JURE 2012 Programme book - EARLI Jure 2012

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108 JURE 2012 Conference Programme PA.7.4. Approaches to Teaching Language: L1 and L2 Perspectives Paper Session, 9.30-‐10.30, Room: H25 Chair: Marrit Jansma Diagnosing students’ use of strategies-‐ A blended learning training for future English teachers Jennifer Friedrich Future teachers of English as a foreign language need to learn how to facilitate their students’ learning process. Thus, this study focuses on the development of a situated blended learning environment to help future English teachers diagnose students’ adequate learning strategy use while reading an English text. While the face-‐to-‐face sessions of the university seminar were concerned with current insights into the research on reading in a foreign language, learning strategy use and the teaching of strategies, the online sessions allowed the N = 33 participants to analyze video data from a large video study corpus on learning strategies (ADEQUA, Finkbeiner et al. 2008). A practical training complemented the seminar and helped students to implement their theoretical knowledge as well as the knowledge gained from analyzing the video clips in school. The explorative study consists of a pilot and the main study. During the piloting, the single components of the learning environment were tested and instruments adapted. The main study draws on both qualitative and quantitative data to gain insights into the future teachers’ process-‐oriented diagnostic competencies on the basis of video data from the participants’ own lesson, guided interviews on their lessons as well as a pre-‐post-‐test. A detailed evaluation of the seminar to find out about the participants’ attitude towards the seminar concept has already been analyzed. Results show that according to the participants, they highly appreciate the blended learning approach and benefit from both the video-‐based online activities and the practical teacher training in school. From the video data and guided interviews it becomes obvious that the reflection on one’s teaching is essential in developing diagnostic competencies, and thus, needs to be further examined and become an integral part of English teacher education programs. Teaching Written Language in the First Grade Sérgio Gaitas & Margarida Alves Martins Nowadays, in modern societies, it is supposed that everyone will be able to read and write. Thus, raising standards of literacy has become a key issue for education. There has been considerable debate and controversy on how written language should be taught. This debate, typically Anglo-‐ Saxon, has been established mainly between advocates of two different approaches (phonics vs. whole language or skills vs. process) and has been the basis of much research on literacy teaching. The first approach, often referred to as "phonics or skills instruction" argues that, in the first place, students should focus on the individual letter-‐sound relationships. The second approach, known as whole language approach, postulates that, in a holistic way, students should be immersed in written language since the beginning of schooling, that is, reading books and writing their own stories. In this context we investigated teachers proposed activities to engage students in written language in the first grade. A sample of 833 first grade teachers from across Portugal was surveyed about their classroom instruction practices in written language. A hierarchical clusters analysis showed four different groups of teachers that differ in their teaching approaches: a) Group 1 (N=79) more focused on meaning construction; b) Group 2 (N=201) more focused on the systematic teaching of the code;
JURE 2012 Conference Programme Friday, July 27 c) Group 3 (N=298) seem to have a mixed approach but emphasizing code instruction; and, finally d) Group 4 (N=255) with a really balanced approach. PA.7.5. Text and Graphic Comprehension: Eye-‐Tracking Approaches Paper Session, 9.30-‐10.30, Room: H26 Chair: Tamara Marksteiner An on-‐site Training on Picture-‐reading: useful or not? Melina Klepsch & Tina Seufert Pictures come across us every day. But only few people have developed a strategy to “read” pictures and therefore are able to understand the picture and comprehend the conclusion. In an experimental study we analyzed whether an on-‐site training on picture reading fostered learners understanding of pictures. Half of the learners, which took part in the study, where given an on-‐site training on picture-‐reading, in addition they trained the given strategy over one week. After this week, all learners had to work with diagrams and realistic pictures, which they were supposed to look at closely so that they could answer questions. Results indicate that the type of a picture is crucial for the effectiveness of the training. For diagrams the training showed an effect, whereas for realistic pictures no effect could be found. More words say less – comparing quantity and quality in verbal answers in an eye-‐ tracking study with dyslexics. Eva Wennås Brante It is commonly assumed that presenting information in more than one modality will enhance the learning effect, hence the frequent use of pictures in textbooks. Pictures are also excellent complements to words giving an additionally and different representation of the presented information, making it possible to discern a part/whole relationship in the learning material . To integrate pictures with a text require however more processes than only reading. We were interested in finding out how individuals with dyslexia coped with such demands and if it was possible to find qualitative differences in reading comprehension questions after subjects had either read texts only or texts integrated with pictures. 19 subjects age 19-‐28, were recruited. Nine met the text only condition and ten the text-‐picture condition. Subjects read about six different art-‐genres on a screen and their eye-‐movements were recorded. After each art genre one open question were asked and the subjects oral replies were captured through a web-‐cam, the answers were transcribed and analyzed by the use of concepts as complexity in syntax, use of inferences in speech and length of answers. Answers from the two conditions were contrasted with one another. Results showed that answers in the text only condition were shorter but with more condensed meaning, that is, even if the text only answers consisted of fewer words they had a more uninterrupted syntax and respondents from this condition made more inferences. The result is confirmed by the measures from two multiple choice questions in the study, showing that the text-‐picture condition gave a slightly poorer reading comprehension. Thereby results from this study show that pictures not clearly and consequently improve reading comprehension Coffee/Tea 10:30-‐11:00, Foyer, Ground Floor 109
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