This document discusses classroom-based research and explores its possibilities. It addresses some common assumptions about research and argues that classroom teachers can engage in research through considering questions related to their teaching, choosing appropriate methods, and allocating time. Examples of research questions are provided, and resources for designing questionnaires, academic writing, and presenting research are shared. The overall aim is to demonstrate how classroom teachers can plan and conduct research projects to inform their practice.
This document discusses classroom-based research and explores its possibilities. It addresses some common assumptions about research and argues that classroom teachers can engage in research through considering questions related to their teaching, choosing appropriate methods, and allocating time. Examples of research questions are provided, and resources for designing questionnaires, academic writing, and presenting research are shared. The overall aim is to demonstrate how classroom teachers can plan and conduct research projects to inform their practice.
This document summarizes a lecture on the ecologies of language education. It makes three key points:
1. Our professional actions exist within an ecology of education that includes elements like teachers, students, resources, and institutional factors. Defining the boundaries of this ecology poses challenges.
2. Our professional actions both emerge from and help shape this educational ecology through interconnected physical, social, cognitive, and other changes over time.
3. Change within an educational ecology is complex, as small actions can have unpredictable consequences due to nonlinear interactions between elements. This implies that outcomes are difficult to precisely predict and that teachers should not feel responsible for all results.
This document discusses the concept of an ecology of language learning. It makes three main points:
1. An individual's language learning exists within a complex system of interconnected social, environmental, cognitive, and other factors.
2. An individual both shapes and is shaped by this language learning ecology through reciprocal interactions over time.
3. Change within a language learning ecology is complex and nonlinear, as small actions can have unpredictable effects due to the interconnected nature of the system. Outcomes are difficult to predict accurately.
Introduction to statistical concepts (population, sample, sampling, central tendency, spread). Mainly aimed at language teachers in advanced studies programmes (e.g., Masters courses)
This document discusses building resilience for language teachers. It begins with an activity to identify personal strengths for coping with adversity. It then provides background on resilience research, noting a shift toward examining how teachers cope with persistent low-level stressors rather than burnout. Resilience emerges from inner strengths, external support systems, and learned strategies. Important aspects of resilience include self-efficacy, social support, cognitive behaviors, and developing a sense of purpose. The document suggests activities for teachers to identify beliefs that challenge resilience and develop resilience-building aspects. It concludes by considering how institutional policies and practices can constrain resilience and how those constraints might be overcome.
This document outlines the structure and objectives of a workshop on Grounded Theory. The workshop will introduce participants to the basic principles and procedures of Grounded Theory. It will cover topics such as the origins and theoretical underpinnings of Grounded Theory, how to conduct Grounded Theory research through procedures like open coding, theoretical sampling and memo writing, and putting the analysis together to build a theory. By the end of the workshop, participants will understand and have hands-on experience with Grounded Theory to help inform their own research.
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
This document discusses factors that influence success in second language acquisition. It examines individual differences like intelligence, language learning aptitude, motivation, and anxiety. Language learning aptitude refers to an ability to learn languages with less effort and includes components like phonemic coding, language analysis, and memory. Early aptitude tests aimed to predict outcomes but had weak theoretical foundations. More recent understandings see aptitude as dynamic abilities that can be developed over time with effort. The document also discusses mindsets, distinguishing a fixed mindset, which sees abilities as innate talents, from a growth mindset, which believes abilities can grow through strategic effort.
This document discusses English as a global lingua franca and issues related to teaching English. It begins by defining a lingua franca as a language used for communication between speakers of different first languages. English has become the dominant global lingua franca due to Britain's former colonial power. While a global language provides advantages of wider communication, it can also perpetuate power imbalances. The document then discusses debates around which variety of English to teach, noting arguments for both teaching standardized English as well as recognizing World Englishes. It also considers teaching English as a lingua franca without focusing on native-speaker norms. Finally, the document examines debates around defining native English speakers and their role as teachers.
- English has spread globally and is widely used internationally as a lingua franca. It has an estimated 2 billion speakers worldwide.
- Some view the global spread of English as linguistic imperialism that disadvantages other languages, while others see it as the natural result of English being in the right place at the right time historically.
- Models have been proposed to describe the different varieties of English used globally, including inner/outer/expanding circles and norms-providing/developing/dependent varieties, but these models have limitations and may be giving way to new conceptions like English as a lingua franca.
The document discusses various topics related to assessing language learning:
1. It outlines different types of language assessment such as summative vs. formative, achievement vs. proficiency, standardized vs. non-standardized, and aptitude tests.
2. It describes features of good assessment including validity, reliability, discriminatory function, practicality, and pedagogical utility.
3. It provides an overview of Austria's centralized school-leaving examination called the Matura, including the skills assessed and its aims of transparency and quality assurance.
4. It discusses the effects of testing on teaching and learning, specifically the positive washback of improving instruction and the negative washback of teaching to
This document discusses definitions of resilience and perspectives on resilience as both a personal trait and behavioral outcome. It examines resilience in the context of adversity, limitations of trait vs outcome views, and the need for a definition that accounts for dynamic processes. It then presents a case study of "Anna", a language teacher who demonstrated resilience during her difficult first semester transitioning to university teaching. Analysis of interviews with Anna revealed inner strengths, social support structures, cognitive and behavioral strategies, and contextual influences that contributed to her resilient adjustment. The case study provides insights into resilience as a multifaceted, dynamic construct influenced by personal and environmental factors.
