SHARE
An
Electronic Magazine by Omar Villarreal and Marina Kirac ©
Year 8
Number 174 24th March 2007
11,850 SHARERS are reading this issue of SHARE this week
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Thousands of candles can be lighted from a single candle, and the life of the
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Dear SHARERS,
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Love
Omar and Marina
______________________________________________________________________
In SHARE 174
1.- The Role of Affective Factors in the Development of Productive Skills
2.- Classroom Blogging: two
fundamental approaches
3.- Advanced Vocabulary in Context: What we wear down-under!
4.- 10th
Latin American ESP Colloquium
5.- Octavas
Jornadas Nacionales de Literatura Comparada
6.- I
Congress of the Brazilian Association of University Teachers of English
7.- Seminarios de
8.- First Congress for Teachers of English in
Concepción del Uruguay
9.- III Simposio Nacional “Ecos de
10.- International Association
for Dialogue Analysis: III Coloquio Argentino
11.- Workshop on How
to teach English in Kindergarten
12.- Teacher Development
Workshops at LCI
13.- Online
Course: Adopting Pedagogies for Learners at a Distance
14.- 12º
Encuentro Internacional de Narración Oral "Narradores sin fronteras"
15.- A
Message from Susan Hillyard
16.- Tenth International Congress for Teachers of English
in
17.- Brain
Gym Workshop in
18.- Perú
TESOL e-magazine
------------------------------------------------------------------------
1.- THE ROLE OF AFFECTIVE FACTORS
IN THE DEVELOPMENT OF PRODUCTIVE
SKILLS
Our dear SHARER Sergio Casas has sent us this paper to SHARE with all of you:
Role
of Affective Factors in the Development of Productive Skills
Jelena
Mihaljević Djigunović
Faculty of
Philosophy,
jmihalje@ffzg.hr
Introduction
In the
past, it was often considered that language learning was primarily linked to
the
learner’s cognitive abilities to understand, reproduce and create messages in a
way
intelligible to other speakers of that language. By now, however, not only
have the
competences been redefined, but it is commonly accepted nowadays that
during the
foreign language (FL) learning process both cognitive and affective
learner qualities
are activated.
Affect
Affective
aspects of FL learning are a complex area whose importance is now well
established.
The number of affective learner factors considered in research is on
the
increase. New learner emotional characteristics are emerging as potentially
important
in order to understand and explain the process of language learning.
Affective
learner characteristics started to be more systematically studied and
measured
rather late (from mid twentieth century). They were more difficult to
define and
measure because they seemed to be more elusive as constructs. Interest
in the
affective aspects of learning was prompted, among other things, when it
was
realised that the whole personality of the learner needs to be involved in
education
and that
learners do not automatically develop emotionally as they may intellectually.
Affect came to be considered as a very important contributing factor to success
in learning. Some even went so far as to stress that affect was more important than
cognitive learner abilities because without, say, motivation to learn cognitive
learner abilities would not even start to be engaged in the process of learning.
In the next
few subsections we will touch upon only those affective learner
characteristics
that we included in our research study. These are attitudes and
motivation,
anxiety and self-concept.
Attitudes
and motivation
The
importance of attitudes and motivation in FL learning is not questioned any
more.
Numerous studies (e.g., Dörnyei, 2001; Gardner, 1985; Lambert & Gardner,
1972;
Mihaljević Djigunović, 1998) have confirmed that it is not possible
to fully
understand
what happens in FL learning or to interpret research results without
taking them
into consideration. In fact, besides language learning aptitude, motivation
is
considered to be the best predictor of FL achievement.
In
contemporary theories of language learning, attitudes are taken as a basis
on which
motivation for learning is formed or established. Attitudes are commonly
defined as
acquired and relatively durable relationships the learner has to
an object.
Lambert and
attitudes
connected to language learning motivation: attitudes towards the community
whose
language is being learned; attitudes towards the FL classes, towards
the FL
teacher, towards language learning as such etc. While Lambert and
the FL
community and its speakers are the most responsible for FL learning motivation,
other researchers
(e.g., Dörnyei, 2001; Nikolov, 2002) stress that in FL learning contexts
attitudes towards different aspects of the teaching situation take
precedence.
Recent
trends in motivational research seem to be rooted in a broader perspective,
in what Dörnyei
(1994) describes as the language level, the learner level and the learning
situation level. Motivation is increasingly approached as a multifaceted construct
(e.g., Clément & Gardner, 2001; Csizér & Dörnyei, 2005; Dörnyei, 2005,
Dörnyei & Ottó, 1998, Ushioda, 2003), that is as a phenomenon that includes
trait-like, situation-specific and state-like elements and that changes during the
different stages of the language learning process. Also, like other individual difference
variables, motivation is nowadays seen as a learner characteristic that interacts
with other individual difference variables, as well as with contextual factors.
Anxiety
There are
different approaches to the phenomenon of language anxiety (Scovel,
1991).
According to one, it is essentially a manifestation of more general types of
anxiety
such as communication apprehension, test anxiety or of apprehensiveness
as a
personality trait. According to a different approach, language anxiety is quite
a distinct
type of anxiety. The fact that some of the first studies on the effect of
anxiety on
different
types of anxiety. While it is true that conceptual foundations for the
phenomenon are provided by the concepts of communication apprehension, test
anxiety and fear of negative social evaluation, it is nowadays widely accepted that
language anxiety is “a distinct complex of self-perceptions, beliefs,
feelings,and behaviours related to classroom language learning arising from the
uniqueness of the language learning process” (Horwitz, Horwitz & Cope,
1991, p. 31).
MacIntyre
and Gardner defined it as ‘the feeling of tension and apprehension specifically
associated
with second language contexts, including speaking, listening and learning’
(1994, p. 284).
Determining
the causal direction in the negative relationship between anxiety
and
language achievement has engendered lively debate (Horwitz, 2000; MacIntyre,
1995a,
1995b; Sparks & Ganschow 1995, 2000). The basic issue has been
whether
anxiety causes poor performance or poor performance causes anxiety. On
the one
hand, the consistent negative relationship between language anxiety and
language
achievement in numerous studies has been explained as pervasive effects
of language
anxiety on cognitive processing (e.g., MacIntyre & Gardner, 1994). Anxiety
arousal is thought to be associated with self-related thoughts that compete
with task-related thoughts for cognitive resources. Due to the fact that information
processing capacity in humans is limited, the self-related cognition emerges as
a distracter or hindrance during cognitive performance. On the other hand, some
experts (Sparks & Ganschow, 1991, 1993, 1995, 2000; Sparks, Ganschow &
Javorsky, 1995) believe that language aptitude causes difficulties in
linguistic coding in L1 (particularly in the coding of its phonological and
syntactic aspects), which causes FL learning difficulties, which then give rise
to anxiety.
Anxiety,
like other affective variables, is then the consequence and not the cause of
poor FL
performance.
Self-concept
Another
learner factor we focused on in our study is self-concept. It is usually
defined
as a store
of self-perceptions that emerge through experiences and reflect the
perceived
reactions of other people (Laine, 1987). Authors usually distinguish the
following
three aspects:
the actual
self – a person’s notions, beliefs and cognitions of what he or she actually is
the ideal
self – what we would like to be, reflects our wants and aspirations, defines
our goals for the future; an optimal discrepancy may contribute to one’s motivation
the social
self – the way we perceive other people see us.
Aspects of
self-concept have been shown to be connected with learning achievement
(Burns,
1982; Sinclair, 1987). Self-concept changes with age (Wittrock, 1986).
It is also
related with attributions of success and failure in language learning. Ushioda
(1996) has stressed the great value of the ability of positive motivational thinking,
which helps the learner to maintain a positive self-concept in spite of negative
experiences during language learning.
Productive
language skills
Speaking
Most
learners consider speaking the most important language skill. Researchers
(e.g.,
Bygate, 2002) often describe it as a complex and multilevel skill. Part of the
complexity
is explained by the fact that speakers need to use their knowledge of
the
language and activate their ability to do this under real constraints.
