Peter. 2005. The Language of Evaluation: Appraisal in English. London: Palgrave Macmillan.
The document provides examples of assessment tasks that can be used in classrooms to evaluate students' understanding and skills. These include performances, exhibitions, interviews, debates, presentations, journals, logs, notes, graphic organizers, and more. The tasks are meant to allow students to demonstrate skills like using disciplinary language, applying ideas to new situations, and teaching ideas to others. Selection of assessment tasks should consider whether students can show complex thinking and learning in interactive ways.
This document discusses rhetorical analysis and persuasion. It defines rhetoric as the study of effective speaking and writing, and the examination of persuasive techniques. It outlines Aristotle's three rhetorical appeals of logos, ethos, and pathos. The document then discusses the rhetorical situation, elements of rhetorical theory like audience and discourse community, and the five canons of rhetoric. It provides guidance on conducting rhetorical analysis, such as considering the author's credibility, evidence, language choices, and more. The goal of rhetorical analysis is to study how texts influence audiences.
The document discusses the importance of writing skills across academic disciplines and the workplace. It notes that while employers value writing and critical thinking, many new hires lack these skills. Writing Across the Curriculum (WAC) seeks to incorporate writing instruction across all subjects to develop these essential skills. The document outlines different writing strategies like "Writing to Learn" and "Writing in the Discipline" to enhance learning. It emphasizes the transferable skills gained through writing instruction and defines key concepts such as metacognition, academic disciplines, and discourse communities.
The document provides information and guidance for students on an ecology project. It outlines five learning objectives covering topics like populations, limiting factors, and Earth's carrying capacity. Students can complete assignments for each objective in different styles aligned with mastery, understanding, interpersonal, and self-expressive learning preferences. Assignments involve tasks like describing populations, identifying biotic and abiotic factors, and predicting future human population trends. Students will complete a final project presenting on all five objectives with examples. Rubrics are provided for written and oral assessments. Resources and a suggested pacing guide are also included to support students in completing the project.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Emergence and development of critical voice in postgraduate assignment genresLok Ming Eric Cheung
Abstract
Tertiary English academic writing is challenging owing to the students’ unfamiliarity of academic discourse. The students also find appropriating voice for negotiating and evaluating knowledge difficult. Meanwhile, postgraduate academic assignments are further more demanding due to the need to incorporate students’ critical insights into the subject matters, alongside the longer assignments. These challenges to the postgraduate students necessitate the investigation of the voices construed in the postgraduate assignment texts, motivating the present study. The present study adopts systemic functional linguistics (SFL) to investigate the APPRAISAL resources in postgraduate assignment texts. ENGAGEMENT resources are the particular focus of the present study to closely examine the source of evaluation of the academic written discourse. The present study then follows the qualitative research paradigm and examines naturalistic data from 27 full-time postgraduate English writers in Department of English at Hong Kong Polytechnic University. The multiple case study research design is adopted to analyse participants’ assignments and interview verbatim data from both the postgraduate and the course instructors. The confirmation report of the present study selected one student from the 27 participants as the pilot case study. The pilot case study aims to capture how “Flo”, a female postgraduate writer, balance her authorial voice and other sources of voices across the assignments as a successful postgraduate writer. Through the case studies, the present study aims to examine how written discourse is socially constructed to negotiate evaluation under the postgraduate academic context. The confirmation report closes with the discussion of implications for future EAP research and pedagogies.
Engagement strategies for (dis-)alignment with readership in postgraduate li...Lok Ming Eric Cheung
Abstract
While advanced EAP studies emphasise the evaluative purposes of literature reviews (LRs) in research articles and doctoral theses, little research has been conducted to investigate LRs as a common postgraduate assignment genre. As LRs require student writers to adopt an evaluative position and to critically reflect on the studies under review, it is paramount for the writers to deploy evaluative resources to establish convincing and objective evaluation. To address the challenges of exhibiting objective criticality, the present study analyses 30 LR assignments produced by English L2 postgraduate Applied Linguistics students at a Hong Kong university. Based on Martin and White’s (2005) APPRAISAL framework, the present study identifies and discusses the discourse strategies and lexicogrammatical features that engage readers with the authors’ evaluative positioning. Through the investigation of the English L2 postgraduate LR assignments, the findings from the present study provides valuable insights related to pedagogy that helps student writers deploy appropriate evaluative resources which effectively display their critical voice in academic writing.
