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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

 

Volume 67, Number 2 / May 2011 is now available at

 

http://utpjournals.metapress.com/content/j71777630225/.

 

This issue contains:

 

 

 

‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners

 

Klara Abdi

 

**Winner of the 2011 Best Graduate Student Paper Award / Gagnant du Concours du meilleur article par un étudiant diplômé**

 

 

 

This article draws on data from an ethnographic multiple-case study on the identity, positioning, and interactions of Spanish as a heritage language

(SHL) students in regular Canadian high school Spanish classes. Interview and classroom observational data are discursively analyzed to reveal the presence of a form of language ideology that equates displayed Spanish speaking ability with language proficiency and heritage. This type of language ideology particularly impacted how one SHL student, who was reluctant to speak Spanish, was positioned and treated in class in ways that not only did not acknowledge her Hispanic heritage or encourage the development of her oral skills, but also did not recognize the usefulness of her literacy skills. This article problematizes the assumptions that HL students are typically able (and willing) to speak their HL and that this ability is viewed as their most important asset in class. The article concludes with pedagogical implications and directions for future research.

 

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DOI: 10.3138/cmlr.67.2.161

 

 

 

An Investigation of Experience in L2 Phonology: Does Quality Matter More than Quantity?

 

Alene Moyer

 

 

 

This study examines the significance of language use for second language

(L2) accent and tests it against factors such as length of residence (LOR) and age of onset (AO). Participants include 42 non-native speakers of English and 8 native speaker controls. Read-aloud items and guided free-speaking tasks are rated on a 5-point scale. Correlation analyses confirm the significance of AO, LOR, and experiential factors such as first language (L1) use, breadth of L2 use across multiple modes, and especially domain-based L2 use, such as personal, interactive contact with native speakers of the target language. Results suggest that experiential quality has a more significant impact on accent than experiential quantity and that, according to multiple regression models, experience is independent of the influences of AO and LOR. Based on these analyses, closer investigations of language experience and its connections to LOR are recommended.

 

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DOI: 10.3138/cmlr.67.2.191

 

 

 

Les effets de la carte conceptuelle hiérarchique sur la compréhension littérale et inférentielle de textes informatifs en langue seconde

 

Amirreza Vakilifard, Françoise Armand

 

 

 

Cette étude porte sur les effets de la stratégie d'enseignement des cartes conceptuelles sur la compréhension de textes informatifs en langue seconde.

Soixante-neuf adultes apprenants en français langue seconde, dans une université francophone montréalaise, ont été aléatoirement assignés à un groupe expérimental ou à un groupe contrôle. Les deux groupes ont répondu, après la lecture d'un texte informatif, à un questionnaire de compréhension lors d'une épreuve de pré-test. Le groupe expérimental a bénéficié d'une intervention hebdomadaire durant quatre semaines. Après chaque intervention, la compréhension de chacun des quatre textes à l’étude a été évaluée au moyen d'un questionnaire de compréhension de texte comprenant des questions de type littéral et inférentiel. Une semaine après la fin de l'intervention, les apprenants des deux groupes ont été évalués au moyen du même questionnaire de compréhension utilisé lors du pré-test. Les résultats montrent que le groupe expérimental tend à obtenir des scores supérieurs à ceux du groupe contrôle, que ce soit pour le score global (3 textes sur 4), pour le score obtenu aux questions littérales (2 textes sur 4) et pour le score obtenu aux questions inférentielles (2 textes sur 4). Par ailleurs, les résultats de la comparaison du pré-test et du post-test indiquent que les étudiants du groupe expérimental ont pu transférer leurs habiletés de compréhension littérale. Toutefois, ils n'ont pu le faire dans le cas de la compréhension inférentielle.

 

 

 

This study explores the impact of concept map strategy on the understanding of second language information texts. Sixty-nine adult learners of French as a second language (FSL) in a Montreal francophone university were randomly assigned to either an experimental or a control group. After reading an information text, both groups answered a comprehension questionnaire as a pre-test survey. The experimental group then participated in four weekly preparation sessions. After each session, proper understanding of the text studied was assessed through a comprehension survey composed of literal and inferential questions. One week after the last session, both groups of learners were evaluated using the same comprehension questionnaire that had been used as a pre-test. Results show that the experimental group tend to obtain higher scores than the control group on the immediate post-tests, either for the global score (3 of the 4 texts), or for the literal questions score (2 of the 4 texts), or for the inferential questions score (2 of the 4 texts). Moreover, a comparison of the pre- and post-test results shows that students from the experimental group were able to transfer their literal comprehension skills, but they could not, however, transfer their inferential comprehension skills.

 

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DOI: 10.3138/cmlr.67.2.217

 

 

 

The Power of Story in the ESL Classroom

 

Bonnie J. Nicholas, Marian J. Rossiter, Marilyn L. Abbott

 

 

 

Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what she termed a ‘storied classroom,’ this study explores the ways in which learners' stories are used in the ESL classroom. Five ESL instructors and nine adult ESL learners enrolled in ESL classes at a settlement agency in Edmonton were interviewed about the practice, benefits, and challenges of incorporating personal stories into the L2 classroom. Participants perceived that story promoted language learning, an understanding of genre, and community building, while also enhancing authenticity, affect, and motivation. This article provides guidelines and recommends resources for using personal story in the adult ESL classroom.