Psycholinguistic
models of speech production, focusing on ways in which speakers plan and
monitor their speech production, recognize that variability is both socially
and psycholinguistically motivated. In Levelt’s model of speech production (1983)
the socially motivated variability is connected to message generation in the
‘conceptualiser’, while the psycholinguistically motivated sources of variability
are present at all levels: in the ‘conceptualiser’ (when speakers decide which
language variety to use and which communicative intentions they want to realize
through speech); in the ‘formulator’ (where the ‘pre-verbal message’ is turned
into a speech plan through word selection and application of grammatical and
phonological rules); in the ‘articulator’ (where the created speech plan is
converted into actual speech); and in the ‘speech comprehension system’ (which
offers speakers feedback on the basis of which they can make the necessary
adjustments in the ‘conceptualiser’).
It is
argued that while first language (L1) production is to a large extent
automatic, second language (L2) production in general is not. This is why
research on L2 variability has often concentrated on the effect of ‘planning
time’. It is assumed that, generally, L2 speakers need more time to plan the
processing stages and this is highly likely to affect L2 speech. During speech production,
speakers may pay conscious attention to different utterance elements so that
they could improve them.
A lot of
controversies still surround the teaching of speaking skills although a lot of
research has already been done on speaking both within the second language acquisition
field and theory of language teaching. Different approaches (Brumfit, 1984;
Littlewood, 1981; Skehan, 1998; Widdowson, 1998) to how the different parts of
the speaking skill hierarchy should be practised show that a lot more work
needs to be done before a general agreement is reached.
Writing
The
importance of writing in FL learning has been perceived differently throughout
history. In
the past it was only viewed, as Rivers (1968) nicely put it several decades
ago, as a handmaid to the other language skills, it was considered to be
useful for reinforcing the knowledge of vocabulary and grammar acquisition. It has
gone from not even being viewed as a skill which should be taught to a highly important
skill which gives us access to knowledge, power and resources. Recently,writing
has been recognized as a skill that is an important and compulsory part of FL
teaching for which teachers, as Silva (1993) points out, need more training in
order to teach well.
In the past
20 years or so, a number of authors (e.g,: Cumming, 1989; Raimes,1985; Zamel,
1983) have investigated various aspects of the writing skills. The most
relevant finding points to the need of reaching a threshold level of
proficiency in the FL before FL learners can engage the efficient processes
they use while writing in L1.
Study of
the relationship between affect and productive skills
The study
to be reported here was carried out as part of a national project called
English
in Croatia that
started in 2003. The project aimed to find out about the
communicative
competence levels Croatian learners of English as a foreign language
(EFL)
achieved by the end of primary and by the end of secondary education.
More than
2,000 learners’ competence was tested using communicative tests
developed
and validated in
validity
for the new context. The Hungarian tests were used because they were
considered
potentially valid for the Croatian context, due to many socio-educational
similarities,
and because the same tests would also allow comparisons between
the two
neighbouring countries.
The overall
findings of the project point to a good mastery of EFL by both primary
and
secondary school Croatian EFL learners at the level of the receptive
skills. In
listening comprehension and writing both primary and secondary school
participants
performed above the expected Council of
(CEFR, 2001) levels. The results for the
productive skills were, however, less impressive.
Below are
the general descriptors for the two levels of communicative
language
competence that Year 8 and Year 12 Croatian EFL learners are expected
to reach.
Year 8 learners are expected to be at the A2 CEFR level and Year 12
learners
should reach the B1 CEFR level.
A2
level:
Can understand
sentences and frequently used expressions related to areas of
most
immediate relevance (e.g. very basic personal and family information, shopping,
local
geography, employment). Can communicate in simple and routine
tasks
requiring a simple and direct exchange of information on familiar and routine
matters.
Can describe in simple terms aspects of his\her background, immediate
environment
and matters in areas of immediate need. (CEFR, 2001, p. 24).
B1
level:
Can
understand the main points of clear standard input on familiar matters
regularly
encountered
in work, school, leisure, etc. Can deal with most situations likely
to arise
whilst travelling in an area where the language is spoken. Can produce
simple
connected text on topics which are familiar or of personal interest. Can
describe
experiences and events, dreams, hopes and ambitions and briefly give
reasons and
explanations for opinions and plans. (CEFR, 2001, p. 24)
14 UPRT
2006: Empirical studies in English applied linguistics
During the
testing of communicative language competence, learners’ affective
characteristics
were also measured and this allowed a look at the relationship of
affect and
development of productive skills.
Aim of the
present study
The aim of
the present study was to look into the relationship of affective learner
characteristics
and development of speaking and writing competence of Croatian learners of EFL.
Although many studies have been carried out in order to see the relationship of
affect and language achievement, most have considered success in language
learning as a general construct including all the skills. It is our belief that
it might be useful to look into this relationship differentially, since
language learners are often stronger in some skills than others.
By considering
this relationship in Year 8 and Year 12 we hoped to not only get an insight
into the relationship itself, but also to be able to conclude about the development
of speaking and writing skills with reference to affect.
Participants
A total of
2,086 EFL learners participated in the study. There were 1,430 Year 8 and
656 Year 12
participants. These two years were chosen as they represent the
school-leaving
years. Year 8 is the final year of primary education in
when
students transfer to secondary education or leave the education system
altogether.
Year 12
marks the end of secondary education after which students look
for a job
or go on to the university. The Year 8 sample was drawn from village,
small town
and big town schools. Year 12 participants came from small and big
town
schools. The number of learners that took part in various parts of the testing
varied,
though, since the testing was done in three turns per class. Their
communicative
competence
in English was tested by means of a battery of tests consisting
of two test
booklets (one on reading comprehension and one on listening comprehension
and
writing) and a speaking test.
Instruments
Measures of
affect
In order to
collect data on the affective profile of learners a 13-item questionnaire
(see
Appendix) was used. Each item was accompanied by a 5-point Likert scale.
The
instrument was designed and validated in
before it
was used in the project. The 13 items elicited information on the following:
attitudes
to English, attitudes to EFL classes, motivation, self-concept and language
anxiety.
The scale was homogeneous, with ά = .833 and ά= .787 for Year 8
and Year 12
respectively.
Measures of
speaking skills
The oral
tests consisted of three tasks. The first two tasks were the same for both
groups of
participants.
Task 1
lasted 2-3 minutes and consisted of the interlocutor asking nine questions:
the first
three were general questions (What's your name? Could you spell your
name,
please? How old are you?), the other six could be selected from the remaining
nine. In
Task 2 participants were first to choose one of six pictures spread out on
the table,
describe it and explain the similarities and differences between the scene
in the
picture (e.g., a busy street, a garden) and the same place in their own life.
The task
lasted 4-5 minutes.
In Task 3,
which also lasted 4-5 minutes, Year 8 participants were to choose
two of six
situations and act them out with the interlocutor. For example:
Your friend
is coming to visit you. Give him/her directions from the nearest station
or bus stop
to your home.
You would
like to cook something nice with your friend. Discuss what you like or
dislike and
why.
In the
first situation the interlocutor initiated conversation, while in the second
one the
interviewee was to initiate it.
In their
Task 3, Year 12 participants were asked to choose one of five offered
statements
and say why they agree or disagree with it. The statements referred to
issues
(e.g., using mobile phones or watching soap operas) that young people have
strong
feelings about.
The oral
test was administered to six students from each school. The interlocutors
were
trained prior to going to the schools. The interviews were carried out
individually and audiotaped. The test lasted for up to 15 minutes and was strictly
structured timewise.
Measures of
writing skills
Year 8
participants were asked to describe two pictures by writing about the ten
differences
in the pictures. Prompts were given on what to describe.
Year 12
participants were asked to write a letter to the editor of a youth magazine
and give
reasons why their friend should get the best friend award. The letter
was
supposed to include about 150 words and there were five subtopics that had
to be
included.
Procedure
Writing
tests were administered to whole classes, while oral tests were done on an
individual
basis, out of class, and with only six students randomly chosen from
each
school.
Assessment
of speaking and writing performance was done by means of specially
designed
assessment scales. The speaking assessment scale was constructed
along the
following criteria: task achievement, vocabulary, accuracy and fluency,
pronunciation
and intonation. The scale included five bands (0-4). The writing
assessment
scale comprised the following criteria: task achievement, vocabulary,
accuracy
and text structure. There were five bands, four of which included double
scores (0,
1-2, 3-4, 5-6, 7-8).