References
Martin, James & White, Peter. 2005. The Language of Evaluation: Appraisal in English. London: Palgrave Macmillan.
The document provides examples of assessment tasks that can be used in classrooms to evaluate students' understanding and skills. These include performances, exhibitions, interviews, debates, presentations, journals, logs, notes, graphic organizers, and more. The tasks are meant to allow students to demonstrate skills like using disciplinary language, applying ideas to new situations, and teaching ideas to others. Selection of assessment tasks should consider whether students can show complex thinking and learning in interactive ways.
This document discusses rhetorical analysis and persuasion. It defines rhetoric as the study of effective speaking and writing, and the examination of persuasive techniques. It outlines Aristotle's three rhetorical appeals of logos, ethos, and pathos. The document then discusses the rhetorical situation, elements of rhetorical theory like audience and discourse community, and the five canons of rhetoric. It provides guidance on conducting rhetorical analysis, such as considering the author's credibility, evidence, language choices, and more. The goal of rhetorical analysis is to study how texts influence audiences.
The document discusses the importance of writing skills across academic disciplines and the workplace. It notes that while employers value writing and critical thinking, many new hires lack these skills. Writing Across the Curriculum (WAC) seeks to incorporate writing instruction across all subjects to develop these essential skills. The document outlines different writing strategies like "Writing to Learn" and "Writing in the Discipline" to enhance learning. It emphasizes the transferable skills gained through writing instruction and defines key concepts such as metacognition, academic disciplines, and discourse communities.
The document provides information and guidance for students on an ecology project. It outlines five learning objectives covering topics like populations, limiting factors, and Earth's carrying capacity. Students can complete assignments for each objective in different styles aligned with mastery, understanding, interpersonal, and self-expressive learning preferences. Assignments involve tasks like describing populations, identifying biotic and abiotic factors, and predicting future human population trends. Students will complete a final project presenting on all five objectives with examples. Rubrics are provided for written and oral assessments. Resources and a suggested pacing guide are also included to support students in completing the project.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Assessment is a fundamental aspect of teaching that can help teachers determine students' language proficiency and identify strengths and weaknesses. Teachers need ongoing assessment to understand how well students are comprehending material. Assessment relates to individual learning while evaluation refers to assessing an entire course or program. Reasons to assess include diagnosing student abilities, informing future lessons, providing feedback, and assigning grades. Formative assessment occurs during teaching to improve outcomes while summative assessment happens at the end to measure achievement. Common forms of assessment include classroom tests, elicitation, observation, journals, portfolios, error analysis, and questionnaires. Grammar tests can be discrete, assessing individual items, or integrative, evaluating a range of skills.
The document discusses three shifts in English Language Arts (ELA) instruction: 1) Building knowledge through content-rich nonfiction texts; 2) Reading and writing grounded in evidence from texts; and 3) Regular practice with complex texts and academic vocabulary. It provides examples of what these shifts look like in the classroom, such as students reading more informational texts and supporting opinions with evidence. The document also explains the thinking behind each shift, such as students needing experience with informational and complex texts to be prepared for college and careers.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
This document summarizes two articles about vocabulary assessment: Testing and Teaching Vocabulary by Paul Nation, and Second language vocabulary assessment: Current practices and new directions by John Read.
The Nation article discusses statistical methods for counting words in texts and determining vocabulary frequency. It also describes developing a vocabulary levels test with matching and definition items. The Read article reviews purposes of vocabulary size measurement and sampling high-frequency words from lists. It discusses the yes/no test format and efforts to measure depth of vocabulary knowledge through association tasks and scales. The article concludes by examining ways to assess vocabulary use in context.
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
Second Language Acquisition related to testing model in Finland, and its implications for designing future technology for innovative testing generations to come.
