BibSonomyburst/user/yish/languageBibSonomy RSS feed for /user/yish/language2012-02-16T09:00:51+01:00http://www.bibsonomy.org/bibtex/2d76a6fde31b116941bd7719fec74c347/yishyish2011-11-16T01:31:45+01:00dynamic dynamical language learning networks <span class="authorEditorList"><a href="/author/Sole">Ricard V. Sole</a>, <a href="/author/Murtra">Bernat Corominas Murtra</a>, <a href="/author/Valverde">Sergi Valverde</a>, and <a href="/author/Steels">Luc Steels</a> </span><em>Complexity</em> <em>15(6):20--26</em> (<em>2010</em>)Wed Nov 16 01:31:45 CET 2011Complexity620--26Language networks: Their structure, function, and evolution152010dynamic dynamical language learning networks Several important recent advances in various sciences (particularly biology and physics) are based on complex network analysis, which provides tools for characterising statistical properties of net- works and explaining how they may arise. This article examines the relevance of this trend for the study of human languages. We review some early eorts to build up language networks, charac- terise their properties, and show in which direction models are being developed to explain them. These insights are relevant, both for studying fundamental unsolved puzzles in cognitive science, in particular the origins and evolution of language, but also for recent data-driven statistical approaches to natural language.http://www.bibsonomy.org/bibtex/290da54da0cbbd62d130798783b1f4773/yishyish2011-03-25T17:17:41+01:00MUVE blogging education first haifa-games-course language learning second secondlife web2.0 <span class="authorEditorList"><a href="/author/Sykes">Julie M. Sykes</a>, <a href="/author/Oskoz">Ana Oskoz</a>, and <a href="/author/Thorne">Steven L. Thorne</a> </span><em>Calico Journal</em> <em>25(3):528--546</em> (<em>2008</em>)Fri Mar 25 17:17:41 CET 2011Calico Journal3528--546Web 2.0, synthetic immersive environments, and mobile resources for language education252008MUVE blogging education first haifa-games-course language learning second secondlife web2.0 In light of the increasingly blurred line between mediated and nonmediated contexts for social, professional, and educational purposes, attention to the presence and use of innovative digital media is critical to the consideration of the future of computer-assisted language learning (CALL). This article reviews current trends in the use of mediated communication and offers a vision for near-future second and foreign language (L2) learning that utilizes emerging media as (a) meaningful contexts for L2 language development and (b) a means for adding real world relevance to in-class uses of internet-mediated communication tools. In this article, we first explore a sampling of Web 2.0 technologies (e.g., blogs, wikis, and social bookmarking) related to collaborative content building and dissemination of information. We then consider three types of 3-dimensional virtual environments, including open social virtualities (such as Second Life and There), massively multiplayer online games (MMOGs) (e.g., World of Warcraft, Everquest, and Eve Online), and synthetic immersive environments (SIEs, i.e., visually rendered spaces which combine aspects of open social virtualities with goal-directed gaming models to address specific learning objectives). In particular, we report on SIEs as they might be used to foster interlanguage pragmatic development and briefly report on an existing project in this area. The ultimate goal is to spark future research and pedagogical innovation in these areas of emerging digital media in order to arrive at a greater understanding of the complexities involved in their integration with language learning in ways that will be most relevant to the communicative contexts of the 21st centuryhttp://www.bibsonomy.org/bibtex/2020d858c0159eca15850beb43ae36bf7/yishyish2011-03-20T10:59:03+01:00design games haifa-games-course interaction language learning pedagogic secondlife verbal <span class="authorEditorList"><a href="/author/Jauregi">Kristi Jauregi</a>, <a href="/author/Canto">Silvia Canto</a>, <a href="/author/de Graaff">Rick de Graaff</a>, <a href="/author/Koenraad">Ton Koenraad</a>, and <a href="/author/Moonen">Machteld Moonen</a> </span><em>Computer Assisted Language Learning</em> (<em>2011</em>)Sun Mar 20 10:59:03 CET 2011RoutledgeComputer Assisted Language Learning77 - 1011Verbal interaction in Second Life: towards a pedagogic framework for task design242011design games haifa-games-course interaction language learning pedagogic secondlife verbal Within a European project on Networked Interaction