The
assessors of both writing and speaking were trained. Since such training
has to
focus on the actual tasks, four sets of training (two for speaking and two for
writing)
were conducted. Length of the training depended on how much time the
assessors
needed to standardize their criteria.
Results
In this
section we will first present descriptive statistics for measures of affect,
speaking
skills and writing skills. Then we will look into correlations between
affect and
the assessed aspects of speaking and writing.
Descriptive
statistics
The
affective profile of the two age groups of participants did not show much
difference. Both groups tended to be positive about EFL learning and about
themselves
as language
learners (see Table 1).
Table 1:
Means and standard deviations in affect for Year 8 and Year 12
participants
The means
on orals tests show that Year 8 participants scored highest on Task 1
and lowest
on Task 3, while Year 12 participants also scored highest on Task 1 but
lowest on
Task 2, as presented in Table 2. Overall, younger participants showed
better
results on the speaking test.
Table 2:
Means and standard deviations in three oral tasks for Year 8 and Year 12
participants
In terms of
the assessed aspects of EFL oral competence (Table 3), both groups
scored
higher on task achievement and fluency than on vocabulary and, particularly,
than on
accuracy. Year 8 participants scored higher on all the four aspects
than Year
12 participants.
Table 3:
Means and standard deviations in four aspects of speaking competence
for Year 8
and Year 12 participants
Year 8
participants showed a higher total score on the writing test than Year 12
students,
as Table 4 shows.
Table 4:
Means and standard deviations in writing task for Year 8 and Year 12
participants
As can be
seen in Table 5, Year 8 participants were best at task achievement and
worst at
composing the text. While Year 12 participants also scored highest in task
achievement,
their text composing skill was not the least developed aspect of their
writing
skills; the biggest problem for them was accuracy.
Table 5:
Means and standard deviations in four aspects of writing competence for
Year 8 and
Year 12 participants
4.5.2 Correlations
Correlation
coefficients were computed between scores on the affect measure and
on the
speaking and writing tests and the individual aspects of the two skills.
Table 6:
Correlations between affect and totals on speaking and writing tests
As can be
seen from Table 6, the computed correlations are higher for both
speaking
and writing scores in the Year 8 group. The difference is especially
prominent
in the case of writing.
When
correlations were computed separately for the three oral tasks (Table 7),
a different
pattern emerged in the two groups. With Year 8 participants the coefficients
did not
range as widely as with Year
showed the
highest connection with picture description, while this was the just the
opposite
with the older group, where this presented the weakest relationship.
Year 12
participants showed the highest correlation between affect and argumentative
talk. In
each of the three oral tasks the coefficients were lower in Year 12
than in
Year 8.
Table 7:
Correlations between affect and totals for three speaking tasks
The
relationship of affect and the individual aspects of writing is, generally,
also
stronger in
Year 8 than in Year 12 (see Table 8). In Year 8, the strongest relationship
of affect
was found with task achievement and vocabulary use. In Year 12,
quite
interestingly, the strongest relationship was found with accuracy.
Table 8:
Correlations between affect and four speaking aspects
In the case
of writing aspects, coefficients were higher for Year 8 than for Year 12.
Affect in
younger participants was more strongly connected with accuracy and
successful
vocabulary use than with task achievement and text-composing skills.
With Year
12 participants the same pattern emerged, only – as already mentioned
– the
coefficients were lower in each case than those of Year 8 participants. These
coefficients
are presented in Table 9.
Table 9:
Correlations between affect and four writing aspects
Conclusions
On the
basis of the results we obtained it can be concluded that there is a
significant
relationship
between affect and productive skills of speaking and writing. It
is
particularly prominent in Year 8 learners. With Year 12 learners there seems to
be an
important difference in significance between the two skills: success in
speaking
seems to be more strongly related to affect than success in writing skills.
With
respect to the type of speaking activity it is interesting to note that with
older and
more proficient learners (Year 12) success in argumentative talk was
more highly
correlated with affect than the less complex activities of answering
questions
and picture description. Year 8 learners did not show differences in this
respect
and, overall, it seems that success in all types of speaking activities in
their
group was
connected with positive affect.
In terms of
the four assessed aspects of speaking Year 8 learners, again, did not
show much
difference in the strength of the relationship of affect and individual
aspects of
speaking skills. With older learners the differences seem prominent and
we can
conclude that affect was most highly correlated with accuracy, the aspect
that these
learners had the lowest success in. It is also interesting that with Year 12
learners
affect was less strongly related than with Year 8 learners to all speaking
skill
aspects except accuracy.
As has been
mentioned, success in writing was significantly less correlated
with affect
in the Year 12 group than with Year 8 learners. If we consider the four
criteria that
writing was assessed along, we can conclude that in both groups the
highest
correlation with affect was found where the scores were low: with accuracy.
Our
findings seem to point to two general conclusions about the relationship
between
affect and success in productive language skills. The first conclusion may
be
considered to be of developmental nature: the relationship is stronger for
younger and
less proficient learners. The second conclusion is connected to the
complexity
and difficulty of using productive skills: affect is more strongly connected
with more
complex activities.
If we
interpret the relationships evidenced by the significant correlation
coefficients
in terms of
affect as a cause of success, the teaching implications of these
findings are
quite apparent: we should help FL learners to create and maintain a
positive
affective profile.
Implications
for further study
In the
present study we used an instrument for measuring the general affective
profile of
participants. Perhaps more meaningful relationships could be obtained
if, along
with such an instrument, more state-like measures are taken as well. A
particular
task may be more or less motivating for a learner and trait and situation-
specific
items may not tap into state motivation, or state anxiety, that may
also
significantly influence learner behaviour and success on the task.
It might
also be a good idea to get information on how learners themselves assess
their
performance on tasks. Insights into which aspects of speaking and writing
performance
learners find more or less difficult may be very valuable for conclusions
about the
role and impact of affective factors in language learning.
Since our
younger learners (Year 8) had also learnt EFL for a shorter period of
time than
older ones (Year 12), it is possible that the developmental nature in our
first
conclusion in fact reflects the stage of language learning and not age. Which
of the two
possibilities is true could be found by studying participants of the same
age but at
different stages of learning.
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Raimes, A.
(1985). What unskilled ESL students do as they write?: A classroom
study of
composing. TESOL Quarterly, 19(2), 229-258.
Rivers, W.
(1968). Teaching foreign language skills.
Press.
Silva, T.
(1993). Toward an understanding of the distinct nature of L2 writing. TESOL
Quarterly,
27 (4), 657-677.
Scovel, T.
(1991). The effect of affect on foreign language learning: A review of the
anxiety
research. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety.
From
theory and research to classroom implications (pp.15-23).
NJ:
Prentice-Hall, Inc.
Sinclair,
J. McH. (1987). Classroom discourse: Progress and prospects. RELC Journal,
18, 1-14.
Skehan, P.
(1998). Task-based instruction. In W. Grabe et al. (Eds.), Annual review of
applied
linguistics 18: Foundations of second language teaching (pp. 268-286).
Sparks, R.
L., & Ganschow, L. (1991). Foreign language learning difficulties:
Affective
or native
language aptitude differences? Modern Language Journal, 75,
3-16.
Sparks, R.,
& Ganschow, L. (1993). Searching for the cognitive locus of foreign
language
learning
difficulties: Linking first and second language learning. Modern
Language
Journal, 77,
289–302.
Sparks, R.
L. & Ganschow, L. (1995). A strong inference approach to causal factors
in foreign
language learning: A response to MacIntyre. Modern Language
Journal,
79, 235-244.
Sparks, R.
L., Ganschow, L., & Javorsky, J. (1995). I know one when I see one (Or, I
know one
because I am one): A response to Mabbot. Foreign Language Annals,
28, 479-487.
Sparks, R.
L., Ganschow, L., & Javorsky, J. (2000). Déjà vu all over again: A response
to Saito,
Horwitz, and Garza. Modern Language Journal, 84, 251-255.
Ushioda, E.
(1996). Learner autonomy 5: The role of motivation.
Ushioda, E.
(2003). Motivation as a socially mediated process. In D. Little, J.
Ridley,
& E. Ushioda (Eds.), Learner autonomy in the foreign language classroom:
Teacher,
learner, curriculum, assessment (pp. 90-102).
Widdowson,
H. G. (1998). Skills, abilities, and contexts of reality. In W. Grabe et al.
(Eds.), Annual
review of applied linguistics 18: Foundations of second language
teaching
(pp. 323-333).