The document summarizes a 2001 study by Fiona Hyland and Ken Hyland on praise and criticism in written feedback on student writing. The study examined feedback from two teachers on assignments from six international students over a 14-week English course. It analyzed the use of praise, criticism, and suggestions in feedback and found teachers commonly used mitigation strategies like hedges and personal attribution to soften criticism. Some students had difficulty understanding certain feedback and comments due to miscommunication and cultural differences.
This document discusses integrated skills performance tests and their development. It begins by explaining the importance of integrated skills assessment based on theories of language competence. It then outlines some benefits and challenges of conducting integrated skills tests for classes that require skill integration. Finally, it analyzes the evaluation criteria of the TOEFL iBT as an example of an integrated skills test and provides some examples of possible integrated performance tests for different types of language classes based on those criteria and considerations of validity and practicality. The examples include both controlled and project-based assessment tasks.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Anglophone Writing Assessments, Contexts, Purposes, and Approaches -- Dipping...Les Perelman
The document discusses several Anglophone writing assessments used in different English-speaking countries and contexts. It provides details on the purpose, texts, cognitive tasks, timing, and grading for the AP English Language exam in the US, the AS English Language exam in the UK, the Australian Capital Territory Scaling Test, the National Assessment Program in Australia, and the National Writing Project in the US. Overall, it finds that most other English-speaking countries assess writing through longer prompts and give students more time to write, and that the grading is often done by teachers as professional development rather than just for a score. However, it notes some of the worst traits of American assessments may be spreading to other countries through practices like computer scoring of essays.
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
The document discusses various methods for teaching and assessing grammar in the writing classroom, including weekly mini-lessons, student presentations, conferences, and independent study. It provides examples of how to structure each approach and considerations for implementation, such as focusing on one grammatical concept or error at a time and allowing students to identify and correct errors themselves. The document also offers strategies for marking errors in student papers and following up to ensure errors are addressed.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
1. The document discusses a study on the use of anonymity in online writing for English as a foreign language (EFL) students in Japan.
2. The study examined how 63 Japanese university students perceived writing using pseudonyms on online forums and blogs, and the impact on their English proficiency and writing.
3. The results found that anonymity reduced language anxiety, increased participation and enjoyment, and improved students' English proficiency based on pre- and post-tests. Students reported feeling freer to express themselves and focus on content rather than writer identity.
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
This document discusses different methods for testing vocabulary. It begins by defining vocabulary as the body of words used in a particular language and explores why vocabulary should be tested, such as for feedback and motivation. The document then examines different formats for testing vocabulary recognition, such as multiple choice, matching, and gap filling questions. It also looks at formats for testing vocabulary production, like transformation and table completion items. The document concludes that vocabulary is complex and individuals may know words in different ways based on their various associations and connections to the word.
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
Presentation on the work of Karl Maton, epistemological access and social jus...Brenda Leibowitz
At the first seminar of the SOTL @ UJ - towards a socially just pedagogy project, Ria Vosloo made a presentation on knowledge and epistemological access, and the implications thereof for social justice in higher education.
The document discusses engaging Indian youth through social media. It notes that 85% of Indian youth are active on social networking sites and 70% spend over 30 minutes daily online. India has a large youth population of over 459 million people under age 20. The document then outlines the many online activities Indian youth engage in, such as social networking, chatting, uploading content, and using mobile internet. It proposes a framework for engaging youth through awareness, evaluation, activity, use, and continuous engagement. Key aspects of an engagement strategy are generating and publishing content through its lifecycle and an activity landscape to pique youth interest.
Assessment is a fundamental aspect of teaching that can help teachers determine students' language proficiency and identify strengths and weaknesses. Teachers need ongoing assessment to understand how well students are comprehending material. Assessment relates to individual learning while evaluation refers to assessing an entire course or program. Reasons to assess include diagnosing student abilities, informing future lessons, providing feedback, and assigning grades. Formative assessment occurs during teaching to improve outcomes while summative assessment happens at the end to measure achievement. Common forms of assessment include classroom tests, elicitation, observation, journals, portfolios, error analysis, and questionnaires. Grammar tests can be discrete, assessing individual items, or integrative, evaluating a range of skills.