 

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DOI: 10.3138/cmlr.67.2.247

 

 

 

Book and Software Reviews / Critiques de livres et de logiciels

 

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Volume 15 Number 2 of Language Learning & Technology is now available at http://llt.msu.edu

 

Articles

 

Comprehending News Videotexts: The Influence of the Visual Content

Abstract | Article PDF

Jeremy Cross, Nanyang Technological University

pp. 44–68

 

Divergent Perceptions of Tellecollaborative Language Learning Tasks: Task-as-Workplan vs. Task-as-Process

Abstract | Article PDF

Melinda Dooly, Universitat Autònoma de Barcelona

pp. 69–91

 

Online Domains of Language Use: Second Language Learners’ Experiences of Virtual Community and Foreignness

Abstract | Article PDF

Sarah Pasfield-Neofitou, Monash University

pp. 92–108

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Интересная статья:

Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom

 

Icy Lee

 

 

 

Although second language (L2) teachers spend a significant amount of time marking students’ writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in L2 writing teachers’

feedback practices? The present article is predicated on the belief that if teachers are to improve the effectiveness of conventional feedback practices, they have to challenge taken-for-granted assumptions and problematize their current practices. Using teacher feedback data from 26 English teachers from Hong Kong and interview data from six of them, the present article analyzes the problems that underlie teachers’ feedback practices, discusses alternative approaches, and concludes with recommendations to help teachers maximize the formative potential of feedback.

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Journal of Languages and Culture

 

www.academicjournals.org

 

 

 

 

Dear Colleagues,

 

The Journal of Language and Culture (JLC) is a multidisciplinary peer-reviewed journal published monthly by Academic Journals (www.academicjournals.org/JLC). JLC is dedicated to increasing the depth of research across all areas language and culture.

 

 

Call for Papers

 

JLC welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence in this subject area, and will publish:

 

 

• Original articles in basic and applied research

 

• Case report

 

 

We invite you to submit your manuscript(s) to jlc.journal@gmail.com<mailto:jlc.journal@gmail.com> for publication in the next issue. Our objective is to inform authors of the decision on their manuscript(s) within four weeks of submission. Following acceptance, a paper will normally be published in the next issue. Instruction for authors and other details are available on our website; http://www.academicjournals.org/JLC/Instruction.htm .

 

 

JLC is an Open Access Journal

 

One key request of researchers across the world is unrestricted access to research publications. Open access gives a worldwide audience larger than that of any subscription-based journal ad thus increases the visibility and impact of published work. It also enhances indexing, retrieval power and eliminates the need for permissions to reproduce and distribute content. JLC is fully committed to the Open Access Initiative and will provide free access to all articles as soon as they are published.

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The Editorial Board of The TFLTA Journal would like to invite you to submit scholarly articles (i.e., research conducted in the classroom; language approaches/strategies; meta-analyses; assessment issues; integration of authentic literature into the classroom; context-based instruction; digital literacies; position papers) of interest to K-16 world language (modern and classical languages) educators. Authors are encouraged to reflect the theme of the 2011 TFLTA’s annual conference, Many Languages—One Voice, in their manuscripts.

The deadline for the 2011 Fall/Winter 2012 issue of the journal is December 1, 2011, to allow ample time for a blind review of submitted manuscripts. Upon receipt of manuscripts, authors will be notified by the Editor and given a projected date for notification of the disposition of their submissions.

Submission guidelines for authors:

1. Manuscripts are a maximum of approximately 20 double-spaced pages with 1” margins.

2. Use WORD or Rich Text Format (RTF) and Times Roman 12 font.

3. Follow APA ’09 (6th edition) format for the article’s headings, references, figures and tables.

4. Use [insert Table X here] or [insert Figure Y here] in the body of the text where tables and figures need to be placed; insert separate pages for tables and figures at the end of paper, following references; tables and figures may need to be re-sized in the final manuscript so be sure to save them as jpeg or .doc files 5. Send two copies of the manuscript. One copy will have all author and bibliographic information deleted to expedite the blind review process. The other copy will have a title page with each author’s name and affiliation and end with a 75-word maximum biographic statement for each.

6. Manuscripts are to be paginated but not have running heads.

7. Include a brief (150-word maximum) abstract of the article (to be placed following the title) on each copy of the manuscript.

8. Submissions should incorporate the 2001 Fall TFLTA Conference theme: Many Languages—One Voice.

9. Manuscripts must be submitted electronically to Patricia Davis- Wiley, Editor, The TFLTA Journal, at: pdwiley@utk.edu

10. Please put TFLTA Journal article submission in the subject line of your email and include your name, title, school/office affiliation, email address, contact phones numbers and working title of the manuscript in the body of the email. Attach both copies of the manuscript in the same email.

11. Inquiries RE: article submissions may be sent to the Editor, Patricia Davis-Wiley, Professor, WL/ESL Education, The University of Tennessee, at pdwiley@utk.edu

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Volume 15 Number 3 of Language Learning & Technology is now available at http://llt.msu.edu.

 

This is a special issue on Learner Autonomy and New Learning Environments by guest editors Hayo Reinders and Cynthia White.

 

The contents are listed below.

 

----- FEATURE ARTICLES -----

 

 

Learner Autonomy in a Task-Based 3D World and Production by Karina Collentine

 

 

Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment by Christoph A. Hafner and Lindsay Miller

 

 

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad by Lina Lee

 

 

Self-Study with Language Learning Software in the Workplace: What Happens?

by Katharine B. Nielson

 

 

----- COLUMNS -----

 

 

Special Issue Commentary

Learner Autonomy and New Learning Environments by Hayo Reinders and Cynthia White

 

 

Emerging Technologies

Autonomous Language Learning

by Robert Godwin-Jones

 

 

Action Research

Edited by Fernando Naiditch

 

Student Technology Use in a Self-Access Center by Joachim Castellano, Jo Mynard, and Troy Rubesch

 

 

Announcements

 

 

News From Sponsoring Organizations

 

 

----- REVIEWS -----

 

 

Edited by Paige Ware

 

Task-Based Language Learning and Teaching with Technology Michael Thomas and Hayo Reinders (Eds.) Reviewed by Jim Ranalli

 

 

Learning Languages through Technology

Elizabeth Hanson-Smith and Sarah Rilling (Eds.) Reviewed by Carmen Tomas

 

 

En Una Palabra: Sevilla, Espana, Cordoba, Argentina, and Puebla, Mexico Emmanuel Paris-Bouvret, Ana Perez-Girones, and Octavio Flores-Cuadra Reviewed by Zahir Mumin