Wittrock,
M. C. (1986). Students’ thought processes. In M. C. Wittrock (Ed.), Handbook
on
research on teaching (pp.
297-313).
Zamel, V.
(1983). The composing processes of advanced ESL students: Six case
studies. TESOL
Quarterly, 17 (2), 165-186.
Appendix
Items in
the Affective profile questionnaire:
1. I like
English very much.
2.
Knowledge of English is useless to me.
3. My
parents think that it is important for me to know English.
4. People
who speak English are interesting to me.
5. I’m
interested in films and pop music in English.
6. I find
English lessons extremely boring.
7. I have
no feeling for languages, I’m a hopeless case for learning languages.
8. I find
it easy to learn English.
9. It would
take much more effort and will for me to be more successful at English.
10. No
matter how much I study I can’t achieve better results.
11. I like
to use English in my free time.
12. I often
fail while learning English.
13. I feel
anxious when speaking English during English lessons.
© University
of Pécs Roundtable 2006: Empirical Studies in English Applied Linguistics
------------------------------------------------------------------------
2.- CLASSROOM BLOGGING: TWO FUNDAMENTAL
APPROACHES
Our
dear SHARER Marcela Francese has sent us this article to SHARE:
Classroom
Blogging: two fundamental approaches
By Aaron Campbell
·
October 10, 2005
I kicked off my
visit to the JALT 2005 conference yesterday in
One of the most
poignant issues for me that arose in the discussion involved motivation and
evaluation. We spoke about two fundamental approaches to classroom blogging.
The first approach to getting students to blog is through extrinsic factors of
quantitative evaluation and accountability. Students are given blogging
assignments at consistent intervals, and the teacher tracks the quantity of student
posts and comments, considers the quality of writing and effort, and finally
assigns points or grades accordingly. This ‘crack the whip’ method coerces
students to post to their blogs, read other posts, and comment on them. In
doing so, students will read, write, and post; and if they don’t, they either
receive a lower grade or, depending on the assigned value of blogging in the
curriculum, fail altogether. In the end, students will have most likely
improved their reading and writing skills, gotten some insightful feedback from
others to consider, and have even exercised their reflective and critical
skills. Whether or not students will enjoy blogging, see the potential value of
it, and continue blogging on their own after the course is finished is secondary
to the pedagogical goals set by the teacher.
The second
approach involves drawing upon the factors of motivation intrinsic to each
student. In this case, the teacher takes a qualitative approach to getting
students to blog, encouraging them to write about their interests, use social
networking tools to meet new people, post photos and sound files, etc. An
important aspect of this approach is to see the act of blogging as something
fun, expressive, enjoyable, conversational, and poetic. The blog can and should
be anything the student wants it to be. The teacher sees herself as a
facilitator of a process of creation, not as an enforcer of behavior. She makes
no demands on quantity and does everything she can to inspire her students to
blog through her own examples, stories, enthusiasm, and passion. Qualitative
and reflective self and peer evaluation are both encouraged and valued; and
students are given considerable, if not complete, control over the pace,
content, and direction of their blogging activities. Whether or not students
will enjoy blogging, see the potential value of it, and continue blogging on
their own after the course is finished is the primary consideration.
I am certain that
few teachers adhere to either one of these two approaches exclusively; most,
rather, are striving to find some sort of middle ground that works for their
particular situations. In my own practice, for example, although I resonate
with the qualitative approach philosophically, I can see that certain elements
of the ‘crack the whip’ approach, like structured homework assignments, are
necessary to induce my learners into the blogging process, positioning them in
such a way that makes the second approach possible. After twelve years of being
exposed to authoritative methods of heavy testing, rote memorization, and
deference to superiors, it is virtually impossible for most of my students to
view the act of blogging as being anything other than part of the only kind of
schooling they have ever come to know. Breaking down this mental barrier is the
first obstacle to overcome if a blog-driven movement toward more autonomous
language learning is to be achieved.
Until now, my
approach has been to design assignments that mimic the activity of a
self-directed blogger: choosing a topic to write about, using social networking
tools and tags to find other bloggers, linking to those bloggers in the posts,
linking to resources for further reading, connecting ideas and expressions of
emotions to images and photos, following up on comments in future posts, etc.
My hope is that by acting like bloggers, they can get a taste for what it feels
like to communicate their own ideas in a foreign language and develop their own
social network based on their interests. They will also be in possession of a
tool that empowers them to be in control of this process and encourages them to
interact in a direct way with their peers. If they can come to this
understanding of blogging through the weekly assignments and reflective
evaluations, then they are in a position to decide whether or not to continue
engaging in the medium after the term is finished. The beauty of using blogs
this way is that students own the tools, the content they create, and their
online identity and social network of which they are a part. Ideally, their
blogs won’t reek of institutional affiliation and all the emotional baggage
that comes with it, making it far more likely that learners will come to
embrace them as both learning tools and vehicles for expression and discovery.
© 2005 by Dekita.org
Open EFL/ESL
------------------------------------------------------------------------
3.- ADVANCED
VOCABULARY IN CONTEXT: WHAT WE WEAR DOWN-UNDER!
What We Wear Down-Under!
By Mark Gwynn
As a kid
growing up on the beaches of
The
evolution of the swimming costume from neck-to-knee to dps reflects a history of cultural
attitudes to the body and to the beach in
In the
The Women
are donning shirts
And the men
in the seaside places
Have taken
to wearing skirts.
Sing hey,
for the whiskered women
In trailing
skirts encased
Sing ho,
for the dainty fellows
And clasp
them round the waist.
After a
large protest in
When
Australians did venture into the surf in these early years they had a number of
Standard English words to describe what they wore. Words including costume, attire, gown, trunks, and suit were used in England and were often
qualified by 'swimming' or 'bathing'--hence swimming costume, bathing attire, bathing costume, etc. The
A growing
interest in swimming in the early years of the twentieth century brought to
public attention the issue of acceptable and non-acceptable swimming costumes
in
We are
essentially a clothes-wearing people. ... It is immodest for ladies to appear
on open beaches amongst men in attire so scant that they would be ashamed to
wear the same dress in their own drawing-rooms (as quoted in H. Gordon, Australia
and the Olympic Games, 1994, p. 80).
The
notoriety and publicity surrounding these celebrities and the influence of
fashion led to calls in
The
multi-piece and two-piece costumes became less fashionable and by the 1920s
David Jones was advertising the 'Orient One-piece Canadian Costume from ten
shillings and six pence'. But while the less cumbersome one-piece swimming
costume became more popular, there were many who believed that it was too
revealing. A common practice of men before and after the First World War was to
wear Vs over the
costume. These were like an athlete or circus performer's trunks and, although
worn ostensibly for decency, they only served to accentuate the male anatomy.
The demand for a swimming costume that was prescribed by the authorities and
that could stem the tide of experimentation laid the foundations for the neck-to-knee
costume.
The first
Australian word used for a swimming costume, neck-to-knee, indicates the competition between
the forces of imported English culture and the newly emerging Australian
culture. The Australian National Dictionary (AND) has evidence of neck-to-knee
from 1910, although it
cites a
All people
bathing in any waters exposed to view from any wharf, street, public place, or
dwelling-house in the Municipal District of Manly, before the hour of
Even with
these restrictions an increasing number of Australians were going to the beach
in the years leading up the First World War. In 1906 the first Surf Life Saving
Club opened--in Bondi--with many others soon following. The increase in the
number of Australians visiting the beach meant that the legal prescriptions
regarding swimming were often challenged and in a sense the word neck-to-knee
is not simply
descriptive but intimates the restrictions that enforced its use. Many
photographs and drawings of people at the beach in the early years of the
twentieth century show that the prescribed neck-to-knee was competing with other more
revealing costumes. It is in this period when the prescribed dress codes were
being challenged that we find the first evidence of the Australian words togs, swimmers, bathers, and cossies .
The word togs is an abbreviation of the
sixteenth-century criminal slang togeman, meaning 'coat'. Togeman itself comes from the Roman 'toga',
which comes from the Latin tegere 'to cover'. The first citation for togs in the OED dates from 1708, when it
was still considered a part of the flash language of the criminal underworld.
