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Neugarten, Michael Louis. "Noticing noticing : the role of noticing in the praxis of competitive intelligence /." [St. Gallen] : [s.n.], 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016410524&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Geist, Monika. "Noticing in L2 writing." Diss., Ludwig-Maximilians-Universität München, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-162170.
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The study investigated the ways L2 learners of English reflect on their use of English while completing a writing task and the strategies learners apply in order to resolve their language-related problems. Factors which might have some influence on the learners' noticing and problem-solving behaviour were explored using a qualitative, inductive research approach involving the detailed analyses of ten participants. Think-aloud protocols and stimulated recall interviews were used to investigate learners' noticing while composing and their use of strategies. Semi-structured qualitative interviews were conducted in order to analyze the learners' language learning background and preferences. The analysis was purposely inductive, deriving units of analysis and categories from the data rather than basing it on existing theories. At a later stage, the data-grounded analysis was compared to existing research, terminology and theories, and adapted where necessary.
The results of the study revealed three basic tendencies (called types for a better clarity in describing the results) in noticing and strategy use behaviour. Learners of the first type frequently reflected on their language use and effectively applied a wide range of strategies to resolve their problems. The second type also used strategies effectively but applied a low range of strategy types. These learners did not often encounter linguistic problems and their linguistic problems occurred only in a few basic areas such as lexis. The third type were learners who, while encountering different numbers and ranges of language-related episodes, preferred to act intuitively rather than using problem-solving strategies in order to resolve their language-related problems. The different noticing and strategy use profiles were linked to the characteristics of the learners. Learners of the first type all had differentiated views on the importance of communication or accuracy in writing and speaking. Besides this, they exhibited two different sets of characteristics. The first subgroup was confident learners who were motivated to learn English and willing to invest some effort into learning English and other languages. The second subgroup considered learning English as an obligation and their English learning was strongly influenced by school. They were anxious learners with low communicative confidence who seemed to feel forced to reflect on their language use in order to avoid negative consequences. Learners of the second type also saw learning English as an obligation and were influenced by school in their English learning, but as confident learners, they found ways to handle the L2 effectively and to invest only as much effort as necessary. Learners of the third type exhibited a strong private influence on their English learning, combined with the motivation to learn English and other languages. Two of them had a clear preference for oral communication, linked to a less effective use of strategies in writing, whereas one learner used written and spoken English equally and at the same time demonstrated knowledge and effective use of strategies specific to writing.
This study complements other studies which were concerned with noticing or strategy use in L2 output, adding new insights concerning the types of language-related problems, the different problem-solving strategies, and the links between these and the learner profiles. Based on the results, possible implications for English language teaching are drawn, stressing the balance of communication and accuracy in English language teaching, and illustrating how the different tendencies found in this study could be considered in foreign language instruction.
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Tiller, Susannah Jane. "Noticing plus search in event-based prospective memory /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18921.pdf.
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Haubert, Lindsey R. "Professional Mathematical Noticing in Play-based Prekindergarten Classrooms." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246.
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Bergsleithner, Joara Martin. "Working memory capacity, noticing, and L2 speech production." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90089.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2012-10-23T06:02:49Z (GMT). No. of bitstreams: 1 246378.pdf: 2967367 bytes, checksum: c67911991eb6a71248794e4f71810675 (MD5)
O presente estudo investigou a relação entre a capacidade de memória de trabalho, o registro cognitivo de aspectos da L2 e a produção oral da L2 em 30 adultos brasileiros aprendizes de inglês como segunda língua ou língua estrangeira, na Universidade Federal de Santa Catarina. O experimento consistiu de cinco tarefas: (a) uma tarefa teve por objetivo medir a capacidade de memória de trabalho através do Speaking Span Test; (b) três tarefas orais (um pré-teste antes do tratamento e dois pró-testes após o tratamento) tiveram por objetivo medir a acurácia gramatical da performance oral dos sujeitos ao produzirem a estrutura alvo (Questões Indiretas); e (c) uma tarefa teve por objetivo medir o registro cognitivo de aspectos da L2 através de um protocolo oral. Os resultados revelam que existe relação estatisticamente significativa entre a capacidade de memória de trabalho, o registro cognitivo de aspectos da L2 e a produção oral da L2. Indivíduos com a capacidade de memória de trabalho maior registraram melhor os aspectos da estrutura alvo e demonstraram melhor desempenho nas tarefas orais de L2, enquanto que indivíduos com uma capacidade de memória de trabalho menor registraram menos os aspectos formais da L2 e tiveram um desempenho menos preciso ao produzir a estrutura alvo nas tarefas orais. The present study investigated the relationship among working memory capacity, noticing of L2 forms, and L2 oral production by thirty Brazilian adult learners of English as a second or foreign language at Universidade Federal de Santa Catarina. The experiment consisted of five tasks: (a) one task aimed at measuring working memory capacity through the Speaking Span Test; (b) three oral tasks (one pretest before treatment, and two posttests after treatment) aimed at measuring grammatical accuracy through subjects' oral performance of the target structure (Indirect Questions); and (c) one task aimed at measuring noticing through an oral protocol. The results reveal that there are statistically significant relationships among working memory capacity, noticing of L2 forms, and grammatical accuracy on L2 oral performance. Individuals with a larger working memory capacity noticed more L2 formal aspects of the target structure and demonstrated better performance in L2 oral tasks whereas individuals with smaller working memory capacity notice fewer L2 formal aspects and demonstrated poorer performance of the target structure in L2 oral tasks.