This document summarizes a lecture on the ecologies of language education. It makes three key points:
1. Our professional actions exist within an ecology of education that includes elements like teachers, students, resources, and institutional factors. Defining the boundaries of this ecology poses challenges.
2. Our professional actions both emerge from and help shape this educational ecology through interconnected physical, social, cognitive, and other changes over time.
3. Change within an educational ecology is complex, as small actions can have unpredictable consequences due to nonlinear interactions between elements. This implies that outcomes are difficult to precisely predict and that teachers should not feel responsible for all results.
This document discusses the concept of an ecology of language learning. It makes three main points:
1. An individual's language learning exists within a complex system of interconnected social, environmental, cognitive, and other factors.
2. An individual both shapes and is shaped by this language learning ecology through reciprocal interactions over time.
3. Change within a language learning ecology is complex and nonlinear, as small actions can have unpredictable effects due to the interconnected nature of the system. Outcomes are difficult to predict accurately.
Introduction to statistical concepts (population, sample, sampling, central tendency, spread). Mainly aimed at language teachers in advanced studies programmes (e.g., Masters courses)
This document discusses building resilience for language teachers. It begins with an activity to identify personal strengths for coping with adversity. It then provides background on resilience research, noting a shift toward examining how teachers cope with persistent low-level stressors rather than burnout. Resilience emerges from inner strengths, external support systems, and learned strategies. Important aspects of resilience include self-efficacy, social support, cognitive behaviors, and developing a sense of purpose. The document suggests activities for teachers to identify beliefs that challenge resilience and develop resilience-building aspects. It concludes by considering how institutional policies and practices can constrain resilience and how those constraints might be overcome.
This document outlines the structure and objectives of a workshop on Grounded Theory. The workshop will introduce participants to the basic principles and procedures of Grounded Theory. It will cover topics such as the origins and theoretical underpinnings of Grounded Theory, how to conduct Grounded Theory research through procedures like open coding, theoretical sampling and memo writing, and putting the analysis together to build a theory. By the end of the workshop, participants will understand and have hands-on experience with Grounded Theory to help inform their own research.
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
This document discusses factors that influence success in second language acquisition. It examines individual differences like intelligence, language learning aptitude, motivation, and anxiety. Language learning aptitude refers to an ability to learn languages with less effort and includes components like phonemic coding, language analysis, and memory. Early aptitude tests aimed to predict outcomes but had weak theoretical foundations. More recent understandings see aptitude as dynamic abilities that can be developed over time with effort. The document also discusses mindsets, distinguishing a fixed mindset, which sees abilities as innate talents, from a growth mindset, which believes abilities can grow through strategic effort.
This document discusses English as a global lingua franca and issues related to teaching English. It begins by defining a lingua franca as a language used for communication between speakers of different first languages. English has become the dominant global lingua franca due to Britain's former colonial power. While a global language provides advantages of wider communication, it can also perpetuate power imbalances. The document then discusses debates around which variety of English to teach, noting arguments for both teaching standardized English as well as recognizing World Englishes. It also considers teaching English as a lingua franca without focusing on native-speaker norms. Finally, the document examines debates around defining native English speakers and their role as teachers.
- English has spread globally and is widely used internationally as a lingua franca. It has an estimated 2 billion speakers worldwide.
- Some view the global spread of English as linguistic imperialism that disadvantages other languages, while others see it as the natural result of English being in the right place at the right time historically.
- Models have been proposed to describe the different varieties of English used globally, including inner/outer/expanding circles and norms-providing/developing/dependent varieties, but these models have limitations and may be giving way to new conceptions like English as a lingua franca.
The document discusses various topics related to assessing language learning:
1. It outlines different types of language assessment such as summative vs. formative, achievement vs. proficiency, standardized vs. non-standardized, and aptitude tests.
2. It describes features of good assessment including validity, reliability, discriminatory function, practicality, and pedagogical utility.
3. It provides an overview of Austria's centralized school-leaving examination called the Matura, including the skills assessed and its aims of transparency and quality assurance.
4. It discusses the effects of testing on teaching and learning, specifically the positive washback of improving instruction and the negative washback of teaching to
This document discusses definitions of resilience and perspectives on resilience as both a personal trait and behavioral outcome. It examines resilience in the context of adversity, limitations of trait vs outcome views, and the need for a definition that accounts for dynamic processes. It then presents a case study of "Anna", a language teacher who demonstrated resilience during her difficult first semester transitioning to university teaching. Analysis of interviews with Anna revealed inner strengths, social support structures, cognitive and behavioral strategies, and contextual influences that contributed to her resilient adjustment. The case study provides insights into resilience as a multifaceted, dynamic construct influenced by personal and environmental factors.
3. Γενικές γνώσεις
- Αντικειμενικές
- Κοινωνικές
Σχηματικές γνώσεις
Διαδικαστικές γνώσεις
- Πως χρησιμοποιείται η γλώσσα για
ΚΑΤΑΝΟΗΣΗ
επικοινωνία
Γνώσεις σχετικά με την κατάσταση
- Περιβάλλον, συμμετέχοντες στη συζήτηση
κ.λπ.
Συνανήκοντα
Γνώσεις σχετικά με το γλωσσικό συγκείμενο
- Τι έχει λεχθεί / πρόκειται να λεχθεί
Γνώσεις σχετικά με το γλωσσικό σύστημα
- Σημασιολογικές
- Συντακτικές Συστημικές γνώσεις
- Φωνολογικές
Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.