Later in the eighteenth century togs was used as slang or humorously for clothes--the OED has a 1779 citation
for this sense. So by the time the First Fleet left
The next
evidence the AND has of an Australian word for swimming costume is the simple
abbreviation cossie, first
recorded in 1926. The evidence for cossie points to the still common use of 'swimming
costume' and 'costume' in Australian English between the wars. Cossie is a less cumbersome and less formal
way of denoting an item of clothing used primarily for pleasure. Other early
examples of Australian words for swimming costume show this tendency of
shortening a word or modifying the meaning of an existing word. The OED marks swimmers as a chiefly Australian word,
although the first evidence for it comes from an English newspaper in 1929. Our
first evidence for bathers comes from Katharine Susannah Prichard's Haxby's Circus (1930).
In the eighteenth century, bather was used to describe someone who had a bath. By
adapting these existing nouns used to describe a person who swims or bathes to
the clothes worn while swimming or bathing, the Australian vocabulary was able
to keep pace with new cultural attitudes to swimming and, importantly, to the
fashion emerging on the beach.
In 1928 the
MacRae Knitting Mills in
Many of the
early terms for swimming costume in Australia were the same for both sexes
(what they wore often amounted to the same thing) but with changing fashions
and the popularity of the men's trunk-style costume, the terms were applied
largely to them. Partly because the speedo style of costume proved practical and
comfortable in the surf and in the swimming pool, they soon became the most
popular swimming costume for Australian men and boys. Many boys grew up calling
this particular swimming costume their speedos, cossies, bathers, togs, or swimmers . All these Australian words are
descriptive--they describe something in terms of an article of clothing or
through association with bathing and swimming. They are all words specific to
the object they describe. The next generation of Australian words for speedos highlights what the object
covers--the male genitals. Because many of the following words are or were
considered vulgar, or colloquial at best, the earliest evidence we have at the
Australian National Dictionary Centre is not a clear indication of when these
words were first used. Many of them probably emerged in the decades following
the end of the Second World War, most likely in the 1960s and 1970s, when
challenges to sexual taboos were controversially played out in the public
domain. This is the period when bikinis and even topless women were seen
regularly on the beaches of
The
earliest evidence at the ANDC of a term emphasising what is covered by the
costume (i.e. the genitals) is the word sluggos, from a 1972 edition of the Australian
surfing magazine Tracks . The word is probably formed from 'slug'
meaning 'penis' (originally from Australian Navy slang), and from the last
syllable of speedos . Another
possibility is that the word refers to the appearance of having a slug in your speedos . We have evidence that this word is
still in use today, although the citations have moved away from the surfing
context, and there is growing evidence for sluggers . While I can remember, and still
use, the word dps ('dick pointers') from the late 1970s, there is currently only evidence
of it from the Internet in the last couple of years and from previous responses
to Ozwords --but there are certainly quite a few people in Wollongong
who still use it! Our first evidence of dick-stickers is similarly late, coming from a
1993 edition of the Sydney Morning Herald : 'At
The Inuit
people have had practical reasons for developing an extensive vocabulary to
describe snow and ice features. In Australian English the numerous terms for
the men's speedo costume
are more a result of fashion and sex. The early terms, including togs and cossies, reflect the growing popularity and
emerging culture of the beach and swimming. The growth of later terms,
including dps and budgie
smugglers, shows a
common characteristic of English words associated with sex in that they
generate many synonyms. The diversity of these terms is also reflected in their
apparent regionalism. Togs is more likely to be heard in
About the
Author
Mark Gwynn
is a researcher at the Australian National Dictionary Centre.
© 2003 by The
------------------------------------------------------------------------
4.- 10th LATIN AMERICAN ESP COLLOQUIUM
August
9th , 10th & 11th - 2007
Venue:
Departamento de Lenguas - Universidad Nacional de Río Cuarto
Ruta
No
The Latin
American ESP Colloquia provide a forum for sharing teaching and research
experiences in the fields of ESP and EAP at tertiary and university levels.
This academic event started in
The 10th Latin
American ESP Colloquium will provide a forum for sharing research results or
experiences of research projects that are being carried out in the fields of
ESP and EAP at university level.
Abstracts and papers should include a description of the topic for the
colloquium and the same name and affiliation of each of the invited
participants. All colloquia will be open only to presenters.
The 10th ESP Colloquium invites research proposals on topics related to:
·
ESP
and EAP
·
Discourse
·
Genre
·
Text
Analysis
·
Course
Design
·
Materials
Design
·
Needs
Analysis
·
Evaluation
·
Assessment
and Testing
·
Teacher
Training
·
Schema
Theory
·
Distance
Education
·
Educational
and research technology
Proposals which
address theory, research and applications as well as describe innovative
projects are encouraged.
Deadlines & Important Dates
Abstract
Submissions: March 30th, 2007
Submission of
complete papers: April 30th, 2007
Authors
Notified: May 30th, 2007.
Early
Registration: June 10th, 2007
Advance
Registration: July 10th, 2007
Registration Fees
Early
Registration: U$S 100 (by June 10th, 2007)
Advance
Registration: U$S 150 (by July 30th, 2007)
The registration Fees include entry to: Invited speakers, Paper, Panel and Discussions; Refreshment breaks; Abstract Book; and CD-ROM Proceedings.
For further
information, please contact the 10th Latin American ESP Colloquium organizers
at espcolloquium@hum.unrc.edu.ar
-----------------------------------------------------------
5.-
OCTAVAS JORNADAS NACIONALES DE LITERATURA COMPARADA
Octavas Jornadas
Nacionales de Literatura Comparada
Facultad de Filosofía y
Letras - Universidad Nacional de Cuyo
Mendoza,
Han sido invitados, entre
otros académicos comparatistas, Dr. Jean Bessière (París), Dr. Manfred Beller
(Bergamo), Dr. Hugo Dyserinck (Aquisgrán) Dr. Anil Batí (Bombay), Dr. Axel
Gasquet (Clermont Ferrand), Lic.María Kodama (Fundación Internacional
J.L.Borges).
Áreas temáticas.
1. Exclusiones.
Hibridación. Mestizaje. Tematología transnacional e intercultural.
2. Interculturalidad. Fronteras de interdisciplinariedad: Literatura y otras
Artes, Literatura y Ciencias, Literatura e Historia, Literatura y Filosofía.
Literatura y Cine, Literatura y Política, Literatura y ciber espacio.
3. Intermediación, sus
agentes: viajeros, traductores, críticos, prácticas docentes, prácticas
editoriales. El escritor como mediador cultural.
4. El texto como espacio
de encuentros. Historia literaria comparada. Nuevas redes transnacionales /
transculturales.
5. La lengua y los
fenómenos transculturales. Francofonía, anglofonía, hispanofonía, lusofonía.
6. Recepción y
transferencia. Traducir, apropiarse, transplantar esquemas conceptuales y
prácticas comparatistas. Teoría literaria comparada. Texto y contexto.
7. Traducción cultural:
tender puentes entre lo propio y lo otro. Globalización. “comparatisme
planetaire”, “remapping knowledge”. Migraciones, Literatura de minorías.
Literatura de fronteras. Género y Literatura.
Como es habitual en las
Jornadas de
Comisión Directiva:
Presidente: Lila Bujaldón
de Esteves (UNCuyo)
Vicepresidente: Adriana
Crolla (Universidad Nacional del Litoral)
Secretaria: Elena
Duplancic de Elgueta (UNCuyo)
Tesorera: Claudia Garnica
de Bertona (UNCuyo).
Aranceles:
Expositores socios de
Expositores no socios de
Expositores estudiantes:
deberán contar con el aval de un profesor de la institución a la que
pertenecen. Inscripción anticipada: $25. Con posterioridad: $35.
Estudiantes asistentes
con certificado $15
Estudiantes (oyentes) y
asistentes sin certificado: sin cargo.
