11 items | 9 visits
Resources collected for Materials Design for Development of L2 Literacy Skills
Updated on Aug 27, 10
Created on Jul 13, 10
Category: Schools & Education
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Laura Sexton's List: FL 5545
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Reading
Articles collected for reading bibliography assignment, plus summary of "A Linguistic Analysis of Simplified and Authentic Texts."
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Jul 13, 10
(System: An International Journal of Educational Technology and Applied Linguistics)\n\nThis study shows that while gains with reading while listening were minimal, the student attitude toward the task improved dramatically when compared to listening only activities.\n\nChang, Anna C. S. "Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories ." System 37.4 (2009): 752-63. Web. 13 Jul 2010. <http://ehis.ebscohost.com/ehost/detail?vid=4&hid=4&sid=125f973b-d5f3-4335-9e0b-83777e156ecf%40sessionmgr10>.
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Jul 13, 10
\nO'Donnell, Mary E. "Finding Middle Ground in Second Language Reading: Pedagogic\nModifications That Increase Comprehensibility and Vocabulary Acquisition While Preserving Authentic Text Features." The Modern Language Journal. 93.4 (2009): 512-33. Web. 13 Jul 2010. <http://www3.interscience.wiley.com/cgi-bin/fulltext/122683047/PDFSTART>.
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Jul 13, 10
Theoretical and pedagogical issues that address L2 reading fluency
Taguchi, Etsuo. "DEVELOPING SECOND AND FOREIGN LANGUAGE READING FLUENCY AND ITS EFFECT ON COMPREHENSION: A MISSING LINK." The Reading Matrix. 6:2 (2006) 1-18. web. 13 Jul 2010. <http://www.readingmatrix.com/articles/taguchi_gorsuch_sasamoto/article.pdf>. -
Jul 13, 10
Motivation, sense of achievement, changes in language, variety, and adaptability are among the benefits to using authentic texts.<br/><br/>Berardo, Sacha Anthony. "THE USE OF AUTHENTIC MATERIALS IN THE TEACHING OF READING." The Reading Matrix. 6:2 (2006): 60-69. web. 13 Jul 2010. <http://www.readingmatrix.com/articles/berardo/article.pdf>.
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Jul 14, 10
Students make a webpage on a cultural topic with links and annotations for texts in Spanish. Assignment instructions, resources, sample, and grading criteria included.
Pearson, Lynn. "The Web Portfolio: A Project to Teach Spanish Reading and Hispanic Cultures." Hispania: A Journal Devoted to the Teaching of Spanish and Portuguese. 87.4 (2004): 759-69. -
Jul 14, 10
Suggested sequence for a legend unit.
Rodriguez, Monica. "Using Legends in the Spanish Classroom." Hispania. 87.4 (2004): 784-7 Web. 13 Jul 2010. <http://0-www.jstor.org.wncln.wncln.org/stable/20140910>. -
Jul 14, 10
To determine the relative benefits of using authentic versus simplified texts.
Crossley, Scott A., et al. "A Linguistic Analysis of Simplified and Authentic Texts." Modern Language Journal 91.1 (2007): 15-30. ERIC. EBSCO. Web. 14 July 2010. -
Jul 15, 10
“A Linguistic Analysis of Simplified and Authentic Texts”
Summary
Research question: Are the linguistic features of simplified texts or of authentic texts more beneficial to beginning language learners?
Methods: Using the linguistic computational tool Coh-Metrix, the authors measured seven different categories of linguistic features: causal cohesion, connectives and logical operators, coreference measures, density of major parts of speech measures, polysemy (multiple meanings for one word) and hypernymy (“umbrella” words, more general) measures, syntactic complexity, and word information and frequency measures. Authors analyzed 105 texts from beginning ESL textbooks, including grammar textbooks, reading and writing textbooks, and basic readers. Any text over 100 words in the nine books selected was included in the analysis. A paucity of textbooks willing to use authentic texts meant only 2 of the 9 books actually used authentic texts.)
Results & Conclusions: Authentic texts, having more causal verbs and particles, so they might be preferable for cause-and-effect scenarios, and plot and them development than simplified texts. Authentic texts also have the advantage of simpler syntactic structure because they do not try to condense so much information into short sentences. Simplified texts, on the other hand, offer more frequent, familiar words and greater redundancy and semantic overlap—without confusing the reader, as some have suggested with overly general vocabulary (hypernymy). In the end, the authors determined more research was in order, but that Coh-Metrix can help in that research.
It seems to me, however, based on these results, that simplified texts are actually the lesser of two evils for beginning L2 students, though I cannot help but wonder it the same results necessarily apply to Spanish textbooks, or even if the same measurements would even have the same relevance. I suspect authentic texts would be still harder to find in beginning Spanish textbooks. I wonder, too, if textbook authors might not, given these results, be able to remedy some of these discrepancies with their selections and/or writing in the future.
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Jul 16, 10
Religion, genetics, and culture have been sucessive excuses for subjugation in Peru since colonization. Mestizo, therefore, is not a static term that simply refers to hybridization of two races.
De la Cadena, Marisol. "Son los mestizos hibridos? las politicas conceptuales de las identidades andinas." universitas humanistica. 61 (2006): 51-84. web. 14 Jul 2010. <http://universitashumanistica.org/61/delacadena.pdf>. -
Jul 20, 10
Morphology to aid in depth, but not breadth, of vocabulary acquisition
Morin, Regina. "Building Depth of Spanish L2 Vocabulary by Building and Using Word Families ." Hispania. 89.1 (2006): 170-82. Web. 20 Jul 2010. <http://www.jstor.org/stable/pdfplus/20063269.pdf>.
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