 

 

Teaching and Researching Language Learning Strategies Rebecca Oxford Reviewed by Mehreen Ahmed

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Canadian Modern Language Review

 

CALL FOR PAPERS - SPECIAL ISSUE

 

"Computer-mediated discourse and interaction in second and foreign language learning and teaching"

 

 

 

The Canadian Modern Language Review (CMLR) invites manuscripts to be considered for a special issue on "Computer-mediated discourse and interaction in second and foreign language learning and teaching," to appear in September 2012. We are interested in submissions that showcase the discourse and interaction observed in computer-mediated contexts both within and beyond formal, structured educational contexts. Possible topics include, among others, negotiation of meaning, focus-on-form(s), task-based language learning and teaching, mediation, zone of proximal development, scaffolding, assisted performance, turn-taking and the sequential organization of interaction, repair, uptake, pragmatics, and sociolinguistics in any type of computer-mediated communication or discourse (e.g., synchronous chat, blogs, forums, email, wikis, social networking sites) in any participation structure or context (e.g., between learners within the same institution, telecollaboration, informal learning or noneducational contexts). We also seek to promote the critical discussion of theoretical constructs and methodological traditions in second language acquisition and discourse/interaction studies as extended to computer-mediated discourse and computer-mediated interaction research. In addition to empirical research reports, we encourage submissions focusing on classroom praxis (cf. the CMLR "Focus on the classroom" rubric). We welcome articles in English or French presenting original research. Submitted articles will be undergo the normal peer review process of the CMLR.

 

 

 

Final deadline for submissions: October 31, 2011.

 

 

 

For submission information, visit http://www.utpjournals.com/cmlr. Receipt of all manuscripts will be acknowledged within one week of their arrival.

 

 

 

Questions about the special issue may be addressed to the co-editors:

 

 

 

Lawrence Williams

 

University of North Texas

 

lawrence.williams@unt.edu

 

 

 

Rémi A. van Compernolle

 

The Pennsylvania State University

 

compernolle@gmail.com

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Интересная статья в журнале http://www.nysaflt.org/publications/documents/pdf/journal/2010/winter2010.pdf

"Cultural Perspective in the Language Classroom:

Providing a Meaningful Context for Communication." NYSAFLT Language Association Journal. Vol. 61, No. 3, 11-36

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The October 2011 issue (Volume 23, Number 2) of the electronic journal Reading in a Foreign Language (RFL) is now online and can be read at

 

http://nflrc.hawaii.edu/rfl/October2011/'>http://nflrc.hawaii.edu/rfl/October2011/

 

 

In this issue, Patrick B. Judge reports on a long-term, multi-case study examining the motivations of eager readers in an extensive reading program at a private Japanese high school. In the second article, Cindy Brantmeier, Aimee Callender, & Mark McDaniel examine the effects of embedded "what"

questions and elaborative "why" questions on reading comprehension with advanced second language learners of Spanish. And finally, Jing Wang & Christine H. Leland report on their study of what beginning learners of Chinese perceive as helpful in learning to recognize characters.

 

This issue also includes two book reviews:

 

Zahir Mumin reviews Studies in Language Testing 29: Examining Reading:

Research and Practice in Assessing Second Language Reading by Hanan Khalifa & Cyril J. Weir. And the series of Real Reading: Creating an Authentic Reading Experience 1-4 by Lynn Bonesteel, David Wiese, & Alice Savage is reviewed by Pakize Uludag & CeAnn Myers.

 

We also have a discussion in this issue, in which John P. Racine comments on an article by Meara & Olmos Alcoy that appeared in Volume 22, #1, April 2010.

 

In the last section of this issue, Cindy Brantmeier, Xuicheng Yu, and Tracy Van Bishop have a feature on Readings on L2 Reading: Publications in Other Venues 2010-2011.

 

 

RFL is a scholarly, refereed journal published on the World Wide Web by the University of Hawai`i, with Richard R. Day and Thom Hudson as the co-editors and Anne Burns, Macquarie University, as the reviews editor.

 

The journal is sponsored by the National Foreign Language Resource Center (NFLRC), the University of Hawai'i College of Languages, Linguistics and Literature, and the University of Hawai'i Department of Second Language Studies. The journal is a fully-refereed journal with an editorial board of scholars in the field of foreign and second language reading. There is no subscription fee to readers of the journal. It is published twice a year, in April and October. Detailed information about Reading in a Foreign Language can be found at http://nflrc.hawaii.edu/rfl

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Умирают ли методы обучения иностранным языкам, или только постоянно рождаются новые? Не повторяем ли мы по незнанию многих ошибок прошлых лет? Правда ли. что "все новое - это хорошо забытое старое"? Интересная статья, в которой содержится Considerations on the rise and decline of methods to learn foreign languages. An assessment of why methods are born, bloom, disappear and... resurrect or reincarnate.

 

http://web.archive.org/web/20071125082957/http://webh01.ua.ac.be/didascalia/mortality.htm

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SPECIAL ISSUE 2013:

 

EMPIRICAL PERSPECTIVES ON THE IMPLEMENTATION OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE AND THE EUROPEAN LANGUAGE PORTFOLIO

 

 

 

CALL FOR PAPERS

 

 

 

The Canadian Modern Language Review (CMLR) invites manuscripts to be considered for a special issue to appear in November 2013 focused on research related to the Common European Framework of Reference for Languages

(CEFR) and the European Language Portfolio (ELP). To date most of the published research has focused on the European context; however, there is increasing interest in implementing the CEFR and the ELP in other contexts, including Canada. In Europe, theoretical work, case-studies and anecdotal reports suggest that the CEFR is a useful descriptive scheme for analyzing second language learner needs, goals, materials and outcomes and for orienting L2 assessment. Its companion piece, the ELP, has been widely implemented, although mostly on a small scale. For this special issue we seek a broad range of contributions from researchers who report on empirical findings from studies of the CEFR and ELP in relation to issues such as proficiency testing, language policy, L2 teacher preparation, development of teaching/learning resources, curriculum design, implementation and assessment. We also seek research reports that document and evaluate pedagogical innovations based on the CEFR and/or the ELP for the "Focus on the Classroom" section of the special issue. The editors welcome articles in English or French.