The document discusses three shifts in English Language Arts (ELA) instruction: 1) Building knowledge through content-rich nonfiction texts; 2) Reading and writing grounded in evidence from texts; and 3) Regular practice with complex texts and academic vocabulary. It provides examples of what these shifts look like in the classroom, such as students reading more informational texts and supporting opinions with evidence. The document also explains the thinking behind each shift, such as students needing experience with informational and complex texts to be prepared for college and careers.
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
This document summarizes two articles about vocabulary assessment: Testing and Teaching Vocabulary by Paul Nation, and Second language vocabulary assessment: Current practices and new directions by John Read.
The Nation article discusses statistical methods for counting words in texts and determining vocabulary frequency. It also describes developing a vocabulary levels test with matching and definition items. The Read article reviews purposes of vocabulary size measurement and sampling high-frequency words from lists. It discusses the yes/no test format and efforts to measure depth of vocabulary knowledge through association tasks and scales. The article concludes by examining ways to assess vocabulary use in context.
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
Second Language Acquisition related to testing model in Finland, and its implications for designing future technology for innovative testing generations to come.
The document summarizes a 2001 study by Fiona Hyland and Ken Hyland on praise and criticism in written feedback on student writing. The study examined feedback from two teachers on assignments from six international students over a 14-week English course. It analyzed the use of praise, criticism, and suggestions in feedback and found teachers commonly used mitigation strategies like hedges and personal attribution to soften criticism. Some students had difficulty understanding certain feedback and comments due to miscommunication and cultural differences.
This document discusses integrated skills performance tests and their development. It begins by explaining the importance of integrated skills assessment based on theories of language competence. It then outlines some benefits and challenges of conducting integrated skills tests for classes that require skill integration. Finally, it analyzes the evaluation criteria of the TOEFL iBT as an example of an integrated skills test and provides some examples of possible integrated performance tests for different types of language classes based on those criteria and considerations of validity and practicality. The examples include both controlled and project-based assessment tasks.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Anglophone Writing Assessments, Contexts, Purposes, and Approaches -- Dipping...Les Perelman
The document discusses several Anglophone writing assessments used in different English-speaking countries and contexts. It provides details on the purpose, texts, cognitive tasks, timing, and grading for the AP English Language exam in the US, the AS English Language exam in the UK, the Australian Capital Territory Scaling Test, the National Assessment Program in Australia, and the National Writing Project in the US. Overall, it finds that most other English-speaking countries assess writing through longer prompts and give students more time to write, and that the grading is often done by teachers as professional development rather than just for a score. However, it notes some of the worst traits of American assessments may be spreading to other countries through practices like computer scoring of essays.
Using Dynamic Assessment in Differential Diagnoses of Culturally and Linguist...Bilinguistics
Dynamic assessment has been shown to be effective in differentiating students who struggle due to unfamiliarity with tasks from those with intrinsic cognitive or language disorders. It uses a test-teach-retest model to measure language learning potential through mediated learning experiences. The document outlines a dynamic assessment protocol for assessing fictional narratives in bilingual students using mediation strategies during teaching and analyzing responsiveness, support needs, and ability to transfer skills to determine if differences are due to factors like language exposure or an underlying disorder. Key questions addressed include determining appropriate assessment targets and using results to qualify students for services or recommend classroom accommodations.
The document discusses various methods for teaching and assessing grammar in the writing classroom, including weekly mini-lessons, student presentations, conferences, and independent study. It provides examples of how to structure each approach and considerations for implementation, such as focusing on one grammatical concept or error at a time and allowing students to identify and correct errors themselves. The document also offers strategies for marking errors in student papers and following up to ensure errors are addressed.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
1. The document discusses a study on the use of anonymity in online writing for English as a foreign language (EFL) students in Japan.
2. The study examined how 63 Japanese university students perceived writing using pseudonyms on online forums and blogs, and the impact on their English proficiency and writing.
3. The results found that anonymity reduced language anxiety, increased participation and enjoyment, and improved students' English proficiency based on pre- and post-tests. Students reported feeling freer to express themselves and focus on content rather than writer identity.