Dirección electrónica: literaturacomparada@yahoo.com.ar
Dirección postal:
Facultad de Filosofía y Letras. Gabinete 305. Centro Universitario. Parque
General San Martín, cc.345, C.P. 5500 Mendoza
------------------------------------------------------------
6.-
I CONGRESS OF THE BRAZILIAN ASSOCIATION OF UNIVERSITY
TEACHERS
OF ENGLISH
Our dear
SHARER Vera Menezes de Oliveira e Paiva has sent us this information tpo SHARE:
Congresso
Internacional da ABRAPUI - "New Challenges in Language and
Literature"
Faculdade
de Letras da Universidade Federal de Minas Gerais, Belo Horizonte
3rd to 6th June
2007
Conference
organization:
ABRAPUI - Brazilian Association of University
Teachers of English
Vera Lúcia
Menezes de Oliveira e Paiva,
Chair,
Organizing Committee
Gláucia
Renate Gonçalves,
President,
ABRAPUI
Introduction
ABRAPUI is
an academic and cultural association whose aims are the organization of
academic conferences, the dissemination of literary and critical/theoretical
works, and cultural exchange.
During
ABRAPUI’s business meeting, its members decide on a theme for the next
conference, and the members of the English Language and Literatures in English
scientific committees are responsible for the academic program of the
conference.
ABRAPUI’s
conferences began in 1970, and were alternately dedicated to English Language
and Literatures in English. In 2003 and 2005 the language and literature
conferences were simultaneous. Given the success of this initiative, as well as
the international nature of the meetings, we are now pleased to announce the
1st International ABRAPUI Conference, to be held at the College of Letters at
the Federal University of Minas Gerais (Belo Horizonte, MG), June 3 to 6, 2007.
Confirmed
speakers:
Ana Lúcia
Gazzola - UFMG
Connie Eble
-
Tim Murphey
-
David Block
-
Helena
María Viramontes -
Sylvia
Adamson -
Smaro
Kamboureli -
Sérgio Bellei -UFSC
Sônia Torres -UFF
Solange
Ribeiro de Oliveira -UFMG
Lynn Mario de
Souza -USP
Walkyria Montmor -USP
Laura Miccoli -UFMG
Stella
Tagnin- USP
Program
The final
program will be posted after the registration deadline for presentations (March
31, 2007)
Researchers
from
Preliminary
Program:
June 3
18:30
Registration
19:00
Opening Lecture: Language and Literature in a Changing World - Ana Lúcia
Gazzola
20:30 Cocktail
June 4
08:30 -
09:45 Lectures:
Identity in
Second Language Learning Research: Where We Have Been and Where We Are at
Present - David Block
Between
Disciplines and Methods: Asian Canadian Literature and CanLit - Smaro
Kamboureli
Break
Coffee Break
10:00 -
11:00 Paper Sessions
11:00 – 12:00
Paper Sessions
Lunch
14:00 -
15:30
Round
Tables:
1.
Identities in Language and Literature
2.
Indigenous Identities and Diversity in the Contemporary Literature of the
3. New
Challenges in the Classroom
15:30 –
16:45 Symposia
Break Coffee
Break and Poster Exhibit
17:15 –
18:30 Lectures:
Classroom
English-Teaching/Learning in
Laura
Miccoli
Representing
Multitudes: Struggling with Old and New Histories - Sonia Torres
18:30 – 19:00
Book Signing and Special Performance
ABRAPUI
Business Meeting
June 5
08:30 –
09:45 Lectures:
Intermediality
or Interart Studies? - Solange R. de Oliveira
New
challenges in Language Teaching (As Novas Orientações Curriculares para o
Ensino Médio: Língua Inglesa) -Lynn Mario T. Menezes de Souza e Walkyria
MonteMór
Break
Coffee Break
10:00 –
11:00 Paper Sessions
11:00 –
12:00 Paper Sessions
Lunch
14:00 -
15:30
Round
Tables:
1. New
Challenges in Gender Studies and Feminist Criticism
2. New
Challenges in Distance Education
3. New
Challenges for the Study of Emily Dickinson
4. Genre as
a Challenge for Language Teaching
15:30 –
16:45 Symposia
Break
Coffee Break and Poster Exhibit
17:15 –
18:30 Lectures:
Slang and
the Internet - Connie Eble
Marks of a
Chicana Corpus: An Intervention in the Universality Debate - Helena María
Viramontes
18:30 Break
19:00
Optional Dinner
June 6
08:30 –
09:45 Lectures:
Towards a
New Historical Stylistics - Sylvia Adamson
Learning
Ecologies of Linguistic Contagion - Tim Murphey
Break
Coffee Break
10:00 –
11:00 Paper Sessions
11:00 – 12:00 Paper Sessions
Lunch
14:00 –
15:30
Round
Tables:
1. New
challenges in Teacher Education
2.
Transnational Movements in Literature and Film
15:30 –
16:45 Symposia
Break
Coffee Break and Poster Exhibit
17:15 –
18:30 Lectures:
Hypertext,
Information Overload, and (the Death of) Literature - Sérgio Bellei
Corpora
Studies as a New Challenge for Language Professionals - Stella E. O. Tagnin
18:30
Closing Session
Contact:
ABRAPUI /
FALE / UFMG
Address: Av. Antônio Carlos 6627 – sala 4015 - 31270-901 Belo Horizonte – MG
Phone
number: (0xx31) 3499-5133
E-mail: abrapui@abrapui.org
Website: www.abrapui.org
------------------------------------------------------------------------
7.- SEMINARIOS DE
UNIVERSIDAD NACIONAL
Universidad Nacional de
Rosario
Maestría en Literatura
para Niños
Dirección:Dr. Ovide
Menin
Secretaría Técnica:
Mgter. María Luisa Miretti
Seminarios 2007
Horarios:
Jueves
Abril (fechas
por confirmar)
Dr.
Ovide Menin
Seminario:
Psicología del Niño
Mayo 17,
18 Y 19
Dra.
Cristina Bloj
Seminario:
Psicoanálisis
Junio (fechas
por confirmar)
Dr. Félix Temporetti
Seminario:
Taller II: Teorías del Aprendizaje y Prácticas Docentes con Niños.
Agosto 9,
10 y 11
Dr.
Alejandro Raiter
Seminario:
Sociolingüística
Octubre
(fechas por confirmar)
Mgter.
Beatriz Actis
Seminario:
Taller III Relaciones de
Noviembre
(fechas por confirmar)
Prof.
Fernando Avendaño
Seminario:
Psicolingüística
Información: mlmiretti@gigared.com
0341- 4802676 interno
129
------------------------------------------------------------------------
8.- FIRST CONGRESS FOR TEACHERS OF ENGLISH
IN CONCEPCIÓN
Our dear
SHARER Lucia Perrone from Career Opportunities has got an announcement to make:
“Resources for Teachers”
I Congress for Teachers of English - Organised by Career Strategies
April 26, 27 and 28, 2007
Colegio Nacional Justo
José de Urquiza, Concepción del Uruguay, Entre Ríos, Argentina
Speakers and Workshops
Ana María
Rozzi de Bergel
Effective activities for error exploitation: teaching, rather than correcting
Charlie López
Listening Ideas!
Chris Kunz
Sorting out the massive amount of everyday Englishness II
Laura Renart
Teaching the Bilingual Child
What is new about old reading and writing?
What's at hand? Preparing your class with ...what you have
María Belén G. Milbrandt
Gladiators´School: Helping Polonius kill the lion! (Teaching Business English)
María Marta Suárez
Story Telling: from the cradle to kindergarten and beyond
Look, Move, Sing and Say in Kindergarten
Marta Schettini
Reading with our five senses.
To take into account
Handouts with ready-to-be-used activities included
Free access to “Aguas Claras” hot spring waters.
Raffles
Commercial Presentations
Pizza time on Friday night included
Enrolment Deadline: April 21
Registration Fee
Until March 31 - $100
Until April 21 - $110
Methods of Payment: Bank Deposit or Bank
Transfer to: Banco de
Banco Francés- Sucursal
212 - Caja de Ahorro: No. 312921/1 - CBU 0170212740000031292111
To confirm your enrolment, please send a copy of your proof of payment at career-strategies@hotmail.com
For further information and enrolment, contact: career-strategies@hotmail.com
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9.- III SIMPOSIO
NACIONAL “ECOS DE
LUGAR: Facultad de
Filosofía y Letras – Universidad Nacional de Cuyo, Mendoza.
