Preparation to use information and communication technology (ICT) is an important component of preservice language teachers’ training, and various existing teacher training models propose a range of strategies for increasing their technology knowledge and technology adoption rates. However, the relative effectiveness of these strategies remains unclear. Based on Tondeur et al.’s (2012) Synthesis of Qualitative Data model, which delineates the six main teacher preparation strategies (i.e., role modeling, reflection, instructional design, collaboration, authentic experience, and continuous feedback), the present study designed a 4 week training module for preservice language teachers and examined how these training strategies affected 63 participants’ perceived technology knowledge and attitudes toward technology adoption. Among the six training strategies, reflection and instructional design had the highest positive impacts on these preservice teachers’ self-reported knowledge about and attitudes towards using ICT. As well as revealing the relative impacts of each training strategy, the results indicate that our designed training module has considerable potential for application to teacher training in other subjects.
We report results of a speech production experiment about the intonation of three sentence types in Taiwan Mandarin, and discuss our results with implications for focus acoustics, and semantic-syntactic theories of sentence final particles and whindeterminates. Wh-indeterminates refer to wh-phrases that are ambiguous between interrogative and indefinite readings. In Mandarin, different interpretations of wh-indeterminates are not morphologically marked, but can be disambiguated in specific sentence contexts marked by sentence final particles. In this study, we systematically examined the intonation of whquestions and yes/no questions by using declarative sentences as the baseline. The results show that both wh-and yes/no questions exhibit F0 prominence, and lengthening effects on regions containing sentence-final particles and wh-phrases, but the effects were stronger in wh-questions. Examining the duration and F0 range, we found that wh-phrases and sentence final particles together formed specific acoustic patterns to distinguish questions from declarative sentences. The findings suggest that the prosodic organization interacts with other internal structural organization.
The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.
Due to the complexity of emotions in suicide notes and the subtle nature of sentiments, this study proposes a fusion approach to tackle the challenge of sentiment classification in suicide notes: leveraging WordNet-based lexicons, manually created rules, character-based n-grams, and other linguistic features. Although our results are not satisfying, some valuable lessons are learned and promising future directions are identified.
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