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
This document discusses different methods for testing vocabulary. It begins by defining vocabulary as the body of words used in a particular language and explores why vocabulary should be tested, such as for feedback and motivation. The document then examines different formats for testing vocabulary recognition, such as multiple choice, matching, and gap filling questions. It also looks at formats for testing vocabulary production, like transformation and table completion items. The document concludes that vocabulary is complex and individuals may know words in different ways based on their various associations and connections to the word.
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
Presentation on the work of Karl Maton, epistemological access and social jus...Brenda Leibowitz
At the first seminar of the SOTL @ UJ - towards a socially just pedagogy project, Ria Vosloo made a presentation on knowledge and epistemological access, and the implications thereof for social justice in higher education.
The document discusses engaging Indian youth through social media. It notes that 85% of Indian youth are active on social networking sites and 70% spend over 30 minutes daily online. India has a large youth population of over 459 million people under age 20. The document then outlines the many online activities Indian youth engage in, such as social networking, chatting, uploading content, and using mobile internet. It proposes a framework for engaging youth through awareness, evaluation, activity, use, and continuous engagement. Key aspects of an engagement strategy are generating and publishing content through its lifecycle and an activity landscape to pique youth interest.
The devolution of appraisal theory and practiceAEI
Mortgage loans are only as sound as the practices used to underwrite and originate them. Transparent and objective measures of mortgage and home-price risk needed to evaluate and manage housing risk.
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
This document discusses attitudinal patterning in effective MA research papers and the pedagogical implications. It analyzes a corpus of student papers to identify patterns in the use of attitude across different sections. Effective papers were found to have higher density of appreciation and distribute attitude strategically. Less effective papers lacked control of attitude and revealed subjective voice. A case study compares an A+ and D paper, finding the high-scoring paper propagated attitude systematically while the low paper disrupted attitudinal patterning. The findings suggest explicit instruction in incorporating attitude to establish academic criticality. A website on writing literature reviews was proposed to support student academic writing development.
This presentation takes readers through the appraisal theory and its various sub-section used in the process of critical reviews and general appraisal of texts (written, spoken or computer mediated).
Timothy Curnow And Anthony Liddicoat 2008Diana Quinn
The document discusses redesigning assessment in applied linguistics courses to better engage students in academic literacy. It proposes a model that conceptualizes what is being assessed, how it will be judged, how judgments will be validated, and how assessments will be elicited. For two courses, it redesigned assessments to have a clear link to learning goals, develop skills cumulatively, and integrate academic literacy with disciplinary content through tasks like analyzing research articles and language data. Initial outcomes suggest students felt more confident dealing with research and understood required writing types better.
This document provides guidance on writing for publication. It discusses using examples, anecdotes, scenarios, and figurative language to build arguments and tell stories in academic writing. It also addresses common challenges academics face in balancing teaching and research responsibilities and pressures. Academics are encouraged to view teaching as a private activity and research as more public and a priority for career advancement. While measurement of teaching quality is subjective, research metrics like publications are emphasized as the primary currency of academic work. The document suggests academics consider their own and others' learning, as well as contributing to knowledge and society, as motivations for doing research beyond employment and career goals.
The document provides an overview and theoretical background of the Academic Phrasebank resource. It describes the resource as a compilation of commonly used phrasal elements in academic English organized according to the main sections of a research paper. The phrases are derived from authentic academic sources and are intended to help academic writers, particularly non-native English speakers, with organizing their writing and incorporating appropriate phrasing. Guidelines are provided on when it is acceptable to reuse phrases from the resource in one's own academic writing.
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2. “Power is Struggle.”
Struggling for power through discourse
(Fairclough and Wodak, 1997) to become “like-
minded peers” in a society (Ivanic, 1998).