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Katamine, Louise Elizabeth. "Recasts : the role of noticing and learners' proficiency level." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685154.
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The present study investigates the differential affects of learner proficiency on the provision and noticing of recasts. Noticing was measured by uptake, which was defined as a learner's response to a recast and by learners' stimulated recall comments. The participants were adult Arabic ESL learners in a low and high proficiency class. It was found that the high proficiency group was provided with a greater incidence of recasts and were also provided with predominantly more long and complex recasts than the low proficiency group. It was also found that when learners produced uptake, both proficiency groups largely understood the corrective intent of the recast. Both proficiency groups demonstrated high levels of noticing recasts and the high proficiency learners demonstrated greater levels of noticing linguistic forms than the low proficiency learners. This was attributed to the high proficiency learners' risk-taking behaviour, increased attention to form and heightened metalinguistic awareness. It was suggested that low proficiency learners were less receptive to recasts than high proficiency learners because recasts exceeded the low proficiency learners' processing limits and attentional capacity. This study supports earlier findings that claim that recasts are more beneficial for high proficiency learners.
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Hawkins, Susan R. "Scaffolding preservice teachers' noticing of elementary students' scientific thinking." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131349.
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To effectively meet students’ needs, educational reform in science calls for adaptive instruction based on students’ thinking. To gain an understanding of what students know, a teacher needs to attend to, probe, and analyze student thinking to provide information to base curricular decisions, upon. These three components make up the skill of noticing. Learning to notice is not easy for any teacher, but is especially difficult for preservice teachers, who lack the experience these skills require. Additionally they lack the professional knowledge needed to inform responses.
The purpose of this study was to discover how a combination of scaffolds: video-based reflection on practice, a professional learning community, and a content specific moderator as a guide can be embedded into a methods course to support preservice teachers’ learning to professionally notice elementary students’ scientific thinking in order to provide a responsive curriculum. The study was designed on the premise that the skill of professional noticing is critical for preservice teachers to acquire the knowledge and ability to develop their personal PCK and topic specific professional knowledge.
It was situated in a methods course as this is the structure provided within teacher education programs to tie theory to practice. This qualitative case study, studied one section of an elementary science methods course during teaching of their science unit. In general participants’ skills progressed from noticing the class as a whole to attending to specific students’ thinking and from a focus on evaluation to interpretation. By the end they were connecting teaching strategies to student thinking. How participants’ responded to what they had noticed progressed as well, moving from frontloading information to creating additional constructivist based learning experiences when encountering student confusion demonstrating growth in their professional knowledge as well as their noticing skills.
They attributed certain aspects of their growth to different parts the intervention, for instance learning to probe thinking to video, learning to construct learning experiences to the content specific moderator, and learning to decide next steps to the professional learning community.
This study points to the efficacy of employing these scaffolds, found useful in other contexts, within science education.
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Johnson, Lee N. "Noticing Pretreatment Change: Effects on Therapeutic Outcome in Family Therapy." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/2401.
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Family therapy, similar to other mental health services, has focused on ways to make therapy brief or short term . One model of family therapy, the brief/solutions therapeutic orientation, claims that certain techniques can reduce the number of sessions. This therapeutic model focuses on the solutions clients bring with them to therapy. By focusing on clients' solutions and not their problems, the brief/solutions orientation claims that clients reach their goals more quickly, finish therapy more quickly, and are more satisfied with the services they receive . However, there is little empirical evidence to support these claims. This research specifically looked at the brief/solutions concept of pretreatment changes (changes clients make before the first therapy session) and the impact that noticing pretreatment changes as a therapeutic intervention had on therapeutic outcome variables of relationship functioning, goal attainment, problem solving, and communication. No evidence was found that noticing pretreatment changes influences therapeutic outcome. Evidence was found that pretreatment changes do not disappear when noticed. Ideas for future research are included.
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Motta, Vaima Regina Alves. "NOTICING E CONSCIOUSNESS-RAISING NA AQUISIÇÃO DA ESCRITA EM LÍNGUA MATERNA." Universidade Federal de Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/3956.