 

 

 

Submitted articles will be subject to the normal peer review process of the CMLR. Please visit the submission guidelines at the following link for information on manuscript length, the mandate of the journal, and other aspects of submission: http://www.utpjournals.com/cmlr

 

 

 

Final deadline for submissions: October 31st, 2012

 

 

 

Submissions should be sent electronically through PRESTO:

http://cmlr.presto.utpjournals.com/jmanager/users/login

 

 

 

Receipt of all manuscripts will be acknowledged via PRESTO.

 

 

 

Questions about the special issue may be addressed to the co-editors:

 

Professor David Little, University of Dublin, Trinity College, dlittle@tcd.ie

 

Professor Shelley K. Taylor, The University of Western Ontario, taylor@uwo.ca

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Call for Papers: Mobile Language Learning

 

Special Issue Editors: Glenn Stockwell & Susana Sotillo

 

There has been increased interest in portable technologies which allow learners to access tools for learning languages in virtually any time or place that suits them. The quickly developing functionalities of mobile phones, MP3 players, laptop and tablet computers, and other hand-held devices with touch screen technology mean that the range of possibilities for language learning has greatly diversified. Godwin-Jones (2011), for example, points out that iPhone and Android phones have ushered in a phenomenal expansion in the development of Apps for just about every topic under the sun, and educators have been exploring the value of Apps for learning specific skills (e.g., math,

geometry) and language since 2009. The interest in such mobile technologies for learning languages has also been reflected in recent literature, with the appearance of studies using mobile technologies, such as podcasts (e.g., Rosell-Aguilar, 2006), short message service (SMS) (e.g., Levy & Kennedy, 2008; Sotillo, 2010; Thurlow, 2003, 2009), and mobile phones (Stockwell, 2010), to name a few. This special issue of Language Learning & Technology seeks to provide a variety of perspectives on learning through mobile technologies, with a particular focus on corpus-based or empirical studies investigating how the use of these technologies affect and are affected by the language learning environment, or discussions of theoretical issues associated with learning through mobile technologies.

 

Please consult the LLT Website for general guidelines on submission

(http://llt.msu.edu/contrib.html) and research

(http://llt.msu.edu/resguide.html) and note that articles containing only descriptions of software or pedagogical procedures without presenting in-depth empirical data and analysis on language learning processes or outcomes will not be considered.

 

Possible topics include, but are not limited to:

 

* Practical issues of mobile language learning

* Theories applicable to mobile language learning

* Autonomy and/or self-directed learning through mobile technologies

* Teacher education for mobile language learning

* Development of Apps and software for mobile language learning

* Using mobile technologies for specialized language learning

* Teaching second language pragmatics through mobile technologies

 

Please send letter of intent and 250-word abstract by February 1, 2012 to llted@hawaii.edu.

 

Publication timeline:

 

* February 1, 2012: Submission deadline for abstracts

* February 15, 2011: Invitation to authors to submit a manuscript

* July 1, 2012: Submission deadline for manuscripts

* October 1, 2013: Publication of special issue

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Три интересных статьи:

 

 

Negotiating the Multi in Multilingualism and Multiliteracies: Undergraduate Students in Vancouver, Canada

Steve Marshall, Hisako Hayashi, Paul Yeung

 

This article poses the following research question: How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical

perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation.

 

http://utpjournals.metapress.com/content/726642982510gn17/?p=eafb457b06774af

db7e5a1d431d005e6

 

 

Ease of Inferencing, Learner Inferential Strategies, and Their Relationship with the Retention of Word Meanings Inferred from Context

Hsueh-chao Marcella Hu, Hossein Nassaji

 

In recent years the study of second language (L2) vocabulary learning through reading has attracted much attention in the field of L2 acquisition.

A specific area that has received wide interest is the examination of the processes involved in deriving word meanings from context. The purpose of the present study was to examine the relationships between the ease with which learners infer word meanings from context, the inferential strategies they use, and their subsequent retention of these words. Eleven ESL learners read and inferred the meanings of 10 unknown words in an academic text.

Think-aloud procedures were used to collect data about learners’ inferential strategies and their correct inferences during reading. A pre-test and a post-test were used to examine learners’ degrees of retention. The results showed an inverse relationship between ease of inference and retention.

Quantitative and qualitative analyses of learners’ inferential strategies showed a significant relationship between the type and frequency of use of inferential strategies and retention. The findings confirm that a distinction needs to be made between ease of inferencing and the retention of the word meanings inferred from the context. Findings also suggest that the degree of retention depends on the type of strategies used.

 

http://utpjournals.metapress.com/content/y80441927t887852/?p=eafb457b06774af

db7e5a1d431d005e6

 

 

 

 

Second/Foreign Language Teacher Efficacy and its Relationship to Professional Attrition

Peter Swanson

 

There is a shortage of second/foreign language (S/FL) teachers in many parts of the world and the attrition rates are startling. The present study, grounded in social cognitive theory, investigates Canadian and US teachers’

(N = 1065) sense of efficacy in teaching languages as it relates to teacher attrition. Findings indicate that S/FL teachers tend to leave the profession as a result of a lack of confidence to teach cultural knowledge as well as the classroom management issues that can arise. The research has implications for teacher-preparation faculty, professional development coordinators, and legislators.

 

http://utpjournals.metapress.com/content/0682m22u1x3v0055/?p=eafb457b06774af

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The third volume of Research Papers in Language Teaching and Learning (RPLTL)is now accessible online. The volume is a Special Issue on Language Testing and Assessment Issues in the Greek Educational Context and was guest-edited by Dr Dina Tsagari (University of Cyprus) and Dr Spiros Papageorgiou (Educational Testing Service).