3. Motivations
• Previously focus on dynamic variation of evaluative lexis in
postgraduate written genres
• Doctorate longitudinal study on postgraduate student’s
identity construction – More than just text production
• Shell-shocked students
• Identity crisis in under new context
• Not proficiency/inadequacy issue anymore (Ivanic, 1998)
• Current study focus on the discourse strategies and
lexicogrammatical resources successful students’ use as
legitimate knower – deconstructing good models
4. Theoretical Background
• Identity and self(Clark and Ivanic, 1998)
• Stance and voice as registerial key (Hood, 2012; Hyland,
2005; Hunston, 2010)
• APPRAISAL (Martin and White, 2005)
• Discourse structure and code theory (Bernstein, 1990, 2000)
• Legitimation Code Theory (LCT) (Maton, 2000, 2009)
8. SG-, SD+
SG+, SD-
Legitimisation of Specialisation Codes
ER+
ER-
SR- SR+
Science
Social
Sciences
Humanities
(Hood, 2011, p.125)
Analytical
observation
Testimonial
observations
Observer’s
visibility
Observer’s
invisibility
Building of
knowledge
over time
9. Topology of Knowers’ Gaze
SubR+
IR- IR+
Social
Cultivated
(Maton, 2014)SubR-
Born
Trained
10. Lenses of Cultivated Knowers’ Gaze
TOR+
IDR- IDR+
Interpretative
Rhetorical
TOR-
Elitist
Novice
(Luckett et al., 2012)
11. Using SFL to understand LCT
• Transitivity analysis
• (Un)packing of
grammatical metaphor
• Appraisal analysis
• Focusing on Engagement
strategies for voice sourcing
• Explicit self-reference
• Interpersonal meaning
traversing the information
waves of theme-rheme (Adapted from karlmaton.com)
12. Knowers’ Processes
Process Types Examples N
Material Meanwhile, I, and other colleagues, teach preparation
courses for standardized tests…
86
Mental Understanding the meaning behind a text is difficult if we
don't understand the register…
101
Behavioural I will examine how the words are used in the
concordance…
27
Verbal I shall discuss the listening activities designed from the
top-down interpretation view…
45
Relational Although we are unable to decipher the intonation of the
comments…
29
13. APPRAISAL (Martin and White, 2005)
APPRAISAL
ENGAGEMENT
ATTITUDE
GRADUATION
monoglossic
heteroglossic
appreciation
judgement
force
focus
affect
15. The Corpus (ALPC)
• 90 written texts from 30 students
• 170,000 words approx (still growing)
• Assignments including research-based papers, literature
reviews, commentaries (dissertations to be added)
• Transitivity analysis: how students represent themselves as
they are explicitly present in the writing
• Suggesting the types of gaze students may have towards
their objects of study
17. The Case Study: Flo
• From China – Non-native English speaker
• Had teaching experience – TOEFL private tutoring in China
• Enrolled in MA English Language Teaching;
• Did not opt for dissertation but performed constantly
outstanding in various coursework throughout
• Two high-graded assignments from same subject selected
from the corpus
• Active participant among the volunteers
18. The Assignments
• Both from “Second Language Teaching”
• Requirement: Summary, Synthesis, Evaluation
• Linking theories to practice
• Assignments:
• 1st: Research-based paper – Solutions to
avoid sentence fragments and run-ons
• 2nd: Literature review – Using listening
comprehension to teach oral English
19. Teacher Perspective
• Making the theories appliable for teachers’ further
development (Knowledge Elite)
• Critical discussion is essential (Elitist lens)
• Assignment topics and arguments identified and justified with
literature and data
• Independence of student writers (developing cultivated
gaze with an elitist lens)
• Term papers over exams or quizzes
• Reflective of academic writing/genres
• Advancement of career and academic pursuit
20. Methods
Appraisal Analysis with
UAM CorpusTool
(O’Donnell, 2008)
Examining other
texts (readings,
lecture notes, etc.)
Student and
teacher interviews
(15-min each)
21. Construction of
Voice in Writing:
Flo
• Note taking as unpacking
device and basis of
integration
• Explicit self-mention to
recount on teaching
experience and evaluation
• Backgrounding other voices
using non-integral citations
• Foregrounding her own
critique or affiliating sources
with integral citations
22. APPRAISAL (Martin and White, 2005)
APPRAISAL
ENGAGEMENT
ATTITUDE
GRADUATION
monoglossic
heteroglossic
appreciation
judgement
force
focus
affect
24. Voice Sourcing: ENGAGEMENT
Research Paper Literature Review
Feature N % N %
monoglossic 119 60.4 37 27.6
heteroglossic 78 39.6 97 72.4
Total 197 100.0 134 100.0
25. ENGAGEMENT in Research Paper
ENGAGEMENT
monoglossic (N=119; 60.4%)
heteroglossic
expand
contract
disclaim
proclaim
entertain
attribute
acknowledge
distance (N=0; 0%)
deny (n=1; 12.5%)
counter (n=7; 87.5%)
concur (n=0; 0%)
pronounce (n=1; 20%)
endorse (n=7; 80%)
Sentence fragments and run-on
sentences break the structural rule of
forming a correct sentence.
