Showing papers in "ACM Sigapl Apl Quote Quad in 2004"

10. research perspectives on teaching english as a lingua franca

Abstract: This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The most important of these are a conceptualization of speakers of lingua franca English as language users in their own right, and the acknowledgment of the legitimacy of, and indeed the need for, a description of salient features of English as a lingua franca (ELF), alongside English as a native language (ENL). The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum. It sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy. Finally, it discusses the implications of this historically unique situation for potential developments in the pedagogy of English teaching and outlines some research questions that must be addressed if advances in the teaching of English as a lingua franca are to have a secure theoretical and descriptive base.

1. listening to learn or learning to listen

Abstract: Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. This chapter begins with a brief overview of cognitive processes involved in listening and their implications for L2 listening instruction. Recent research (1998–2003) on a variety of instructional techniques to help L2 listeners process linguistic input is then reviewed, noting insights that can inform listening instruction, particularly techniques that can teach students how to listen. Two approaches to listening instruction are presented: an approach to raise metacognitive awareness about listening (favoring top-down processes) and an approach to develop lexical segmentation and word recognition skills (favoring bottom-up processes). An integrated model for L2 listening instruction is proposed. Finally, recent research on different types of listening (e.g., academic listening, bidirectional listening) and the sociolinguistic dimension of listening are reviewed. The chapter concludes with recommendations for future research. The basic premise underlying this chapter is that, given the critical role of listening in language learning, students need to “learn to listen” so that they can better “listen to learn.”

3. research on teaching reading

Abstract: This chapter builds on prior reviews of reading theory, research, and assessment published in the Annual Review of Applied Linguistics and uses them and additional current research to develop a set of 10 instructional implications for second language reading. The review draws upon both L1 and L2 research to demonstrate support for instructional approaches that (1) ensure fluency in word recognition; (2) emphasize the learning of vocabulary; (3) activate background knowledge; (4) ensure acquisition of linguistic knowledge and general comprehension; (5) teach recognition of text structures and discourse organization; (6) promote development of strategic readers rather than mechanical application of strategy checklists; (7) build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic motivation for reading; and (10) contribute to a coherent curriculum for student learning. There is empirical support for each of these implications, although at the same time, additional research related to many is needed to further identify aspects of effective L2 reading instruction in particular settings. While further research alone does not guarantee improved reading pedagogy, it provides one means of identifying specific aspects of reading abilities and testing alternative instructional practices and is thus a crucial component in the search for more effective outcomes.

6. current developments in research on the teaching of grammar

Abstract: With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language learning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy. This has led to a resurgence of grammar teaching, and its role in second language acquisition has become the focus of much current investigation. In this chapter we briefly review the major developments in the research on the teaching of grammar over the past few decades. This review addresses two main issues: (1) whether grammar teaching makes any difference to language learning; and (2) what kinds of grammar teaching have been suggested to facilitate second language learning. To this end, the chapter examines research on the different ways in which formal instruction can be integrated with communicative activities. Continuing in the tradition of more than 2000 years of debate regarding whether grammar should be a primary focus of language instruction, should be eliminated entirely, or should be subordinated to meaning-focused use of the target language (for historical reviews see Howatt, 1984; Kelly, 1969), the need for grammar instruction is once again attracting the attention of second language acquisition (SLA) researchers and teachers. We briefly review arguments against and in support of grammar teaching before examining the approaches to grammatical

11. crossing frontiers: new directions in online pedagogy and research

Abstract: Research on networked language learning is now entering its second decade. While earlier research tended to focus on the linguistic and affective characteristics of computer-assisted discussion in single classrooms, more recent research has increasingly focused on long-distance collaboration. This type of learning environment is challenging to arrange, because it involves diverse learners who operate with different cultural backgrounds, communicative expectations, and rhetorical frameworks. These features, as well as the fact that the communication takes place both inside and outside of class and on students' own schedules, also pose special research challenges. This chapter summarizes what knowledge has been gained about learning and instruction in long-distance online exchanges, focusing on three key themes: (a) linguistic interaction and development, (b) intercultural awareness and learning, and (c) development of new multiliteracies and their relations to identity. In each area, research has indicated that there is no single effect of using online communication, but rather that processes and results vary widely depending on a range of logistical, pedagogical, and social factors.