 

The entire volume is freely available here:

http://rpltl.eap.gr/index.php/en/current-issue.'>http://rpltl.eap.gr/index.php/en/current-issue.

 

this volume offers a comprehensive overview of the state of the art in language assessment and testing in Europe and in Greece. There are papers on central concerns for language teachers interested in assessment and testing practices, such as the role of the teacher, the function of courseware, the status, reactions to and beliefs about high-stakes examinations, and classroom-based assessment practices in the state and private domain. Of particular interest are a series of innovative proposals in the form of case studies that touch upon alternative assessment, self-assessment, peer-assessment and ICT-enhanced assessment - all written by language teachers who have practised them.

 

Table of Contents of Volume 3, Issue 1

 

Special Issue: Language Testing and Assessment Issues in the Greek Educational Context

Guest-editors: Dina Tsagari & Spiros Papageorgiou

 

Editorial, p. 3

 

Introduction to Special Issue, p. 4

Dina Tsagari & Spiros Papageorgiou

 

The landscape of language testing and assessment in Europe: developments and challenges, p. 8 Sauli Takala

 

FL testing and assessment in Greece: an overview and appraisal, p. 22 Sophia Papaefthymiou-Lytra

 

Reading between the lines: the construction of the subject through the discourse employed by English language examination boards and Greek frontisteria, p. 33 Vanda Papafilippou

 

KPG oral exams: task design considerations and actual performance, p. 51 Eleftheria Nteliou

 

Re-examining text difficulty through automated textual analysis tools and readers' beliefs: the case of the Greek State Certificate of English Language Proficiency exams, p. 64 Jenny Liontou

 

EYL Teachers' 'Co-construction' in the B2 and C1 KPG oral exams: a comparison of examiners as a factor involved in candidates' performance, p.

78 Xenia Delieza

 

Teacher and student perceptions about assessment practices in the English language classroom of Greek Junior High School, p. 92 Stavroula Vlanti

 

Using Alternative Assessment with Young Learners of English: The Case of Writing Portfolios, p. 123 Melpomeni Barabouti

 

Portfolio assessment with learners of the 3rd grade in a Greek state primary school, p. 146 Sophia Kouzouli

 

Using alternative assessment methods in the Greek state senior high school:

the viability of the oral portfolio, p. 165 Angeliki Daphni

 

Prospects of using the European language portfolio as pedagogical and assessment tool in the Greek secondary education, p. 189 Eirini Bompolou

 

Portfolio assessment of speaking skills in English as a foreign language in primary education, p. 200 Georgia Efthymiou

 

Self-assessment as an alternative method of assessing speaking skills, p.

225 Ekaterini Chalkia

 

The impact of training adolescent EFL learners on their perceptions of peer assessment of writing, p. 240 Elena Meletiadou

 

Employing computer-assisted assessment (CAA) to facilitate formative assessment in the Greek state secondary school, p. 252

Effimia Karayianni

 

Developing and assessing EFL students' writing skills via a class blog, p.

269

Eleni Daskalogiannaki

 

Online diagnostic assessment: potential and limitations, p. 293

Vassiliki Baglantzi

 

BOOK REVIEW

Phipps, A. (2007). Learning the Arts of Linguistic Survival: Languaging, Tourism, Life, p. 311 Reviewed by Ira Papageorgiou

 

Authors' biographical information 314

 

 

Please access the Special Issue at this website:

http://rpltl.eap.gr/index.php/en/current-issue.

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Онлайн доступен специальный выпуск журнала Foreign Language Annals: http://onlinelibrary.wiley.com/doi/10.1111/flan.2012.45.issue-s1/issuetoc

Включает статьи о стандартах и практиках обучения иностранным языкам, способах подготовки учителей и т.д. Может пригодиться при работе по профессиональному совершенствованию, написании исследовательских работ, для обсуждения на заседаниях методических объединений.

Меня заинтересовали статьи:

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning (pages s141–s162)

In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation (pages s163–s183)

Research on Mentoring Language Teachers: Its Role in Language Education (pages s184–s202)

Learner Attitudes, Perceptions, and Beliefs in Language Learning (pages s98–s117)

Standards for Foreign Language Learning: Defining the Constructs and Researching Learner Outcomes (pages s118–s140)

A Review of High-Leverage Teaching Practices: Making Connections Between Mathematics and Foreign Languages (pages s76–s97)

Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives (pages s28–s53)

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Гугл предлагает специальный сервис поиска оп научным статьям и публикациям: http://scholar.google.com/

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Коллеги, вот ссылка на очень интересную статью. Статья начинается так:

Did you know that probing the seamy,underbeLly of U.S. lexicography reveals ideological strife and controversy and intrigue and nastiness and

fervor on a nearly hanging-chad kale? For instance, did you knowthat some modern dictionaries are notoriously liberal and others notoriouslv conservative, and that certain conservative dictionaries were actually conceived and designed as corrective responses to the "corruption" and "permissiveness" of certain liberal dictionaries? That the oligarchic device of having a special "Distinguished Usage Panel of outstanding professional speakers and writers" is an attempted, compromise between the forces of egalitarianism and traditionalism in English, but that most linguistic liberals dismiss the Usage Panel as mere sham-populism! Did you know that U.S. lexicography even had a seamy underbelly?

 

Статья написана в 2001 году, но от этого не стала менее увлекательной: http://harpers.org/media/pdf/dfw/HarpersMagazine-2001-04-0070913.pdf

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В интернете доступен Foreign Language Annals Volume 45, Issue s1 (Summer 2012).