Fitzpatrick and Ruscica (2000)
once pointed out that
However; although; but
It is clear that
Syntactic variety can
hardly be achieved
This evaluation is, of course,
based on individual
teaching context
(N=78; 39.6%)
(N=13; 16.7%)
(N=65; 83.3%)
(N=8; 61.5%)
(N=5; 38.5%)
(N=42; 64.6%)
(N=23; 35.4%)
(N=23; 100%)They might
misunderstand
sentence variety
This research indicates
the strong relationship
26. ENGAGEMENT in Lit Review
ENGAGEMENT
monoglossic (N=37; 27.6%)
heteroglossic
expand
contract
disclaim
proclaim
entertain
attribute
acknowledge
distance (N=0; 0%)
deny (n=5; 45.5%)
counter (n=6; 54.5%)
concur (n=3; 33.3%)
pronounce (n=3; 33.3%)
endorse (n=3; 33.3%)
Spoken language is increasingly
demanded by learners in EFL
classroom…
Tavil (2010) points out…
It seems feasible…
However; although; but
Flowerdew and Miller
show…
I found…
Teaching speaking is not
just the matter of teaching
how to speak fluently and
accurately.
Contextural guesswork in top-
down model is commonly used
(N=97; 72.4%)
(N=20; 16.7%)
(N=77; 83.3%)
(N=11; 55%)
(N=9; 45%)
(N=43; 55.8%)
(N=34; 44.2%)
(N=34; 100%)
28. Semantic Profile: Research Paper
Time
SG-, SD+
SG+, SD-
Unpacking terms,
e.g. sentence
variety; relating
problems to
literature
Summary of
study
Repeated un-/re-packing in each
section with personal experience
General education context:
identifying problems in student
TOEFL writing
Recontextualise problem and how the
solution operates in a wider context
||This study reveals ||that the students tended
to combine two simple sentences with
coordinating conjunction and a comma, ||or
add a semicolon between two independent
clauses, ||and even tried to expand the
sentence into a more complex one. ||
e.g. …while students’ performance in the independent
written task was of considerable problems, one of which
was the frequent emergence of sentence fragments and
run-on sentences.
e.g. This article has
investigated the teaching
approach of avoiding
sentence fragments and
run-on sentences to
address the problem of
lack of syntactic variety in
the independent written
task of TOEFL iBT.
29. Semantic Profile: Literature Review
Time
SG-, SD+
SG+, SD-
Unpacking with
note-taking
Paraphrasing by locating
similarities in literature
Repeated un-/re-packing in each
section with personal experience
Tavil (2010), Nunan (2002) notions
related to the role of listening in
spoken language
Benefits and challenges of top-
down processing
e.g. “Although grasping
actual content… it might
be difficult to realise the
goal…”
e.g. “… the bottom-up
processing (…) and top-
down interpretation
(…)(Nunan, 2002).”
e.g. “… a number of
contradictions and
inapplicabilities have
been revealed in the
practice of teaching…”
31. Teachers adopting the top-down model are encouraged to
think about whether the teaching materials help learners to
focus on top-down listening skills. In developing materials for
top-down processing, it is important to teach students to use
context and situation as prior knowledge of the topic to
comprehend the upcoming listening task (Nunan, 2002). …
Nunan (2002), for example, suggested that teachers can use
students’ speech which includes their own background
knowledge and personal experience as listening materials…
It seems [ent] feasible in classrooms where students’ level are
relatively similar, supported by Wilson (2003) while choosing
listening text [concede]. In my present TOEFL training course,
however [count], advanced-level students may find it so
easy to respond speech from less-advanced students. Thus,
the teaching and learning becomes inefficient. One possible
solution is that teachers can select speech from students of
higher level, which may benefit students of different levels.
