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Learner Performance (learner + performance)
Selected AbstractsLearner Accuracy and Learner Performance: The Quest for a LinkFOREIGN LANGUAGE ANNALS, Issue 2 2000Janet M. Renou Specifically, we examined learner performance in carrying out three steps of a written and oral grammatically judgment test. First, subjects' ability to identify and correct an error, and to provide the rule, which the correction entailed, was examined according to group membership (communicative or grammar), types of errors, and mode of presentation. In a second phase of the analysis, judgment ability was compared with specific aspects of L2 proficiency. Results show significant differences between the groups in their ability to provide the rule that the correction entailed. Furthermore, significant differences in judgment ability were found depending on whether the item was presented in the written or oral mode. Generally, little difference was found in levels of L2 proficiency between subjects who could correct the error and provide the rule in comparison with those who were only able to correct the error. [source] Vocabulary acquisition: acquiring depth of knowledge through network buildingINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2000Kirsten Haastrup Lexical progression involves a process of network building whereby learners acquire depth of lexical knowledge. This includes the knowledge of a word's different sense relations, paradigmatic as well as syntagmatic, to other words. The focus of this article is a longitudinal study of young foreign language learners'acquisition of English adjectives. A series of tasks were developed to tap lexical relations between adjectives of emotion, e.g. the paradigmatic relations of synonymy and gradation, in order to study how a particular adjective such as thrilled finds its place among other near-synonymous expressions in the subfield HAPPY. Data were collected over a three-year period, so it was possible to study learner performance over time as well as across tasks. Findings revealed that network building is an extremely slow process and that some subfields are much more difficult than others. With the help of qualitative analyses, an account is given of the way in which particular adjectives become enmeshed , or fail to become enmeshed , in the meaning network of related words in the lexical field. [source] Katakana representation of English loanwords: Mora conservation and variable learner strategiesJOURNAL OF SOCIOLINGUISTICS, Issue 3 2004Dennis R. Preston In Japanese, English CVC monosyllables usually show consonant gemination after obligatory vowel epenthesis (e.g. ,put' becomes ,putto'). The katakana syllabary, which is a good reflection of pronunciation, allows us to study very quickly how a number of native speakers and learners at various levels handle novel loanwords. We show that, while learners do not geminate at as high a rate as native speakers do, they improve over years of study. More interestingly, learners use another strategy, namely vowel lengthening (e.g. ,puuto'), to represent these items, a compensatory strategy, we believe, related to their perception of the proper number of morae to be rendered in the output. We show how Broselow and Park's (1995) account of mora conservation will not handle the complexity of these data, particularly learner performance in the gemination of unstressed syllables, and we provide a variable account rather than one which suggests that parameters are set to a native speaker, learner, or mixed setting. Additionally, we show the surprising influence of gender in some areas of learner performance, a reflex, we believe, of the type of male students more typically registered in Japanese language classes at the university level. [source] A repurposed tool: the Programme Evaluation SOAP NoteMEDICAL EDUCATION, Issue 3 2010Christopher B Reznich Medical Education 2010:44: 298,305 Context, Doctors have used the subjective,objective,assessment,plan (SOAP) note format to organise data about patient problems and create plans to address each of them. We retooled this into the ,Programme Evaluation SOAP Note', which serves to broaden the clinician faculty member's perspective on programme evaluation to include the curriculum and the system, as well as students. Methods, The SOAP Note was chosen as the method for data recording because of its familiarity to clinician-educators and its strengths as a representation of a clinical problem-solving process with elements analogous to educational programme evaluation. We pilot-tested the Programme Evaluation SOAP Note to organise faculty members' interpretations of integrated student performances during the Year 3 patient care skills objective structured clinical examination (OSCE). Results, Eight community clerkship directors and lead clerkship faculty members participated as observers in the 2007 gateway examination and completed the Programme Evaluation SOAP Note. Problems with the curriculum and system far outnumbered problems identified with students. Conclusions, Using the Programme Evaluation SOAP Note, clerkship leaders developed expanded lists of ,differential diagnoses' that could explain possible learner performance inadequacies in terms of system, curriculum and learner problems. This has informed programme improvement efforts currently underway. We plan to continue using the Programme Evaluation SOAP Note for ongoing programme improvement. [source] Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solvingBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2009Robert Zheng This study investigates effects of multimedia on cognitive load, self-efficacy and learners' ability to solve multiple rule-based problems. Two hundred twenty-two college students were randomly assigned to interactive and non-interactive multimedia groups. Based on Engelkamp's multimodal theory, the present study investigates the role of multimedia in multiple rule-based problem solving. The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self-efficacy. The study identifies a significant mediator effect for self-efficacy that mediates between multimedia and learners' problem solving. Discussion focuses on the effects of multimedia and self-efficacy on learners' performance in multiple rule-based problem solving. Suggestions are made with regard to the design of problem solving in future studies. [source] | ||||||||||