in Foreign Language Acquisition and Research (NIFLAR), Second Life was used as a 3D virtual world in which language students can communicate synchronously with native speakers in the target language, while undertaking action together. For this context, a set of design principles for interaction tasks was developed aiming at maximizing authentic social interaction and intercultural awareness, while exploiting the specific affordances of the virtual environment being used. These design principles were applied and tested in a case study in which two foreign language learners of Spanish and two pre-service teachers carried out four interaction tasks in the virtual world of Second Life. In this article we first present and discuss the framework for task development and assessment. We then show the results of the case study conducted in Second Life which aimed at: (1) applying and assessing the design principles for task elaboration, (2) analyzing the kind of interaction the tasks elicited in the virtual world, (3) exploring whether the specific affordances of the virtual environment were adequately used for enhancing interaction, and (4) studying whether and how the condition anonymity versus familiarity may play a role in modeling virtual Verbal interaction in Second Life: towards a pedagogic framework for task design - Computer Assisted Language Learninghttp://www.bibsonomy.org/bibtex/2530fc8fc147a53d4bb020fb7c81962b5/yishyish2011-03-20T10:52:11+01:00games haifa-mlearning language learning secondlife <span class="authorEditorList"><a href="/author/Deutschmann">Mats Deutschmann</a>, <a href="/author/Panichi">Luisa Panichi</a>, and <a href="/author/danielsen">Judith Molka danielsen</a> </span><em>ReCALL</em> (<em>May 2009</em>)Sun Mar 20 10:52:11 CET 2011New York, NY, USAReCALLmay206--226Designing oral participation in second life - a comparative study of two language proficiency courses212009games haifa-mlearning language learning secondlife The following paper presents two stages of an action research project involving two oral proficiency courses held in the virtual world Second Life. Course 1 was conducted during the Autumn of 2007. Based on the experiences of this course, we redesigned many aspects of it in order to improve student activity in terms of oral participation and gave the course again in Spring 2008. By analysing the recordings of four 90-minute sessions, two from each course, we were able to measure student participation based on floor space, turn lengths and turn-taking patterns, and in the study we discuss how different changes in design may have contributed to more favourable outcomes. Results seem to indicate that meaning focussed task design, which involves authenticity and collaborative elements, has a direct impact on learner participation and engagement. Furthermore, our results seem to suggest that technical and social initiations into a complex environment such as SL are important factors that have to be worked into the course design.http://www.bibsonomy.org/bibtex/2639a5eaa87d3e0bff4c2834ea1cbc99f/yishyish2011-03-15T21:59:10+01:00adult communication computer foreign haifa-games-course language learning online proficiency <span class="authorEditorList"><a href="/author/Belz">Julie A. Belz</a>, and <a href="/author/Reinhardt">Jonathon Reinhardt</a> </span><em>International Journal of Applied Linguistics</em> <em>14(3):324--362</em> (<em>2004</em>)Tue Mar 15 21:59:10 CET 2011International Journal of Applied Linguistics3324--362Aspects of advanced foreign language proficiency: Internet-mediated German language play142004adult communication computer foreign haifa-games-course language learning online proficiency Adult foreign language play has been an under-explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer-mediated communication may afford opportunities for its occurrence. It is further argued that examination of this phenomenon provides insights into issues of advanced foreign language proficiency. The article presents a case study of a 19-year-old American college student who was a participant in a telecollaborative course between the United States and Germany in the fall of 2002. Data are drawn from (a) his course web site, (b) his in-class electronic correspondence with his German keypals, (c) his out-of-class correspondence with these same keypals and his German-speaking girlfriend, (d) his cumulative course portfolio, and (e) focus group interviews.http://www.bibsonomy.org/bibtex/2593f6faa9a62b370b846c2eb86d26a59/yishyish2011-03-15T21:54:04+01:00MOO foreign game german haifa-games-course