High semantic density
awaiting the writer to
unpack.
Unpacking the concept
through scholarly works.
Concede-counter pairing:
contract the dialogic
space by saying the
approach is less feasible in
a certain context.
Realign with readership
with solutions.
Academic reader:
Cultivated: Elitist
(SubR-, IR+; TOR+, IDR+)
Teacher: Social
(SubR+, IR-)
Teacher: Social
Academic reader:
Cultivated: Rhetorical
(SubR-, IR+; TOR+, IDR-)
32. Align/Disalignment strategy
• [ent●(ack)● count ● grad] ^ app
• This approach sounds [ent] adoptable, but [count] in the
practice of question 6 in TOEFL speaking which includes
academic topics [grad], it is too difficult [app]...
• It seems [ent] feasible… supported by Wilson (2002) [ack]. In my
present TOEFL training course [grad], however [count],
advanced-level students may find it so easy [app]…
33. Evaluate as an “insider”: Flo
This approach sounds adoptable [app: val], but in the practice of
question 6 in TOEFL speaking which includes academic topics, it is
too difficult [app: comp] for students to discuss especially when
they do not acquire the knowledge [-jud: cap] of particular areas.
Usually, it is the teacher who plays a role in introducing the
background, but in the real test, such activity will not occur.
Therefore, brainstorming of the topic sometimes cannot help [-
app: val] to provide prior knowledge.
34. What the Successful Writer Tells Us
• Manipulate voice sources according to the task
nature
• Dynamic variation of knower’s gazes and voices
within single text instance
• Sensitive to language features achieving
appropriate voices
• Material processes as a researcher/teacher
• Mental as a commentator/critic
• Use (dis-)alignment strategies eloquently to
propose new ideas
35. “But I don’t wanna do research…”
• In reality, Flo disengages herself from further
research works – e.g. a dissertation
• Still assumes researcher and academic voice in
writing
• Currently employed as Teaching Assistant in an
international school
• Moving down from Elite Code (ER+, SR+) to
Knower Code (ER-, SR+) to contextualise her study
into practice
Maton (2013) in the special issue of Language Education articulated that “critical thinking” is relatively ill-defined. He and his colleagues Szenes and Tilakaratna (2013) discussed
From Ivanic (1998)
2.2 constantly contested – shifting from professionals to students – challenging dominant constructions of the self. (pp.13-14)
2.3 but because of a mismatch between the social contexts which have constructed their identities in the past and the new social context which they are entering. (p.12)
Vertical lines highlight that specific forms of knowledge and learning are not necessarily associated (e.g. a hierarchical curriculum structure does not by itself enable cumulative learning).
It depends on how learners are trained into a certain ideal gaze, e.g. through prolonged cultivation with criticality and judgement. Otherwise, each learner would only be trained into taking up a limited set of skills or knowledge suitable for his/her learning context.
Knowledge: Decontextualised, impersonalised, strong framing of knowledge as object (e.g. science, facts)
Elite: Evaluation of objectified knowledge with appreciation (e.g. teacher of the discipline)
Knower: Expression of dispositions and attitudes, regarding knowledge as experience (e.g. humanities, learners with different social gazes)
Relativist: Not regarded as vertical discourse (e.g. commonsense, unorganised knowledge)
SUBR+ allow students to provide creative, original perspectives
IR+ stipulate students to adhere to the conventions required set in the assignments
TOR: Textual Ontic Relations: Legitimacy based on strong framing of texts or selected texts cultivated knowers must engage
IDR: Intertextual Discursive Relations: Legitimation based on strong framing of knower’s ability to engage with the interpretations of texts by significant others
Point 4 – the teacher mentioned that the students were asked to write their term paper relevant to the course content, and required to justify their topic choice beyond the general requirement.
The two students chose their topics not discussed in the lectures (as they claimed so at least), so they needed to explain their need to explore the topics, source their materials, unpack the concepts from the readings, relate to their practice and repack their findings in an academically acceptable wordings.
Reading strategies: close readings for teacher recommendations; skimming for keywords in online articles (abstract, intro);
Note-taking to show understanding