7. research in teaching vocabulary

Abstract: This review surveys research on second language vocabulary teaching and learning since 1999. It first considers the distinction between incidental and intentional vocabulary learning. Although learners certainly acquire word knowledge incidentally while engaged in various language learning activities, more direct and systematic study of vocabulary is also required. There is a discussion of how word frequency counts and information on word meaning from computer corpora can inform the selection of words to be studied, with a particular focus on spoken vocabulary. This leads to a consideration of learner dictionaries and some research evidence on how effectively students can use them to understand the meanings of words. Then classroom research on teaching vocabulary is discussed. Another significant topic is the design of computer-based language learning programs to enhance opportunities for learners to expand their vocabulary knowledge. Finally, a summary of recent work on vocabulary testing is presented. Second language learners are typically conscious of the extent to which limitations in their vocabulary knowledge hamper their ability to communicate effectively in the target language, since lexical items carry the basic information load of the meanings they wish to comprehend and express. This gives vocabulary study a salience for learners that may be lacking in the acquisition of other features of the language system. However, language teachers are often unsure about how best to incorporate vocabulary learning into their teaching. Traditional techniques of presenting new words in class or requiring students to memorize lists of vocabulary items seem old-fashioned in the context of current task-based language programs. The debate in SLA about the need to focus on form in classroom communication activities (see Doughty & Williams, 1998) has centered almost entirely on the acquisition of grammar, but there are similar issues involved in finding a place for the systematic study of vocabulary in the language curriculum. There was a boom in second language vocabulary studies in the 1990s and early 2000s, reflected in the number of books published in the last seven years, particularly by Cambridge University Press, which almost seemed to corner the

13. aspects of collaboration in pedagogical discourse

Abstract: In this review of research, various aspects of collaboration are discussed to understand more completely the phenomenon of jointly constructed activity in pedagogical contexts. This chapter presents the parameter for collaborations, differentiates collaboration from interaction, and reviews studies organized into three themes: collaboration and community, collaboration and language development, and collaboration and identity. Concepts taken from sociocultural theory provide an overarching explanatory framework of learning in the collaborative setting. These concepts include goal-directed activity, human relations, mediation, history, and culture. Consideration for emergent directions for research on collaboration and language learning are presented.

12. content-based instruction: perspectives on curriculum planning

Abstract: Content-based instruction (CBI), distinguished by its dual commitment to languageand content-learning objectives, has been translated into practice in diverse ways to meet the needs of second and foreign language student populations. This article explores the general characteristics of and challenges associated with content-based curricula by reviewing (1) case studies that document outcomes of CBI programs at elementary, secondary, and higher education levels and (2) curricular models that have been implemented in first and second language contexts. Included in this review of curricular models, because of its implications for second and foreign language contexts, is a brief explanation of Concept-Oriented Reading Instruction (CORI), an approach to content learning and reading development that has been used and extensively researched in first language settings. Empirical studies focusing on CORI, immersion models, and other CBI-related issues (including teacher–student interactions; teachers' oral discourse; and teachers' attention to language, content, and task) are summarized to illustrate the complexities of content-based curricula. The article concludes with a call for further research that can inform the practices of teachers, curriculum and course designers, materials developers, and individuals involved with assessment in content-based settings.

5. research in teaching pronunciation and intonation

Abstract: For several decades of the 20th century, the main interest of pronunciation teaching research was in applying contrastive analysis techniques to the sound segments of the L1 and L2 to identify differences between them and so, it was assumed, to highlight areas where L1 transfer errors were likely to occur. Later in the century, pronunciation teaching research began to move on both by embracing more sophisticated approaches to interlanguage phonology, taking universal, developmental, and other processes into account as well as transfer (see, e.g., the range of research interests documented in Ioup & Weinberger, 1987), and by focusing increasingly on suprasegmental features along with segmental. Still more recently and radically, a number of researchers have ceased treating pronunciation as a somewhat isolated, self-contained linguistic and pedagogic phenomenon, but are forging links with research into other aspects of language and language teaching and also maximizing the opportunities offered by technological advances. This chapter will outline these latest developments in pronunciation research and explore the extent of their influence on pedagogy.

8. trends in teaching english for specific purposes

Abstract: This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical. In addition to a selection of exemplar practices, theoretical analogues are considered for each of these three socially oriented perspectives on ESP. For the sociodiscoursal approach to ESP, genre theory and genre-informed pedagogy are highlighted; for the sociocultural, theories of situated learning and their practical corollaries are focused on; for the sociopolitical, theories and applications of critical pedagogy are emphasized. Possible research directions for all three social turns of ESP are also suggested.