language learning online play <span class="authorEditorList"><a href="/author/Warner">Chantelle N. Warner</a> </span><em>Language, Learning &amp; Technology</em> <em>8(2):69-87</em> (<em>2004</em>)Tue Mar 15 21:54:04 CET 2011Language, Learning & Technology269-87It's Just a Game, Right? Types of Play in Foreign Language CMC.82004MOO foreign game german haifa-games-course language learning online play This study focuses on the various playful uses of language that occurred during a semester-long study of two German language courses using one type of synchronous network-based medium, the MOO. Research and use of synchronous computer-mediated communication (CMC) have flourished in the study of second-language acquisition (SLA) since the late 1990s; however, the primary focus has been on the potential benefits of using CMC to increase the amount of communication (Beauvois, 1997; Kern, 1995; Warschauer, 1997), motivate students (Beauvois, 1997; Kern, 1995; Warschauer, 1997) and foster the exchange of ideas (Beauvois, 1997; Kern, 1995; von der Emde, Schneider, & Kötter, 2001; Warschauer, 1997). Only more recently has research within SLA begun to investigate the types of communication that occur online. 1 An analysis of the transcripts from a second-semester German course and an upper-level German communication course reveal that a large portion of the language use online cannot be described using standard referential definitions of communication, but rather is playful in nature. Using research from SLA and theories on social interaction, this article investigates the different types of play that occurred within the online discussions and the possible implications of the presence of play in online discourse.http://www.bibsonomy.org/bibtex/2ac5f7552c7d03c7811c9ca8d2daac021/yishyish2011-02-04T12:20:04+01:00Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Journal of Interactive Media</em> (<em>2008</em>)Fri Feb 04 12:20:04 CET 2011Journal of Interactive MediaParticipatory design in open education: a workshop model for developing a pattern language2008Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.http://www.bibsonomy.org/bibtex/244a9915317dabace7cd54cc6ea5005e6/yishyish2010-10-02T02:26:13+02:00cognition communication design designer dialog education games gamestar haifa-games-course language learning literacy meaning mechanic systems <span class="authorEditorList"><a href="/author/Games">Ivan Alex Games</a> </span><em>Learning, Media and Technology</em> <em>35(1):31-52</em> (<em>2010</em>)Sat Oct 02 02:26:13 CEST 2010Learning, Media and Technology131-52Gamestar Mechanic: learning a designer mindset through communicational competence with the language of games352010cognition communication design designer dialog education games gamestar haifa-games-course language learning literacy meaning mechanic systems This article presents the results of a three-year study of Gamestar Mechanic (www.gamestarmechanic.com), a flash-based multiplayer online role-playing game developed for the MacArthur Foundation's digital media learning initiative by the University of Wisconsin-Madison, and Gamelab in New York. The game's objective is to help children adopt a designer mindset, together with its associated forms of language and literacy in the context of computer game production. Using case studies and discourse analysis, this article examines the ways in which learning 'the language of games' provided by Gamestar Mechanic can help even young students learn thinking skills and communication important to learners in the twenty-first century, and can help transform the way children understand the games they play in positive ways.http://www.bibsonomy.org/bibtex/27ea67c55c8da849e9615b8f38f13d694/yishyish2010-08-05T07:42:00+02:00AT CSCL CSCW HCI activity computer-supported cooperative design language model pattern patterns theory work <span class="authorEditorList"><a href="/author/Guy">Elizabeth S. Guy</a> </span><em>Proceedings of ATIT 2004, The First International Workshop on Activity Theory Based Practical Methods for IT Design, </em><em>page 33-48. </em><em>Copenhagen, Denmark, </em><em>Published as DAIMI report, University of Aarhus, </em>(<em>2004</em>)Thu Aug 05 07:42:00 CEST 2010Copenhagen, DenmarkProceedings of ATIT 2004, The First International Workshop on Activity Theory Based Practical Methods for IT Design33-48Appropriating Patterns for the Activity Theory Toolkit2004AT CSCL CSCW HCI activity computer-supported cooperative design language model pattern patterns theory work This paper investigates a method for modelling