Статьи номера:

Classroom Discourse in Foreign Language Classrooms: A Review of the Literature (pages s8–s27)

Joshua J. Thoms

 

Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives (pages s28–s53)

Diane J. Tedick and Laurent Cammarata

 

 

Beyond the Language-Content Divide: Research on Advanced Foreign Language Instruction at the Postsecondary Level (pages s54–s75)

Kate Paesani and Heather Willis Allen

 

 

A Review of High-Leverage Teaching Practices: Making Connections Between Mathematics and Foreign Languages (pages s76–s97)

Anne Cummings Hlas and Christopher S. Hlas

 

 

Learner Attitudes, Perceptions, and Beliefs in Language Learning (pages s98–s117)

Pamela M. Wesely

 

 

Standards for Foreign Language Learning: Defining the Constructs and Researching Learner Outcomes (pages s118–s140)

Francis J. Troyan

 

 

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning (pages s141–s162)

Krista S. Chambless

 

 

In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation (pages s163–s183)

Christina Huhn

 

 

Research on Mentoring Language Teachers: Its Role in Language Education (pages s184–s202)

Yuly Asención Delaney

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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

 

Volume 68, Number 3 / August 2012

 

http://utpjournals.metapress.com/content/q47736464603/

 

This issue contains:

 

A Longitudinal Study of Listening Perception in Adult Learners of English:

Implications for Teachers

Tracey M. Derwing, Ron I. Thomson, Jennifer A. Foote and Murray J. Munro

 

This study is intended to help ESL (English as a second language) instructors make evidence-based decisions based on second language (L2) listening-development findings when selecting features for pronunciation instruction. In a longitudinal study of listening perception, we examined five common problems to determine which were most likely to improve in the absence of explicit instruction and which ones did not improve over time.

Twenty Mandarin and 20 Slavic language speakers completed 5 tasks at 2-month intervals over a period of 10 months; we measured their listening perception of word stress, sentence stress, intonation, can/can’t, and -teen/-ty number distinctions. We also compared the participants’ scores at the final testing time to native speaker scores on the same tests. The L2 learners’

perceptions of sentence stress, intonation, and -teen/-ty number distinctions improved while their perceptions of word stress and can/can’t did not. When the L2 speakers’ performance on the tests at the 10-month point was compared to that of the native speakers, there were no significant differences for word stress, intonation, and -teen/-ty number distinctions.

However, the native speakers significantly outperformed the Slavic speakers on sentence stress and outperformed both the Slavic and Mandarin speakers on can/can’t distinctions. Implications for pronunciation teaching within general adult ESL classes are discussed.

 

 

Vocabulary Learning through Assisted and Unassisted Repeated Reading

Stuart Webb and Anna C-S Chang

 

Previous research investigating the effects of unassisted and assisted repeated reading has primarily focused on how each approach may contribute to improvement in reading comprehension and fluency. Incidental learning of the form and meaning of unknown or partially known words encountered through assisted and unassisted repeated reading has yet to be examined in an ecologically valid context. This study investigated the effects of assisted and unassisted repeated reading on incidental vocabulary learning with beginner readers over two seven-week periods. A total of 82 students who were 15–16 years old and studying English as a foreign language in Taiwan read or read and listened to 28 short texts several times. To measure the effects of each condition, a modified vocabulary-knowledge scale was used in a pre-test and post-test design. The results indicated that both types of repeated reading contributed to vocabulary learning with assisted repeated reading leading to significantly greater vocabulary knowledge. The implications for the development of reading skills and vocabulary size are discussed in detail.

 

 

 

L’utilisation d’une mesure de la mémoire phonologique auprès d’une population d’enfants linguistiquement hétérogène

Véronique Fortier, Daphnée Simard and Leif French

 

Cette étude avait comme objectif de mettre à l’essai une tâche de répétition de non-mots destinée à une population francophone auprès d’une population dont la langue d’origine n’est pas le français. Un groupe de locuteurs de langues d’origine (n = 27) a été apparié à un groupe de locuteurs natifs du français (n = 27) possédant des connaissances lexicales réceptives comparables. Nous avons comparé les résultats des deux groupes à une tâche de répétition de non-mots. Les résultats des analyses de variance indiquent que les participants de langues d’origine ont obtenu des résultats équivalents à ceux des locuteurs natifs, et ce malgré le fait que leur langue d’origine ne soit pas celle à partir de laquelle les non-mots ont été construits. Cette étude met en lumière la possibilité d’utilisation d’une tâche de répétition de non-mots auprès d’une population linguistiquement hétérogène, tout en fournissant des pistes de réflexion relativement à l’unité de mesure qui devrait être privilégiée, soit la mesure de syllabes réussies, afin de tenter de limiter le plus possible l’influence de différents facteurs pouvant intervenir lors de la réalisation de la tâche.

 

 

Health Communication and Psychological Distress: Exploring the Language of Self-harm

Kevin Harvey and Brian Brown

 

 

This study explores adolescents’ accounts of self-harm with a view to elucidate the implications for health care practitioners seeking to administer care to teenagers in English. Drawing on a corpus of 1.6 million words from messages posted on a UK-hosted adolescent health Web site, analysis began by identifying a range of keywords relating to self-harm. The subsequent contextual examination of these keywords afforded a close description of the contributors’ experiences of self-harm and the factors that resulted in their self-injurious behaviours. A recurring theme was that of the habitual nature of self-harm, with the act being represented as a form of addiction over which they had little control. Self-harmers construct the phenomenon as particularly powerful, and the act is formulated as the only effective means of relief from emotional turmoil. If we are to increase parents and health professionals’ ability to respond to self-injury in the medium of English, close linguistic attention to individuals’ accounts of self-harm is valuable. Online health resources are also valuable means of eliciting concerns from distressed adolescents who are often reluctant to seek support from professionals face-to-face.