14. constructivist issues in language learning and teaching

Abstract: Constructivism has emerged in recent years as a dominant paradigm in education and has had a major intellectual impact on the development of pedagogy, especially in mathematics and science. Rooted in the cognitive developmental theory of Piaget and in the sociocultural theory of Vygotsky, constructivist notions have had an impact on the development and application of technologically enhanced microworlds and on linguistic investigation into literacy and narrative development. To date, constructivism has had little impact on language pedagogy; however, the advent of content-based pedagogical paradigms as an anchor of language education has opened new opportunities for integration of interdisciplinary collaborative approaches for language teaching and learning. Furthermore, the current emphasis on standardsbased accreditation and reconceptualization of teacher education programs will likely expand the horizons of language pedagogy, bringing constructivist approaches to the foreground in language teacher education and opening new avenues for linguistic and interdisciplinary classroom-based research.

4. research in teaching writing

Abstract: On the basis of our examination of L2 writing scholarship published between 2000 and the present, we describe and reflect on developments relating to the teaching of L2 writing. While our primary focus is applied research, we have also addressed basic research that has clear implications for pedagogy. The paper includes an overview of relevant basic research (i.e., research on the phenomenon of second language writing), a discussion of relevant applied research (i.e., research on second language writing instructional principles and practices), an examination of some general issues and concerns that have important implications for second language writing instruction, and an assessment of the current status of the field along with our thoughts on where it might go in the future.

2. research in the teaching of speaking

Abstract: This chapter reviews research and practice in six main areas relevant to the teaching of speaking: (1) the growing influence of spoken corpora, (2) the debates concerning native speaker (NS) and nonnative speaker (NNS) models for spoken pedagogy,(3) the issue of authenticity in spoken materials, (4) approaches to understanding speaking in the classroom, (5) the selection of texts and aspects of spoken language for the teaching of speaking, and (6) developments in materials and methods for the teaching of speaking. Spoken corpora, whether NS corpora collected in “old” or “new” variety locations or NNS corpora based on learner data or expert/successful user data, have generated vigorous debate as to how spoken language should be modeled for teaching, and their influence is being seen in shifts in methodology toward language-awareness-based approaches as well as new materials based on lexicogrammatical and discoursal corpus evidence. Various approaches to understanding classroom speaking are also reviewed, including discourse analysis, conversation analysis, cognitive approaches, and the Vygotskian perspective. Applications of insights from these approaches are reviewed, especially how the approaches affect the selection of texts and language features to be taught. Finally, practical discussion on the teaching of specific spoken genres is reviewed and probable future directions are discussed.

9. trends in teaching standard varieties to creole and vernacular speakers

Abstract: This chapter discusses some approaches used to teach a standard variety to creole and vernacular speakers. It focuses attention on issues related to the use of creoles and vernaculars in instruction to help creole speakers develop literacy in a second language. Research has shown that literacy development, academic skills, and learning strategies transfer from the first language to the second and that literacy in the first language is a crucial base for literacy development in the second language. Advocacy for vernacular literacy as a means of facilitating the learning of a standard language differs in situations where creole has the same lexical base as the second (standard) language as opposed to situations in which the creole has a different lexical base than the second language. The policy literature as well as that describing approaches to second language learning by creole and creole-influenced vernacular speakers is discussed primarily with relevance to the Caribbean region. The chapter then surveys the literature describing approaches used in similar contexts elsewhere. Outcomes resulting from the implementation of specific policies and approaches in the contexts presented, to the extent that such outcomes have been documented, are also explored.

15. emerging research and practices in immersion teacher education

Abstract: Due to their unique place and function in society as well as their position on the educational ladder, universities have had a rather belated encounter with immersion education. In fact, it was not until the late 1970s (Day & Shapson, 1993) that universities in Canada were obliged to address a range of pedagogical issues as a direct result of the growth of immersion education in schools, the increasing number of immersion graduates from schools, and the overall educational success of immersion programs. Naturally, these issues are contextually framed and dependent on the historical development of immersion in each country where immersion education occurs. In countries with larger and longer immersion education traditions, the influence on universities has been greater. Three issues are of particular importance here: (1) the linguistic needs of immersion school graduates at university, (2) principles of immersion pedagogy use at the university level, and (3) immersion teacher education. The latter issue is especially pertinent to broader questions of the preparation of second language teachers and will be addressed here.For studies exploring the nature and levels of language maintenance of immersion graduates after secondary schooling, see Harley (1994), Hart, Lapkin, Swain and Howard (1991), Wesche (1985, 1993), Wesche, Morrison, Ready, and Pawley (1990) for a comprehensive review.