Para informes e
inscripción dirigirse a Secretaría de Extensión Universitaria de
Página WEB: http://ffyl.uncu.edu.ar ®Secretaría de Extensión
III Simposio Nacional
“Ecos de
III Simposio Nacional
“Ecos de
Para informes e
inscripción dirigirse a Secretaría de Extensión Universitaria de
Página Web: http://ffyl.uncu.edu.ar ®Secretaría de Extensión
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10.- INTERNATIONAL ASSOCIATION FOR DIALOGUE ANALYSIS: III
COLOQUIO ARGENTINO
Our dear
SHARER Leticia Móccero has sent us this information:
III Coloquio Argentino de
Facultad de Humanidades y
Ciencias de
Grupo Eclar (El Español
de Chile y Argentina)
Sede
Jockey Club Multiespacios
- Av. 7 Nº 834 -
Tema: Diálogo y Contexto
Por tercera en vez en
nuestra ciudad realizaremos un encuentro académico para abordar temáticas
vinculadas con la lengua hablada. Considerar el diálogo en contexto significa
incursionar en el ámbito de la oralidad situada, tanto en medios
institucionales como privados. Convocamos a quienes trabajen en este ámbito a
presentar trabajos que aborden aspectos del tema desde diferentes prespectivas
de análisis y que muestren resultados de trabajos empíricos, de investigaciones
concluidas o en curso, revisiones críticas de marcos de análisis o métodos de
investigación.
Idiomas oficiales:
Español e Inglés
Presentación de resúmenes
y plazos
1. Forma de presentación
Quienes estén interesados
en hacer una presentación en el coloquio deberán enviar un resumen de su
trabajo.
Características del
resumen
Procesador: Word for
Windows 6.0, 2000 o inferior.
Extensión: entre 200 y
250 palabras aproximadamente.
Tipo de letra: Times New
Roman, tamaño 12.
Interlineado: sencillo
Incluir la siguiente
información:
Forma de Presentación:
Poster, Ponencia Independiente o Ponencia Coordinada.
(Alineación derecha, con
mayúscula). Luego, separados por un espacio,
Título del trabajo: (en
negrita) alineación izquierda.
Autor o autores:
(Apellido, en mayúsculas y nombres, en minúsculas) Alineación derecha.
Institución a la que
pertenecen: (en minúsculas). Alineación derecha.
E-mail: Alineación
derecha y debajo de cada nombre.
(Las palabras
"título", "autor", "institución",
"e-mail" NO deberán incluirse).
Ejemplo:
Luego se incluirá el
resumen del trabajo, justificado, sin indentación y separado de la dirección
electrónica por un espacio. El texto se escribirá en un solo párrafo. (NO escribir
la palabra "resumen")
Envío: Por correo
electrónico en archivo adjunto
Asunto: Resumen IADA
Dirección electrónica: info@iada-agentina.com.ar
Se enviará confirmación
automática de recepción.
2. Fechas importantes:
Fechas límite de
recepción:
Propuestas para ponencias
coordinadas: hasta el 15 de diciembre de 2006
Ponencias coordinadas:
hasta el 10 de abril de 2007
Ponencias
independientes:hasta el 20 de abril de 2007
Aviso de aceptación de
los resúmenes:
Por correo electrónico
dentro de los cinco días a partir de la recepción del resumen. (Si en ese lapso
no reciben comunicación alguna, les solicitamos que vuelvan a contactarse con
Inscripción y aranceles
Importante : Las fichas
de inscripción, tanto de los expositores como de los asistentes, se recibirán
hasta el 30 de abril de 2007, fecha en que se enviará a la imprenta el material
gráfico. No podremos garantizar la entrega de dicho material a quienes no cumplan
con este plazo.
Para completar el trámite
de inscripción al Coloquio es necesario rellenar el formulario que figura en el
link "ficha de inscripción", consignando todos los datos que se
solicitan. El pago de los aranceles deberá efectuarse mediante giro postal, a
nombre de María Leticia Móccero, o personalmente en el momento de la
acreditación. No podemos aceptar cheques personales ni pago mediante tarjetas
de crédito.
Importante: No enviar
giros durante el mes de enero
Categoría de
participante:
Expositor: Organizadores
de sesiones de Ponencias Coordinadas, Participantes que presentan Ponencias
Coordinadas, Ponencias Independientes o
Posters.
Asistentes: Participantes
que no presentan trabajo.
Alumnos de grado (Con
comprobante): El arancel corresponde al costo de los materiales que se
entregarán durante el coloquio.
A partir del 1 de Marzo
de 2007
Expositores $ 140
Asistentes $ 90
Alumnos $ 10
Nota: Todos los
asistentes al Coloquio que sean co-autores de un trabajo deberán inscribirse
como "expositores", aunque la presentación sea hecha por un solo
integrante del equipo.
Para la presentación de
trabajos en el coloquio será necesaria la presencia de por lo menos uno de sus
autores.
Dirección postal para
envío de correspondencia y giros postales:
María Leticia Móccero.
Calle 29 Nº 1769 - (1900)
Ponencias
Coordinadas. Temas 15/03/2007
Nº 1
Tema: El Género en
Coordinadoras
Facultad de Humanidades y Ciencias de
Esta
Enviar resúmenes a: lgranato@isis.unlp.edu.ar
(o a la dirección del Coloquio)
Nº 2
Tema: Discurso Académico y Oralidad
Coordinadora: Dra. María Marta García Negroni.
UBA y CONICET
El tema general de este panel de “ponencias coordinadas” es “Discurso académico
y oralidad” y su propósito es presentar los resultados de investigaciones
concluidas o en curso sobre la cuestión. En el panel, podrán incluirse los
trabajos que, desde distintas perspectivas, aborden aspectos
lingüístico-discursivos específicos de los diferentes subgéneros del discurso
académico oral en español o que contribuyan a marcar las relaciones,
dependencias y diferencias entre oralidad y escritura en el ámbito del discurso
académico en nuestra lengua.
Enviar resúmenes a: mmgn@fibertel.com.ar
o a la dirección del Coloquio
Nº 3
Tema: Fonética y Fonología en
Coordinadoras: Dra. María Amalia García Jurado y Dra. Claudia Borzi
Este panel de “ponencias coordinadas” agrupará estudios, sobre el español u
otras lenguas, dedicados a fenómenos fonéticos y fonológicos que estén
relacionados con aspectos de orden gramatical y discursivo. Interesan tanto la
presentación de los resultados de investigaciones terminadas como los
resultados parciales de investigaciones en desarrollo. El objetivo es abrir un
espacio de intercambio y discusión sobre la influencia de las particularidades
del habla en la constitución de la gramática y del discurso.
Enviar resúmenes a: majurado@filo.uba.ar
, cborzi@filo.uba.ar o a la dirección del Coloquio
Nº 4
Tema: Diálogos en clase de lengua extranjera
Coordinadora: Mgtr. Estela Klett
El panel de ponencias coordinadas “Diálogos en clase de lengua extranjera” reunirá
estudios sobre interacciones en el aula de idiomas. Se tratará del análisis de
alguno de los intercambios que allí tienen lugar: entre el docente y el
grupo-clase, entre aprendientes, o bien, aquellos presentes en textos de
enseñanza (consignas, diálogos, juegos de roles, entre otros). Podrán incluirse
trabajos que aborden el tema desde una perspectiva fonética, lingüística,
discursiva o pragmática. La finalidad del debate es describir la especificidad
del discurso didáctico en la clase de lengua extranjera a partir de diferentes
marcos de análisis.
Enviar resúmenes a: eklett@filo.uba.ar o
a la dirección del Coloquio
Nº 5.
Tema:Diálogo(s) Multicultural(es)
Coordinadora: Dra. Angelita Martínez
Este panel de ponencias coordinadas recogerá trabajos vinculados al contacto
lingüístico que den cuenta del fenómeno a través del análisis de producciones
orales de diversa naturaleza (análisis de conversaciones, relatos, entrevistas,
entre otros materiales). Los trabajos presentados pueden ser el resultado de
investigaciones en curso o finalizadas, a partir de las cuales se espera
conformar un espacio de reflexión sobre el aporte del campo a la lingüística
teórica y a sus aplicaciones.