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The competence in textual production and the consciousness about this
process must reflect the work done in teacher training courses, in order to
prepare them not only to be producers of text, but mostly to become good
mediators of this activity. From this finding, it was determined the main problem
of this thesis: how did the Letras freshman develop the metacognitive vision of
the acquisition in relation to the process of textual production? . To invest in this
issue, it was organized a project involving students of the Letras Course from a
Private University of Rio Grande do Sul, during the year 2007, in the disciplines
of Portuguese I and II, in the way of the Holistic Model of Richter (2005). This
Model considers the inseparability among conduct, concept and value in the
professional practice . Having the Process Writing by White & Arndt (1991) as
work philosophy, we chose the individual Chronological Portfólio as an
instrument of highlight, resource that allows a longitudinal monitoring of the
developments in the writing production. The work was organized in four
sequential modules, facilitating a continuous assessment on the action taken,
which allowed that the cyclical nature of the action research was observed and
fed (Burns, 1999). In each module it was produced a different textual gender,
which was rewritten four times. Each version received suggestions from the
teacher, always, of a different nature. The first one involved questions about
gender and sociopragmatic features; the second one was related to local and
semantic aspects of coherence; the third one dealt with issues relating to the
linguistic surface covering syntactic and morphological aspects and the fourth
one was the final edition. Thus, it was investigated the influence of the noticing
and the consciousness-raising in textual production from monitoring and selfmonitoring
of the students involved. To compose a proposal of work which
promoted a self-management of the process, it was sought to constitute a work
considering the Theory of Activity by Leontiev (1981) and Engeström (1999).
The research led to the conclusion that the social roles of teacher-tutor and
student-taught are determinant for the transformation of the input to intake in
the metacognitive process. Approaching acquisition of writing and Holistic
Model, it was realized that all the formative content used in practice by the
students didn t feed back the acquisition in metacognitive terms, without the
official voice of the teacher. Thus, in the process undertaken throughout the
project, it was identified a phenomenon which I called mirror effect , that is, all
the reflection of the students about acquisition was sedimented as knowledge
about from the validation of these findings by the teacher responsible for the
conduct of the activities. It was established therefore an intersubjective work
(Vygotsky, 1985), but at the end of the year, it was realized just a principle of
internalizing of the explored concepts. But the consciousness of the students
about framework, mediation and process was significant. This consciousness
about the positivity of an appropriate methodology for teaching and learning of
textual production facilitates the renewal of the school work with language. As
the developed project explored practices of teaching with future teachers as a
way of achieving the pedagogical practice in Basic Education, by the renewal of
concepts about writing-process, the offer is considered valid as a contribution to
Applied Linguistics.A competência em produção textual e a consciência sobre esse processo deve ser reflexo do trabalho realizado nos cursos de formação de professores, com o intuito de prepará-los não, apenas, para serem produtores de texto, mas principalmente para tornarem-se bons mediadores dessa atividade. A partir dessa constatação, determinou-se o problema principal desta tese: como o calouro de Letras desenvolve a visão metacognitiva da aquisição em relação ao processo de produção textual? . Para investir nessa questão, organizou-se um projeto envolvendo acadêmicos do Curso de Letras de uma Universidade Particular do Rio Grande do Sul, ao longo do ano de 2007, nas disciplinas de Português I e II, nos moldes do Modelo Holístico de Richter (2005). Esse Modelo considera a inseparabilidade entre conduta, conceito e valor no exercício profissional . Tendo o Process Writing de White & Arndt (1991) como filosofia de trabalho, optou-se pelo Portfólio Cronológico individual como instrumento de destaque, recurso que possibilita um acompanhamento longitudinal dos avanços na produção escrita. Os trabalhos foram organizados em quatro módulos sequenciais, facilitando uma avaliação continuada sobre a ação empreendida, o que permitiu que o caráter cíclico da pesquisa-ação fosse observado e realimentado (Burns, 1999). Em cada módulo era produzido um gênero textual diferente, o qual era reescrito quatro vezes. Cada versão recebia sugestões da professora, sempre, de natureza diferente. A primeira envolvia questões sobre o gênero e características sóciopragmáticas; a segunda estava relacionada aos aspectos semânticos locais e de coerência; a terceira tratava de aspectos referentes à superfície linguística, abarcando aspectos sintáticos e morfológicos e a quarta constituía a edição final. Dessa forma, investigou-se a ocorrência do noticing e do consciousness-raising em produção textual a partir do monitoramento e automonitoramento dos acadêmicos envolvidos. Para compor uma proposta de trabalho que promovesse um autogerenciamento do processo, buscou-se constituir um trabalho considerando a Teoria da Atividade de Leontiev (1981) e Engeström (1999). A pesquisa levou à conclusão que os papéis sociais de professortutor e de aluno-tutorado são determinantes para a transformação do input em intake no processo metacognitivo. Aproximando aquisição da escrita e Modelo Holístico, percebeu-se que todo o conteúdo formativo usado, na prática, pelos acadêmicos não realimentava a aquisição em termos metacognitivos sem que fosse oficializado pela voz da professora. Assim, no processo empreendido ao longo de todo o projeto, identificou-se um fenômeno que denominei efeito espelho , isto é, toda a reflexão dos acadêmicos sobre aquisição era sedimentada como conhecimento sobre a partir da validação dessas constatações por parte da professora responsável pela condução das atividades. Estabeleceu-se, assim, um trabalho intersubjetivo (Vygotsky,1985), mas no final do ano, percebeu-se, apenas, um princípio de internalização dos conceitos explorados. Porém a consciência dos alunos sobre enquadramento, mediação e processo foi significativa. Essa consciência sobre as positividades de uma metodologia adequada para o ensino-aprendizagem da produção textual facilita a renovação do trabalho escolar com linguagem. Já que o projeto desenvolvido explorou práticas de ensino com futuros professores, como forma de atingir a prática pedagógica na Educação Básica, pela renovação de conceitos sobre a escrita-processo, considera-se a proposta válida como contribuição para a Linguística Aplicada.