computersupported cooperative work, to provide a common language for users and developers collaborating in design. The research is grounded in an empirical study of the inhouse development of groupware and the work practice of system developers. Through an appropriation of Christopher Alexander’s architectural pattern language, it is proposed that patterns have the potential to be a practicable tool that both embodies the principles and methodology of activity theory, and fits the requirements of this design process.http://www.bibsonomy.org/bibtex/22943acfa495cdb9d72695fa065f206b8/yishyish2010-08-03T16:54:16+02:00education haifa-edtech haifa-ma-edtech language learning ml4d mlearning mobile <span class="authorEditorList"><a href="/author/Tian">Feng Tian</a>, <a href="/author/Lv">Fei Lv</a>, <a href="/author/Wang">Jingtao Wang</a>, <a href="/author/Wang">Hongan Wang</a>, <a href="/author/Luo">Wencan Luo</a>, <a href="/author/Kam">Matthew Kam</a>, <a href="/author/Setlur">Vidya Setlur</a>, <a href="/author/Dai">Guozhong Dai</a>, and <a href="/author/Canny">John Canny</a> </span><em>CHI &#039;10: Proceedings of the 28th international conference on Human factors in computing systems, </em><em>page 1603-1612. </em><em>New York, NY, USA, </em><em>ACM, </em>(<em>2010</em>)Tue Aug 03 16:54:16 CEST 2010New York, NY, USACHI '10: Proceedings of the 28th international conference on Human factors in computing systems1603-1612Let's play chinese characters: mobile learning approaches via culturally inspired group games2010education haifa-edtech haifa-ma-edtech language learning ml4d mlearning mobile In many developing countries such as India and China, low educational levels often hinder economic empowerment. In this paper, we argue that mobile learning games can play an important role in the Chinese literacy acquisition process. We report on the unique challenges in the learning Chinese language, especially its logographic writing system. Based on an analysis of 25 traditional Chinese games currently played by children in China, we present the design and implementation of two culturally inspired mobile group learning games, Multimedia Word and Drumming Strokes. These two mobile games are designed to match Chinese children's understanding of everyday games. An informal evaluation reveals that these two games have the potential to enhance the intuitiveness and engagement of traditional games, and children may improve their knowledge of Chinese characters through group learning activities such as controversy, judgments and self-correction during the game play.http://www.bibsonomy.org/bibtex/2b5e4859d1b056986719dec0dc6311556/yishyish2010-07-26T17:45:13+02:00abstraction design language lisp progamming representation scheme <span class="authorEditorList"><a href="/author/Abelson">H. Abelson</a>, and <a href="/author/Sussman">G.J. Sussman</a> </span><em>AI Memo, </em><em>AIM-986. </em><em>MIT, </em>(<em>1987</em>)Mon Jul 26 17:45:13 CEST 2010AIM-986Lisp: A language for stratified designAI Memo 1987abstraction design language lisp progamming representation scheme We exhibit programs that illustrate the power of Lisp as a language for expressing the design and organization of computational systems. The examples are chosen to highlight the importance of abstraction in program design and to draw attention to the use of procedures to express abstractions.http://www.bibsonomy.org/bibtex/2187484fb4987efc20373b9fdf3809e58/yishyish2009-10-26T20:54:06+01:00MIT constionism education educationalprogramming haifa-games-course language learning papert postviva programming scratch software <span class="authorEditorList"><a href="/author/Resnick">Mitchel Resnick</a>, <a href="/author/Maloney">John Maloney</a>, <a href="/author/Monroy-Hernández">Andrés Monroy-Hernández</a>, <a href="/author/Rusk">Natalie Rusk</a>, <a href="/author/Eastmond">Evelyn Eastmond</a>, <a href="/author/Brennan">Karen Brennan</a>, <a href="/author/Millner">Amon Millner</a>, <a href="/author/Rosenbaum">Eric Rosenbaum</a>, <a href="/author/Silver">Jay Silver</a>, <a href="/author/Silverman">Brian Silverman</a>, and <a href="/author/Kafai">Yasmin Kafai</a> </span><em>Communications of the ACM</em> <em>52(11):60-67</em> (<em>2009</em>)Mon Oct 26 20:54:06 CET 2009Communications of the ACM 1160-67Scratch: Programming for All522009MIT constionism education educationalprogramming haifa-games-course language learning papert postviva programming scratch software When Moshe Y. Vardi, Editor-in-Chief of Communications, invited us to submit an article, he recalled how he first learned about Scratch: "A colleague of mine (CS faculty)," he said, "told me how she tried to get her 10-year-old daughter interested in programming, and the only thing that appealed to her was Scratch." That's what we were hoping for when we set out to develop Scratch six years ago. We wanted to develop an approach to programming that would appeal to people who hadn't previously imagined themselves as programmers. We wanted to make it easy for everyone, of all ages, backgrounds, and interests, to program their own interactive stories, games, animations, and simulations, and share their creations with one another.http://www.bibsonomy.org/bibtex/2cadf3625b40d529071872458d599ac2b/yishyish2009-10-26T20:38:13+01:00AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social <span class="authorEditorList"><a href="/author/Rickel">Jeff Rickel</a>, <a href="/author/Lesh">Neal Lesh</a>, <a href="/author/Rich">Charles Rich</a>, <a href="/author/Sidner">Candace L. Sidner</a>, and <a href="/author/Gertner">Abigail Gertner</a> </span> (<em>2001</em>)Mon Oct 26 20:38:13 CET 2009Proceedings of Tenth International Conference on AI in Education592--594{Building a bridge between intelligent tutoring and collaborative dialogue systems}2001AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social Our research objective is to develop computer tutors that collaborate with students on tasks in simulated environments. Towards this end, we seek to integrate two separate but related research threads: intelligent tutoring systems (ITS) and collaborative dialogue systems (CDS). Research on ITS [10] focuses on computer tutors that adapt to individual students based on the target knowledge the student is expected to learn and the presumed state of the student’s current knowledge. Research on CDS (e.g., [5]), with an equally long history, focuses on computational models of human dialogue for collaborative tasks. Unfortunately, there has been a surprising lack of cross-fertilization between these two research areas. Work on tutorial dialogue for ITS has not leveraged general models of collaborative dialogue. Similarly, research on collaborative dialogues has focused on modeling conversations between peers or between an expert and novice, but has rarely addressed tutorial issues.http://www.bibsonomy.org/bibtex/2080ba1c77d9e5033691ad6cea138fee9/yishyish2009-07-20T13:11:11+02:00cognition language learning sociocultural <span class="authorEditorList"><a href="/author/Gopnik">A. Gopnik</a>, and <a href="/author/Meltzoff">A.N. Meltzoff</a> </span><em>MIT Press, 55 Hayward Street, Cambridge, MA 02142; phone: 617-253-5643 $30, plus shipping., </em>(<em>1997</em>)Mon Jul 20 13:11:11 CEST 2009Words, Thoughts, and Theories1997cognition language learning sociocultural http://www.bibsonomy.org/bibtex/2800917bfe9c41ffd8f18166d908a623a/yishyish2009-06-11T17:44:28+02:00computers education evaluation impact language learning randomised research worldbank <span class="authorEditorList"><a href="/author/Barrera-Osorio">Filipe Barrera-Osorio</a>, and <a href="/author/Linden">Leigh Linden</a> </span><em>Policy Research Working Paper, </em><em>WPS4836. </em><em>World Bank, </em>(<em>February 2009</em>)Thu Jun 11 17:44:28 CEST 2009FebruaryWPS483643The use and misuse of computers in education : evidence from a randomized experiment in ColombiaPolicy Research Working Paper2009computers education evaluation impact language learning randomised research worldbank This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students' test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum.http://www.bibsonomy.org/bibtex/2528a96e91196fb285f562c72dcc0cafd/yishyish2009-04-23T13:15:58+02:00cognition language languages postviva representation semiotics signs social symbols writing <span class="authorEditorList"><a href="/author/Changizi">Mark A. Changizi</a>, <a href="/author/Zhang">Qiong Zhang</a>, <a href="/author/Ye">Hao Ye</a>, and <a href="/author/Shimojo">Shinsuke Shimojo</a> </span><em>The American Naturalist</em> <em>167(5):E117-E139</em> (<em>2006</em>)<em>PMID: 16671005 . </em>Thu Apr 23 13:15:58 CEST 2009The American NaturalistPMID: 166710055E117-E139The Structures of Letters and Symbols throughout Human History Are Selected to Match Those Found in Objects in Natural Scenes.1672006cognition language languages postviva representation semiotics signs social symbols writing Are there empirical regularities in the shapes of letters and other human visual signs, and if so, what are the selection pressures underlying these regularities? To examine this, we determined a wide variety of topologically