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Author: perezparedes
Australian Review of Applied Linguistics Vol 38, 1 out
Access this issue of the Australian Review of Applied Linguistics
(ISSN: 1833-7139) The Australian Review of Applied Linguistics (ARAL) is the journal of the Applied Linguistics Association of Australia (ALAA). The aim of the journal is to present research in a wide range of areas, but in particular research that is relevant to the particular region of the world that it covers. The journal aims to promote the development of links between language related research and its application in educational, professional, and other language related settings. Areas that are covered by the journal include first and second language teaching and learning, bilingualism and bilingual education, the use of technologies in language teaching and learning, corpus linguistics, discourse analysis, translation and interpreting, language testing, language planning, academic literacies and rhetoric.
Corpus Linguistics #cl2015: notes and pics
Corpus Linguistics Conference 2015, University of Lancaster, UK
Thanks to @TonyMcEnery, @HardieResearch and everybody at @UCREL_Lancaster for organizing a wonderful conference.
Abstract book download:
A selection of talks and personal notes:
Learner corpus research plenary #cl2015
Multi-dimensional analysis of oral proficiency interviews #cl2015
Non-obvious meaning in CL and CADS #cl2015
Representation of benefit claimants in UK media #cl2015
Tono Linguistic feature extraction #cefr #cl2015
Language learning theories underpinning corpus-based pedagogy #cl2015
And some pics:
Robert Poole (left)
Ricardo Jiménez
Carlos Ordoñana (left)
Lynne Flowerdew
Carlos Ordoñana (left) and Yukio Tono (right)
Discussing the representation of immigrants in the context of the LADEX project.
Discussing the representation of immigrants in the context of the LADEX project.
Carlos Ordoñana (left) and Yukio Tono (right)
Yolanda Noguera and John Flowerdew
Yukio Tono (middle)
Yolanda Noguera and Michael Barlow
Cardiff language and Law: Symposium Nov 2015 & Corpus Approaches to Public & Professional Discourse
From the Forensic Linguistics e-mail list
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Symposium on “Expertise in Language and Law” will take place on Friday 27th November 2015.
This Symposium is part of the Advanced Research Residency in Language and Law which takes place at Cardiff University from October to December this year. The full program
me of events is at: http://blogs.cardiff.ac.uk/call/.
The Symposium is followed, on Saturday 28th November, by a Conference entitled “Corpus Approaches to Public and Professional Discourse” (http://blogs.cardiff.ac.uk/corpus/).
Writing in the Sciences free @stanford MOOC starts Sept 1
Link here.
This course teaches scientists to become more effective writers, using practical examples and exercises. Topics include: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines can benefit from the training provided in the first four weeks (on general principles of effective writing).
In the first four weeks, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier. In the second four weeks, we will examine issues specific to scientific writing, including: authorship, peer review, the format of an original manuscript, and communicating science for lay audiences. Students will watch video lectures, complete quizzes and editing exercises, write two short papers, and edit each others’ work.
COURSE SYLLABUS
Week 1 – Introduction; principles of effective writing (cutting unnecessary clutter)
Week 2 – Principles of effective writing (verbs)
Week 3 – Crafting better sentences and paragraphs
Week 4 – Organization; and streamlining the writing process
Week 5 – The format of an original manuscript
Week 6 – Reviews, commentaries, and opinion pieces; and the publication process
Week 7 – Issues in scientific writing (plagiarism, authorship, ghostwriting, reproducible research)
Week 8 – How to do a peer review; and how to communicate with the lay public
CFP Learner Autonomy and Web 2.0 deadline 31/08
Through the EUROCALL list
Provisional Book Title: Learner Autonomy and Web 2.0
Call for Abstracts
The 2017 CALICO Monograph, published by Equinox, aims to explore how the notion of learner autonomy is being reshaped within Web 2.0 environments. In early definitions, dating from the 1980s, learner autonomy was largely conceived of in terms of individuals working in ‘self-access’ mode, selecting the learning resources and methods they saw as effective, in pursuit of personal goals, perhaps with the aid of a learning adviser (Holec 1981). Other theorists of learner autonomy – such as Dam (1995), Little (2012) or Trebbi (1989) – viewed the concept as having a social dimension, rather than being purely individualistic. This second view of learner autonomy is more and more relevant given the advent of social media, where students have unprecedented opportunities for collaborative learning (Lamy & Zourou 2013). Consequently, social theories of learning (e.g. sociocultural theory, communities of practice, connectivism) have increasingly informed research into learner autonomy in foreign language learning (see Murray 2014). Of equal importance is the opportunity afforded by Web 2.0 of using multiple modes for making meaning, in learning to communicate online. This has enabled some to suggest a possible recasting of learner autonomy in the digital world as ‘the informed use of a range of interacting resources in context’ (Palfreyman, 2006; Fuchs, Hauck and Müller-Hartmann, 2012). Others may feel that being digitally literate alone does not constitute learner autonomy in the online world.
The question is: ‘What does?’ In this monograph, we welcome chapters grounded in sound theoretical frameworks and/or analyzing empirical data which investigate how learner autonomy intertwines with the social and/or the modal affordances of Web 2.0 environments. The questions raised for educational users of Web 2.0 environments about the relationship between CALL and learner autonomy include, but are not restricted to:
-Do online learners require or acquire learner autonomy in practising CMC?
-What affordances of CALL environments, and more particularly Web 2.0 environments, could help develop the different facets of learner autonomy?
-How do (a) digital literacy and (b) L2 proficiency relate to learner autonomy in online environments?
-What space exists for individuals to exercise learner autonomy in Web 2.0? How does individual autonomy relate to group autonomy in Web 2.0?
-How can online learning tasks be designed to foster both individual and group autonomy?
-How can individual learning gain be monitored and assessed in Web 2.0?
-With such questions at stake, what is the expected role of language centers?
-Which (new, or existing) forms of counselling may foster students’ learning-to-learn skills within Web 2.0 environments?
Interested authors should send a chapter abstract (200-300 words, plus references) and an author biography (100 words) to calico2017monograph@gmail.com before the end of August 2015.
Timeline
Notification of contributors 31 August 2015
First draft of papers to be submitted 1st Dec 2015
Second draft of papers to be submitted 15 Apr 2016
Special Issue to be published April 2017
Editors
Tim Lewis, Open University
Annick Rivens Mompean, Lille3 University
Marco Cappellini, Lille3 University