 

 

Book and Software Reviews / Critiques de livres et de logiciels

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Call for Papers

Second International Conference on

Second-Language Pedagogies: New Technologies and Learning Outcomes

 

Date: Saturday and Sunday, February 2 and 3, 2013 Conference location: University of Guelph, Ontario, Canada Official conference languages: English and French Submission deadline for proposals: September 30, 2012

 

(Acceptances will be announced by December 1, 2012)

 

Conference Objectives and Format

 

With innovative theories, methodologies, and technologies being developed in many contexts, second-language pedagogy is an exciting area of research in universities at the present time. Relevant submissions are welcomed from all disciplines. Proposals from graduate students are especially welcome. The organizing committee is interested in proposals for papers, panels, workshops, and posters on the following topics:

• Distance education/CALL

• Alternative evaluation practices

• Interculturalism/ pluriculturalism in foreign language teaching

• Curriculum design and mapping

• Community-based/experiential learning

Instructions for the submission of abstracts are available on the conference website: http://www.uoguelph.ca/~slpc

 

Keynote Speakers:

 

Carol A. Chapelle, Distinguished Prof. TESL/Applied Linguistics, Iowa State University “Culture in second language teaching: Evolving needs and pedagogies”

 

Alexander Fancy, Prof. Emeritus, Mount Allison University; 3M National Teaching Fellow “Lessons from the Edge of the Stage: Language, Drama, Theatre and the Tintamarre”

 

 

Conference Sponsors

School of Languages and Literatures, University of Guelph; Centre for Open Learning and Educational Support, University of Guelph; Department of Modern Languages, University of Sao Paulo, Brazil

 

От себя добавлю: я учился у Кэрол Шапель, она не только великолепный специалист, но и замечательный оратор. да и темы конференции очень интересные, стоит попробовать написать статью. Для участия в конференциях каждый год выдаются гранты рядом научных фондов и благотворительных организаций.

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От себя добавлю: я учился у Кэрол Шапель, она не только великолепный специалист, но и замечательный оратор. да и темы конференции очень интересные, стоит попробовать написать статью. Для участия в конференциях каждый год выдаются гранты рядом научных фондов и благотворительных организаций.

Вы будете принимать участие?

" Proposals from graduate students are especially welcome. "

как расценивать эти слова с точки зрения российских образовательных реалий? А простому учителю что требуется, чтобы доказать релевантность своей статьи?

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Вы будете принимать участие?

" Proposals from graduate students are especially welcome. "

как расценивать эти слова с точки зрения российских образовательных реалий? А простому учителю что требуется, чтобы доказать релевантность своей статьи?

graduate student - это тот, кто учится в магистратуре или аспирантуре, то есть уже имеет диплом о высшем образовании и продолжает учиться.

Для учителя, думаю, будет интересно рассказать о своем практическом опыте работы по перечисленным направлениям. Я сам, если хватит времени, попробую написать небольшую статью, но не уверен, что хватит - слишком много другой работы. Но конференция обещает быть очень интересной. Кстати. Кэрол Шапель - вице-президент Американской ассоциации лингвистов, автор множества замечательных книг о языке и обучении языкам.

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Call for Papers for Special Issue of LLT

 

Theme: *Game and Play Activity in Technology-Mediated L2 Teaching and Learning *

 

Special Issue Editors: Jonathon Reinhardt & Julie Sykes

 

This special issue of Language Learning & Technology will focus on the research and practice of game and play activity in technology-mediated second/foreign language teaching and learning (L2TL) environments. The globalization of the digital gaming industry, the diversification of games into new and culturally hybrid genres, a global increase in access to broadband, and increasing numbers of non- traditional game players, have precipitated a notable expansion of digital game and play activity into new contexts and applications. Game and play dynamics are being increasingly applied in domains traditionally not associated with games, like art, music, literature, science, commerce, and education.

Designers and players are finding new modalities like location-based games (e.g. geocaching, urban gaming, and flash mobs), and integrating a variety of technologies into new games like online, video, tablet, mobile, and social networking applications. In other words, digital gaming is no longer only computer and video gaming, but playful, rule-bound, cooperative or competitive, chance-filled, imitative, and/or immersive activity, that is in some way technology-mediated.

 

These developments warrant consideration by L2TL practitioners and researchers for the potentials that digital game and play activity hold to inform technology-enhanced L2TL.

This issue responds by bringing

together empirical research that uses a variety of theoretical and methodological approaches from applied linguistics, game studies, educational gaming, sociology, communication studies, and other related fields, and by supporting a broad interpretation of the notions of digital game and play activity.

 

All submissions should present either systematic empirical findings on language learning outcomes or processes or an original conceptual framework that systematically integrates theory, practice, and research.

Possible topics include, but are not limited to:

Adaptation of vernacular, off-the-shelf digital games Analysis of game-mediated discourse, including game-embedded, game-emergent, and game- attendant discourses Comparisons of particular game genres, types, platforms, or player configurations Design and use of game-based and simulated immersion environments (i.e., game applications designed specifically for L2 learning) Game and play activity and L2 learner identity Game and play activity in distance, blended, or telecollaborative environments Game and play activity in virtual worlds, simulations, or social networking Game theory, competition, and cooperation Game-mediated assessment and feedback Games as art, rhetoric, or as cultural artefacts Gamification and the application of game dynamics in L2 curricula and pedagogy Gaming literacies and gaming as literacy practice Location-based games Mobile and tablet-based games Multiplayer and massively multiplayer online gaming Technology-mediated language play

 

Please consult the LLT Website for general guidelines on submission (

http://llt.msu.edu/contrib.html) and

research (http://llt.msu.edu/resguide.html).

Please send a title and 250-word abstract by October 1, 2012 to llted@hawaii.edu.

Publication timeline:

• October 1, 2012: Submission deadline for abstracts

• October 15, 2012: Invitation to authors to submit a manuscript

• March 1, 2013: Submission deadline for manuscripts

• June 2, 2014: Publication of special issue

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Интересная статья в The Guardian:

How I learned a language in 22 hours

 

Отрывка из статьи:

"Readers of that book (or the extract that ran last year in this magazine) will remember the brilliant, if slightly eccentric, British memory champion named Ed Cooke who took me under his wing and taught me a set of ancient mnemonic techniques, developed in Greece around the fifth century BC, that can be used to cram loads of random information into a skull in a relatively short amount of time. Ed showed me how to use those ancient tricks to perform seemingly impossible feats, such as memorising entire poems, strings of hundreds of random numbers, and even the order of a shuffled pack of playing cards in less than two minutes.