distinct contour configurations and examined the relative frequency of these configuration types across writing systems, Chinese writing, and nonlinguistic symbols. Our first result is that these three classes of human visual sign possess a similar signature in their configuration distribution, suggesting that there are underlying principles governing the shapes of human visual signs. Second, we provide evidence that the shapes of visual signs are selected to be easily seen at the expense of the motor system. Finally, we provide evidence to support an ecological hypothesis that visual signs have been culturally selected to match the kinds of conglomeration of contours found in natural scenes because that is what we have evolved to be good at visually processing. http://www.bibsonomy.org/bibtex/214bc41bc44fe0540c5602057e7407a8d/yishyish2009-01-29T18:55:53+01:002L Distance Human–computer assessment eassessment education elearning formative interface language secondlanguage telelearning wleformativeeassessment <span class="authorEditorList"><a href="/author/Yeh">Shiou-Wen Yeh</a>, and <a href="/author/Lo">Jia-Jiunn Lo</a> </span><em>Computers &amp; Education</em> (<em>2009</em>)Thu Jan 29 18:55:53 CET 2009Computers & EducationUsing online annotations to support error correction and corrective feedbackIn Press20092L Distance Human–computer assessment eassessment education elearning formative interface language secondlanguage telelearning wleformativeeassessment Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.http://www.bibsonomy.org/bibtex/213cd5631e3d02198e6be9c67ff524f97/yishyish2008-12-11T00:12:30+01:00Comprehension Memory cognition cognitive language models narrative neuroscience neurosome psychology situational <span class="authorEditorList"><a href="/author/Zwaan">Rolf A. Zwaan</a>, and <a href="/author/Radvansky">Gabriel A. Radvansky</a> </span><em>Psychological Bulletin</em> <em>123(2):162-185</em> (<em>1998</em>)Thu Dec 11 00:12:30 CET 2008Psychological Bulletin2162-185Situation Models in Language Comprehension and Memory1231998Comprehension Memory cognition cognitive language models narrative neuroscience neurosome psychology situational This article reviews research on the use of situation models in language comprehension and memory retrieval over the past 15 years. Situation models are integrated mental representations of a described state of affairs. Significant progress has been made in the scientific understanding of how situation models are involved in language comprehension and memory retrieval. Much of this research focuses on establishing the existence of situation models, often by using tasks that assess one dimension of a situation model. However, the authors argue that the time has now come for researchers to begin to take the multidimensionality of situation models seriously. The authors offer a theoretical framework and some methodological observations that may help researchers to tackle this issue.http://www.bibsonomy.org/bibtex/2514ec05611f0e49eb4a9f725529d80cc/yishyish2008-10-24T01:50:50+02:00Halliday analysis classroom communicational discourse education genre language macrogenres science semiotics social <span class="authorEditorList"><a href="/author/Christie">Frances Christie</a> </span> (<em>2002</em>)Fri Oct 24 01:50:50 CEST 2008Classroom Discourse Analysis: A Functional Perspective96-124Pedagogic discourse and curriculum macrogenres2002Halliday analysis classroom communicational discourse education genre language macrogenres science semiotics social This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as "curriculum genres," some of which operate in turn as part of larger unities of work called "curriculum macrogenres." Overall, schools emerge as sites of symbolic control in a culture.http://www.bibsonomy.org/bibtex/2da8e11a960ebc70a5367cbd2f7fe98a0/yishyish2008-10-24T01:25:51+02:00Halliday analysis classroom communicational discourse education genre language macrogenres science semiotics social <span class="authorEditorList"><a href="/author/Christie">Frances Christie</a> </span><em>Continuum International Publishing Group, </em>(<em>2002</em>)Fri Oct 24 01:25:51 CEST 2008Classroom Discourse Analysis: A Functional Perspective2002Halliday analysis classroom communicational discourse education genre language macrogenres science semiotics social This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as "curriculum genres," some of which operate in turn as part of larger unities of work called "curriculum macrogenres." Overall, schools emerge as sites of symbolic control in a culture.