With J: image processing 2: color spaces

Abstract: Using Red-Green-Blue triples to describe colors is common and often quite convenient. However, other color models may be more convenient or appropriate for many types of image analysis and processing. We will discuss conversion between RGB and YUV, YIQ, HSV, HLS, HSI color spaces. We create histograms of the distribution of the color components in those spaces and give examples of how to correct defects and make improvements in various color spaces.

With J: image processing 1: smoothing filters

Abstract: Image processing includes techniques that are used to correct defects in images and to enhance the visibility of features of interest. In this note we will look at several different methods for smoothing images in order to remove specks of dust and artifacts from scanning. In future notes we plan to discuss other techniques for enhancing images in the spatial domain including the removal of orientation and lighting defects. Previous discussions [6,7] considered the removal of motion blur in frequency domain using Fast Fourier Transforms.

Support vector machines in A

Abstract: This paper considers the implementation of Support Vector Machines (SVM), the new extensive class of data analysis methods. SVM have a number of advantages as compared with standard data mining techniques like artificial neural networks, for example. In the paper this methodology is described in details and implemented in A+ programming language in the step-by-step fashion.

With J: the Hodge Podge machine

Abstract: Cellular automata are collections of cells arranged in some manner such that each cell contains a value that is updated from generation to generation according to a local rule. The Game of Life [1-5,7,15] is perhaps the best known cellular automaton. It is based upon a rectangular arrangement of cells that are either 0 or 1, along with simple rules of evolution: if a cell is 0 and has exactly 3 immediate neighbors then it becomes a 1; if a cell is 0 and has exactly 2 or 3 immediate neighbors that are 1, then the cell remains 1; otherwise, the cell becomes or remains 0. The Game of Life is incredibly intriguing, giving rise to complex behavior that is visually stimulating, mathematically interesting and, moreover, it is known to be capable of universal computation. Despite the fact that at a basic level it was designed to model alive and dead cells, it is primarily a toy model in the sense that it does not model any physical behavior well.

Typesetting APL dialects: a bitter legacy of the 20th century?

Abstract: Solutions to the problem of typesetting APL dialects were so far severely constrained, for they always relied on specific transliteration schemes or workspaces for automatic transliteration available for only a few interpreters. In this article I introduce an alternative solution to the problem of typesetting APL dialects which does not require transliteration of primitives. Instead, I implement a direct typesetting approach using a Type 1 (or outline) APL font, an encoding vector, and a LATEX package named listings. I finally present a series of examples in order to illustrate the typesetting of APL snippets, code segments, lists of standing files, and their straightforward integration into a document.

Efficient compilation of array expressions

Abstract: This article investigates some of the problems involved in generating efficient code for array expressions. It considers issues of cache pollution, effective register use, and vector instructions. It considers the impacts that such compilation efficiency issues can have of the definition of imperative array languages.

Visualizing integer length integer vectors with J and POV-Ray

Abstract: Integer length integer vectors correspond to solutions of Diophantine equations where a sum of squares is a square. In two dimensions, this equation is a2 + b2 = c2, and solutions in positive integers correspond to Pythagorean Triples (or integer length integer vectors in Z2). In three dimensions, this equation is x2 + y2 + z2 = r2, and integer solutions correspond to integer length integer vectors in Z3. We investigate methods of visualizing twodimensional integer length integer vectors with J 5.04 [6], and then create three-dimensional generalizations with J and POV-Ray 3.6 [7]. This work has been motivated in part by the Perfect Cuboid and Perfect Parallelepiped problems, which are open problems regarding integer length integer vectors [3]. A discussion of these problems, as well as the parameterizations and algebraic structures of integer length integer vectors in Z2 and Z3 is available at [2].

A boundless compression algorithm in APL2

Abstract: Compression algorithms are very useful for a variety of applications. Originally, their main use was what their name suggests, reducing the size of computer files without losing any information. It was interesting to see that they were equally useful for all types of files, such as text, bit maps, many types of images, sound, scientific experimental data, computer code (source and object code), combined data (text and images, for instance), and so on, and so forth. Only when the files have been coded with an imbedded compression algorithm (as happens in some image formats, such as JPEG, or in sound renditions in MP3) the additional compression by generalized algorithms is negligible.

Array languages and the challenge of modern computer architecture

Abstract: There has always been a close relationship between programming language design and computer design. Electronic computers and programming languages are both 'computers' in Turing's sense. They are systems which allow the performance of bounded universal computation. Each allows any computable function to be evaluated, up to some memory limit. This equivalence has been understood since the 30s' when Turing machines (Turing 1937) were shown to be of the same computational power as the λ calculus.