Since my book was published, Ed had moved on to other things and co-founded an online learning company called Memrise with a Princeton University neuroscience PhD named Greg Detre. Their goal: to take all of cognitive science's knowhow about what makes information memorable, and combine it with all the knowhow from social gaming about what makes an activity fun and addictive, and develop a web app that can help anyone memorise anything – from the names of obscure cheeses, to the members of the British cabinet, to the vocabulary of an African language – as efficiently and effectively as possible. Since launching, the site has achieved a cult following among language enthusiasts and picked up more than a quarter of a million users.

 

"The idea of Memrise is to make learning properly fun," Ed told me over coffee on a recent visit to New York to meet with investors. "Normally people stop learning things because of a bunch of negative feedback, such as worries about whether they'll actually get anywhere, insecurities about their own intelligence, and a sense of it being effortful. With Memrise, we're trying to invert that and create a form of learning experience that is so fun, so secure, so well directed and so mischievously effortless that it's more like a game – something you'd want to do instead of watching TV."

 

I have never been particularly good with languages. Despite a dozen years of Hebrew school and a lifetime of praying in the language, I'm ashamed to admit that I still can't read an Israeli newspaper. Besides English, the only language I speak with any degree of fluency is Spanish, and that came only after five years of intense classroom study and more than half a dozen trips to Latin America. Still, I was determined to master Lingala before leaving for the Congo. And I had just under two and a half months to do it. When I asked Ed if he thought it would be possible to learn an entire language in such a minuscule amount of time using Memrise, his response was matter-of-fact: "It'll be a cinch."

 

Memrise takes advantage of a couple of basic, well-established principles. The first is what's known as elaborative encoding. The more context and meaning you can attach to a piece of information, the likelier it is that you'll be able to fish it out of your memory at some point in the future. And the more effort you put into creating the memory, the more durable it will be. One of the best ways to elaborate a memory is to try visually to imagine it in your mind's eye. If you can link the sound of a word to a picture representing its meaning, it'll be far more memorable than simply learning the word by rote.

 

Memrise encourages you to create a mnemonic, which it calls a "mem", for every word you want to learn. A mem could be a rhyme, an image, a video or just a note about the word's etymology, or something striking about its pronunciation. In the case of languages such as French and Chinese, where there are thousands of people learning it at any one time, you can browse through a catalogue of mems created by other members of the Memrise community. This is especially fun for Chinese, where users have uploaded videos of various logographic characters morphing into cartoons of the words they represent.As I was the only user trying to learn Lingala at the time, it was up to me to come up with my own mems for each word in the dictionary. This required a good deal of work, but it was fun and engaging work. For example, engine is motele in Lingala. When I learned that word, I took a second to visualise a rusty engine revving in a motel room. It's a specific motel room I stayed in once upon on a time on a cross-country road trip – the cheapest room I ever paid to occupy. Twenty dollars a night, as I recall, somewhere in central Nevada. I made an effort to see, hear and even smell that oily machine revving and rattling on the stained carpet floor. All of those extra details are associational hooks that will lead my mind back to motele the next time I need to find the Lingala word for engine.

 

Likewise, for motema, which means heart, I visualised a beating organ dripping blood on a blinking and purring computer modem. To remember that bondoki means gun, I saw James Bond pointing a gun at Dr No, and saying, "Okey-dokey." If this all sounds a little silly, it is. But that's also the point. Studies have confirmed what Cicero and the other ancient writers on memory knew well: the stranger the imagery, the more markedly memorable.

 

Memrise is built to discourage cramming. It's easy to spend five minutes learning vocabulary with the app, but hard to spend 50. That is by design. One of the best-demonstrated principles of memory – proven both in the controlled setting of the laboratory and in studies conducted in the wilds of the classroom – is the value of what's known as "spaced repetition". Cognitive scientists have known for more than a century that the best way to secure memories for the long term is to impart them in repeated sessions, distributed across time, with other material interleaved in between. If you want to make information stick, it's best to learn it, go away from it for a while, come back to it later, leave it behind again, and once again return to it – to engage with it deeply across time. Our memories naturally degrade, but each time you return to a memory, you reactivate its neural network and help to lock it in. The effect on retention of learning in this manner is staggering. One study found that students studying foreign language vocabulary can get just as good long-term retention from having learning sessions spaced out every two months as from having twice as many learning sessions spaced every two weeks. To put that another way: you can learn the same material in half the total time if you don't try to cram."

http://www.guardian.co.uk/education/2012/nov/09/learn-language-in-three-months

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One of the best-demonstrated principles of memory – proven both in the controlled setting of the laboratory and in studies conducted in the wilds of the classroom – is the value of what's known as "spaced repetition". Cognitive scientists have known for more than a century that the best way to secure memories for the long term is to impart them in repeated sessions, distributed across time, with other material interleaved in between. If you want to make information stick, it's best to learn it, go away from it for a while, come back to it later, leave it behind again, and once again return to it – to engage with it deeply across time. Our memories naturally degrade, but each time you return to a memory, you reactivate its neural network and help to lock it in. The effect on retention of learning in this manner is staggering. One study found that students studying foreign language vocabulary can get just as good long-term retention from having learning sessions spaced out every two months as from having twice as many learning sessions spaced every two weeks. To put that another way: you can learn the same material in half the total time if you don't try to cram."

http://www.guardian.co.uk/education/2012/nov/09/learn-language-in-three-months

Я могу аболютно надежно сказать, что не нужно зубрить иностранные слова часами. Достаточно возвращаться к словам изучаемого языка пару раз в день по 10-15 минут и этого достаточно! При этом активизируются не только те слова, которые активно повторяются, но и остальные.

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