Notice bibliographique
Résumé
Teaching Languages Online, 2nd Edition by Carla Meskill and Natasha Anthony Toronto, Ontario: Multilingual Matters, 2015, 237 pages ISBN: 978-1-78309-376-2 (paperback) As the digital world continues to transform at an overwhelming rate, affecting what resources are available and how we interact with one another, the need for an updated edition of such a volume is apparent. By adding new illustrations and contextual examples, as well as addressing learner attentiveness and the growth of 3D learning in language teaching, Meskill and Anthony continue to provide pedagogical support for language educators who teach all or part of their courses online. Meskill and Anthony acknowledge that multiple online environments or modes of interaction may often be used in concert within one teaching context; however, their intentional dissection here serves to underscore the affordances of each in promoting students' engagement and furthering their learning. Teaching Languages Online begins with an outline of the four environments--oral synchronous, oral asynchronous, written synchronous, and written asynchronous--and a discussion of the fundamentals of online language teaching, with specific attention to how it differs from instruction in traditional face-to-face language classrooms. Central to this discussion is an historical summary of the sociocultural view of learning, from which arises the notion of instructional conversations that provide the basis for the dialogic process of learning. Eight specific instructional conversation moves are identified--calling attention to forms, calling attention to lexis, corralling, saturating, using linguistic traps, modeling, providing explicit feedback, and providing implicit feedback--that later provide the sequential structure for each of the four primary chapters, which discuss their successful integration and realization in each unique environment. These chapters are grouped according to oral and written environments and are each followed by brief chapters offering suggestions for amplifying teaching and learning with complimentary modes of interaction. In the final chapter, Meskill and Anthony discuss how the development of students' skills are addressed in online environments, and provide examples of how curricula can be effectively designed to meet learning goals of diverse groups of students. Meskill and Anthony naturally emphasize the advantages of teaching languages online, many of which capitalize on the ways learners are already accustomed to interacting via the use of digital devices. On the other hand, potential complications and challenges that often accompany online teaching and learning of languages tend to be minimized. While the focus of this volume is admittedly not on the technical aspects of online teaching, this reader was anticipating greater emphasis on how to navigate the unique pedagogical demands and challenges in designing and executing instruction in an online environment. For example, Meskill and Anthony addressed the intensifying issue of learner attentiveness in the introduction but then did not consistently incorporate discussion of how to creatively engage learners in light of the distractions they face throughout the remaining chapters. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,004 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,007 | 0,006 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,146 | 0,107 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».