scholarly journals Real-Life Language Use Across Different Interlocutors: A Naturalistic Observation Study of Adults Varying in Age

2019 ◽  
Vol 10 ◽  
Author(s):  
Minxia Luo ◽  
Megan L. Robbins ◽  
Mike Martin ◽  
Burcu Demiray
Keyword(s):  
Language Use ◽  
Real Life ◽  
Naturalistic Observation ◽  
Observation Study

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

scholarly journals Dispositional Mindfulness in Daily Life: A Naturalistic Observation Study

2017 ◽  
Author(s):  
Deanna M Kaplan ◽  
Charles Raison ◽  
Anne Milek ◽  
Allison Mary Tackman ◽  
Thaddeus Pace ◽  
...  
Keyword(s):  
Social Interactions ◽  
Gold Standard ◽  
Daily Life ◽  
Trait Mindfulness ◽  
Dispositional Mindfulness ◽  
Naturalistic Observation ◽  
Observation Study ◽  
Social Differences ◽  
Life Study ◽  
Prosocial Orientation

Mindfulness has seen an extraordinary rise as a scientific construct, yet surprisingly little is known about how it manifests behaviorally in daily life. The present study identifies assumptions regarding how mindfulness relates to behavior and contrasts them against actual behavioral manifestations of trait mindfulness in daily life. Study 1 (N = 427) shows that mindfulness is assumed to relate to emotional positivity, quality social interactions, prosocial orientation and attention to sensory perceptions. In Study 2, 185 participants completed a gold-standard, self-reported mindfulness measure (the FFMQ) and underwent naturalistic observation sampling to assess their daily behaviors. Trait mindfulness was robustly related to a heightened perceptual focus in conversations. However, it was not related to behavioral and speech markers of emotional positivity, quality social interactions, or prosocial orientation. These findings suggest that the subjective and self-reported experience of being mindful in daily life is expressed primarily through sharpened perceptual attention, rather than through other behavioral or social differences. This highlights the need for ecological models of how dispositional mindfulness “works” in daily life, and raises questions about the measurement of mindfulness.

scholarly journals Eavesdropping on Autobiographical Memory: A Naturalistic Observation Study of Older Adults’ Memory Sharing in Daily Conversations

2020 ◽  
Vol 14 ◽  
Author(s):  
Aubrey A. Wank ◽  
Matthias R. Mehl ◽  
Jessica R. Andrews-Hanna ◽  
Angelina J. Polsinelli ◽  
Suzanne Moseley ◽  
...  
Keyword(s):  
Older Adults ◽  
Autobiographical Memory ◽  
Naturalistic Observation ◽  
Observation Study ◽  
Memory Sharing

Linear and Nonlinear Age Trajectories of Language Use: A Laboratory Observation Study of Couples’ Conflict Conversations

2020 ◽  
Vol 75 (9) ◽  
pp. e206-e214 ◽  
Author(s):  
Minxia Luo ◽  
Mona Neysari ◽  
Gerold Schneider ◽  
Mike Martin ◽  
Burcu Demiray
Keyword(s):  
Cognitive Aging ◽  
Language Use ◽  
Community Dwelling ◽  
Age Effects ◽  
Heterosexual Couples ◽  
Observation Study ◽  
Filled Pauses ◽  
Linear And Nonlinear ◽  
Grammatical Complexity ◽  
Couples Conflict

Abstract Objectives This study investigated linear and nonlinear age effects on language use with speech samples that were representative of naturally occurring conversations. Method Using a corpus-based approach, we examined couples’ conflict conversations in the laboratory. The conversations, from a total of 364 community-dwelling German-speaking heterosexual couples (aged 19–82), were videotaped and transcribed. We examined usage of lower-frequency words, grammatical complexity, and utterance of filled pauses (e.g., äh [“um”]). Results Multilevel models showed that age effects on the usage of lower-frequency words were nonsignificant. Grammatical complexity increased until middle age (i.e., 54) and then declined. The utterance of filled pauses increased until old age (i.e., 70) and then decreased. Discussion Results are discussed in relation to cognitive aging research.

Corpus Linguistics and Second Language Acquisition – the use of ACORN in the teaching of Spanish Grammar

2010 ◽  
Vol 55 (1) ◽  
Author(s):  
Guadalupe Ruiz Yepes ◽  
Ramesh Krishnamurthy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Potential Role ◽  
Real Life ◽  
Grammar Teaching ◽  
Real Language ◽  
Authentic Language

AbstractWith increasing demands for the use of authentic language in the teaching of a second language, the potential role of corpora has been an important issue of discussion in the last two decades. Corpora have helped to reveal patterns of real language use and uncovered discrepancies between the language portrayed in textbooks and the language used in real life.This article focuses on corpus-driven as well as corpus-based grammar teaching, summarising the experience of applying ACORN (the Aston Corpus Network) in the teaching of Spanish Grammar to students in the School of Languages and Social Sciences at Aston University. Our main goals were to show the students a large number of examples taken from authentic language texts, in order to support the grammar explained in class, and to provide them with a very useful resource that they can use while writing essays, preparing for exams, etc.

scholarly journals Opportunity for interaction? A naturalistic observation study of dual-earner families after work and school.

2009 ◽  
Vol 23 (6) ◽  
pp. 798-807 ◽  
Author(s):  
Belinda Campos ◽  
Anthony P. Graesch ◽  
Rena Repetti ◽  
Thomas Bradbury ◽  
Elinor Ochs
Keyword(s):  
Naturalistic Observation ◽  
Observation Study ◽  
Dual Earner

scholarly journals Fostering Citizenship and English Language Competences in Teenagers Through Task-Based Instruction

2021 ◽  
Vol 23 (2) ◽  
pp. 103-120
Author(s):  
Yanilis Romero ◽  
Adriana Pérez
Keyword(s):  
Data Collection ◽  
Civic Engagement ◽  
Research Method ◽  
English Language ◽  
Language Use ◽  
Real Life ◽  
Life Tasks ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Social Components

This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

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