Affordances of Digital Simulations to Measure Communicative Success

Sykes, Julie M.; Malone, Margaret M.; Forrest, Linda; Sağdıç, Ayşenur

doi:10.1007/978-981-13-2262-4_90-2

Cited by 2 publications

(1 citation statement)

References 10 publications

(5 reference statements)

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“…SI develops essential skills to equip learners to traverse digital and analog worlds with ease. A strategies-based scheme designed to support this work is the INTERACTIONAL, PRAGMATIC, INTERCULTURAL COMPETENCE FRAMEWORK (IPIC) (Sykes et al, 2020), in which the combination of key content and LLS are at the heart of success. For example, when working with MEMES (i.e., contextualized images with text), the IPIC framework proposes learners develop the strategies to understand the words (i.e., knowledge), develop skills for contextualizing the picture as related to the words (i.e., analysis), make choices about when the meme is appropriate (i.e., subjectivity), and decide how others react to the meme (e.g., awareness).…”

Section: Multimodal Strategy Practicementioning

confidence: 99%

Tangible insights on the strategizing of language learners and users

Cohen

Nyikos

et al. 2023

Lang. Teach.

Self Cite

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This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as to describe ongoing and future research efforts intended to enhance the strategy domain. The LLS areas dealt with include theory building, the dynamics of delivering strategy instruction (SI), meta-analyses of SI, learner diversity, SI for young language learners, SI for fine-tuning the comprehension and production of academic-level, grammar strategies at the macro and micro levels, lessons learned from many years of LLS research in Greece, the past and future roles of technology aimed at enhancing language learning, and applications of LLS in content instruction. This review is intended to provide the field with an updated statement as to where we have been, where we are now, and where we need to go. Ideally, it will provide ideas for future studies.

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Section: Multimodal Strategy Practicementioning

confidence: 99%

Tangible insights on the strategizing of language learners and users

Cohen

Nyikos

et al. 2023

Lang. Teach.

Self Cite

View full text Add to dashboard Cite

show abstract

Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module

Cohen

Knight²,

Sykes³

2023

Language Learning &Amp; Language Teaching

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While teacher education is a crucial element to ensuring that second language (L2) pragmatics gains traction in classrooms and curricula, it would appear that teacher development programs provide only modest focus in this area. This chapter reports on findings from a preliminary case study in which three Spanish teachers accessed an asynchronous teacher education online module aimed at heightening their awareness of L2 pragmatics and the important role that it can play in language instruction. The results indicate that asynchronous professional development (PD) materials provide teachers with resources which they can access conveniently for the purpose of gaining insights into lesson sequencing, identification of key content and development of strategies for teaching L2 pragmatics in the classroom.

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Affordances of Digital Simulations to Measure Communicative Success

Cited by 2 publications

References 10 publications

Tangible insights on the strategizing of language learners and users

Tangible insights on the strategizing of language learners and users

Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module

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