Enviar resúmenes a: angema@filo.uba.ar o
a la dirección del Coloquio
Para mayor
información acerca de las actividades
programadas, se ruega consultar nuestra página web: http://www.iada-argentina.com.ar
Dirección de contacto: info@iada-argentina.com.ar
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11.- WORKSHOP ON
HOW TO TEACH ENGLISH IN KINDERGARTEN
Our dear SHARER Ana Kuckiewicz has sent us this invitation:
Cultural Inglesa de Villa Martelli announces a Workshop on How to teach English in Kindergarten by Prof. Alfredo Bilopolsky on April 14th from 9 to 12
How to teach English in Kindergarten
Most adults find foreign languages quite
difficult. They must struggle and put in long hours of hard work to make even
small gains in their ability in a new language. However, a child seems to just
pick it up out of thin air. To a child, it is all play and no work. Teaching
English to very young children can be a very rewarding experience for both
pupils and teachers. In this presentation you will be shown how to deal with
very young learners and how to help them develop their language skills through
a variety of teaching activities and techniques, including TPR, video, songs,
games and multimedia and most importantly, how to foster a positive attitude
towards learning the language. Real
effective classroom examples will be provided.
Prof. Alfredo Bilopolsky
Profesor de Inglés e
Inglés Técnico from Instituto Nacional Superior del Profesorado Técnico de
Venue: Cultural
Inglesa de Villa Martelli - Laprida 3793 - (1603)Villa Martelli - Vicente López
– Provincia de Buenos Aires
Registration Fee: $ 15.- coffee break included
Registration; 4838-1846 - culturalvm@yahoo.com.ar
Organizer: www.culturalvm.com.ar
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12.- TEACHER DEVELOPMENT WORKSHOPS AT LCI
Our dear SHARER Virginia Lombardi from Learning Centre
Institute has sent us all this invitation:
Teacher
Development Workshops
Saturday 28th
April 2007
First
Workshop: 9:00-12:00
Prof.Laura
Szmuch & Jaime Duncan B.A.
“Making Learning Memorable”
Fixing
learning is one of the biggest challenges facing teachers. What are the factors
that help us to remember what we have learnt? In this workshop, you will
explore the answer to this and learn practical ways of implementing these
features in the classroom.
Second
Workshop: 13:30- 16:30
Prof. Oriel
Villagarcia M.A.
“Multiple Intelligencies in the ELT Classroom”
Where?:
Learning Centre Institute
Av. F. F. de
Cost: $
30 (each workshop) - $ 50 (full session)
Limited
Vacancies
Enrolment: info@learningcentre.com.ar
Learning Centre Institute
TE: +54-11-4602-6555
www.learningcentre.com.ar
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13.-
ONLINE COURSE: ADOPTING PEDAGOGIES
FOR LEARNERS AT A DISTANCE
Adopting Pedagogies for Learners at a Distance
(Resolución HCD en
trámite)
Marie-Noëlle Lamy
Open University, Reino
Unido
Fechas: 10 de abril al 15
de junio de 2007
Modalidad: encuentros
virtuales con dos encuentros presenciales obligatorios los días 17 y 18 de mayo
de 2007 de 5 horas cada uno.
Duración: 40 horas - Créditos:
Dos (2)
Costo: $220* Descuento
10% para Inscriptos en las I Jornadas de Nuevas Tecnologías Aplicadas a
www.lenguas.unc.edu.ar/jornadaseducacion.html
03 de abril del 2007 (1er. pago:50% del costo)
10 de mayo del 2007 (2do. pago:50% restante)
Requisitos:
Llenar la ficha de
inscripción que figura en la página web de
Informes
Secretaría de Posgrado,
Facultad de Lenguas
Av. Vélez Sársfield 187 – 1º Piso. Tel: 4331073 int. 22
www.lenguas.unc.edu.ar/secposgrado.html
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14.- 12º ENCUENTRO INTERNACIONAL DE NARRACIÓN ORAL
"NARRADORES SIN
FRONTERAS"
En el marco de la 33º
Feria Internacional del Libro de Buenos Aires que se llevará a cabo en
12º Encuentro
Internacional de Narración Oral - Cuenteros y cuentacuentos
"Narradores sin
fronteras"
Contacto: Analí García
Araujo por e-mail: narradores@el-libro.com.ar
ó teléfono: 4374-3288 int. 106
Fundación El Libro.
Hipólito Yrigoyen 1628, 5º Piso. Buenos Aires. República Argentina
Tel.: 54 11 4374-3288
int. 106 Fax: 54 11 4375-0268
Sitio www.el-libro.com.ar
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15.- A MESSAGE FROM SUSAN HILLYARD
Our dear
SHARER Susan Hillyard writes to us:
Dear All,
Just to let you know about the EVO sessions for 2007
These are FREE on line courses which last for 6 weeks and cover a whole range of courses.
Last year I did the one on Drama, which was terrific and this year I'll be one of the moderators on Readers' Theatre.
To see what's on offer and to register, go to
http://evo07sessions.pbwiki.com/
Best wishes,
Susan Hillyard
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16.- TENTH INTERNATIONAL CONGRESS FOR TEACHERS OF ENGLISH IN
Our dear SHARER Gladys Aguilera Muga has sent us this invitation:
International Congress for Teachers of English,
Tarapaca in
Main theme: Inside the EFL classroom: sharing strategies for successful teaching and learning.
Call for Papers
Abstracts for papers (30 minutes) and workshops (90 minutes) are being solicited for the Tenth International Conference for English Teachers organized by the University of Tarapaca in Arica Chile, an event that regularly draws secondary and University English teachers from Chile, Peru,Argentina, Brazil, Ecuador and Bolivia, with speakers
from Latin America, the
Abstracts for 90 minutes workshops (250 words) on TEFL, TESOL, EFL and Applied Linguistics, as well as related topics on ESL, should indicate the objectives,
processes and expected outcome of the workshop.
Abstracts for 30 minute papers (200 words) on the same topics, should clearly state thesis and conclusion of the work to be presented.
Submit the abstract of your proposal, before May 30th 2007.
For further information and proposal´s format please access:
http://yatichiri.facdehu.uta.cl/~8cipi/10cipi/
Or contact: Professor
Jaime Gomez Douzet.
Departamento de Idiomas
Extranjeros - Universidad de Tarapaca
jaimepablog@yahoo.com or coningles3@yahoo.com
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17.- BRAIN GYM WORKSHOP IN
Our dear SHARERS from APIBB announce:
“Gimnasia Cerebral"
dictado en Español por
-Comunicarse con más
eficiencia en tu clase.
-Captar la atención de los
alumnos.
-Lograr mayor
concentración, equilibrio y coordinación.
-Superar el estrés de los
exámenes.
-Desarrollar una actitud
más positiva en la profesión.
El encuentro se realizará
en la ciudad de Bahía Blanca el día sábado 21 de abril de
Informes e inscripción en
APIBB. Chiclana 681, Oficina 13.
Teléfono (0291) 4563166 o
e-mail: apibb@bvconline.com.ar
------------------------------------------------------------
18.-
Our dear SHARERS Nefdy Falconi, President, Peru TESOL, and Liliana Nunez-Aguirre
Dear friends in TESOL all over the world,
On behalf of our current
Just click the following link:
http://groups.yahoo.com/group/peru_tesol_magazine/join
The moderator's e-mail address is:
peru_tesol_magazine@yahoogroups.com
Not to have your inbox full, I advise you to select the daily briefing and to have your e-mail NOT published when becoming a subscriber.
Warm regards,
Liliana Nunez-Aguirre
http://perutesol.homestead.com/peru.html
In the current issue of
1. Integrating Technology and Learning in
Instructional Design, by Ming Cheung, PhD –
2. The Impact of Home Visits on Preservice
Teachers's Preparation, by Claudia Peralta Nash, Ph.D. -
3. Tech Tips - Finding Classroom Resources
and Activities Online. M. Karen Jogan, Ph.D. –
------------------------------------------------------------
Of all the messages we received with feedback on the new format, we chose this one from a dear SHARER from Perú to close this issue of SHARE:
Dear Omar and Marina
I wish I could tell you THANK YOU VERY MUCH, with a big hug for these 8
years supporting us!!
Medalit Holyoak from Perú
A virtual hug to you too! And to all our SHARERS.
HAVE A
WONDERFUL WEEK
Omar and
Marina.
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SHARE is
distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For more information about
the characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR
WEBSITE : http://www.ShareEducation.com.ar
There you can read all past issues of SHARE in the section SHARE
ARCHIVES.
------------------------------------------------------------------------