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Solares-Altamirano, María-Elena. "The effects of different error correction conditions on learner-initiated noticing." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83364/.
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This research aimed to design a suitable pedagogic study on the effects of different error correction conditions (ECCs) on learner-initiated noticing. With this in mind, I sought to tackle comprehensive (eventually replaced by semi-comprehensive) error correction (EC) in an open, uncontrolled and learner-centred writing task. Despite numerous studies on written corrective feedback (WCF), little research has paid attention to what learners ‘notice’ while writing. Storch and Wigglesworth (2010) explain that noticing and the “processing of feedback [are] … less … researched … because it is difficult to access such learner-internal cognitive processes” (p. 305). Meanwhile Santos, López-Serrano and Manchón (2010 p. 132) indicate that the self-initiated character of writing problems turns writing into the perfect setting to study self-initiated noticing and focus-on-form processes. Framed within the ‘noticing’ debate, the ‘language learning potential of writing’ and the ‘writing-to-learn’ and ‘feedback-for-acquisition’ dimensions, this quasi-experimental study investigates how different ECCs influence the error types that learners ‘attend to’. The four-stage (composing/ error correction-noticing/ rewriting/ new writing) design involved 60 EFL undergraduates in three semi-comprehensive ECCs (Direct EC, Reformulation and Self-correction). Opinion essays, noticing sheets and a questionnaire constituted the data to analyse. The quantitative results support Truscott’s claim for the little value placed on ‘[semi-] comprehensive’ EC in grammar accuracy improvement. Qualitative analyses showed that the ECCs tested had different effects on learners’ noticing. Delayed self-correction elicited the most attention to form and is suggested as a more refined way to ‘notice the hole’; direct EC led to retention, reformulation resulted in the most engaging ECC.
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Passmore, Holli-Anne. "Noticing nature : individual and social benefits of a two-week photography intervention." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54305.
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Bivariate relationships have previously been established between exposure to nature and individual well-being, prosocial behaviour, and a general sense of connectedness, and between a general sense of connectedness and connectedness to nature. However, no model has been proposed to account for the patterning of these bivariate relationships. Research examining the relationship between exposure to nature and materialism is also lacking. The present research addressed these gaps by: a) manipulating the degree to which participants noticed and paid attention to nature over a two-week period; b) measuring participants' levels of post-intervention well-being (i.e., net-positive affect, elevating feelings, and sense of meaning), general connectedness, prosocial behaviour, and materialism; and, c) examining the pattern of relationships between these variables. Participants were randomly assigned to take photographs of either natural or built scenes/features that evoked in them strong emotions, or they were assigned to a no-photograph control condition. Participants uploaded their photos to a research website and indicated what feelings were evoked by the scenes. Following the two-week period, participants completed post-intervention measures of the dependent variables. Results showed that noticing nature over the course of a two-week period had beneficial individual and social effects. Post-intervention levels of well-being (i.e., net-positive affect and feelings related to elevation), general connectedness, and prosocial behaviour were higher for participants in the nature condition, compared to participants in the built and control conditions. These effects were not moderated by trait levels of connectedness to nature or engagement with beauty, nor were they moderated by dosage of nature. Post-intervention levels of sense of meaning and materialism did not differ between conditions. Mediation analyses did not reveal significant mediation pathways.Irving K. Barber School of Arts and Sciences (Okanagan)
Psychology, Department of (Okanagan)
Graduate
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Meadows, Michelle Lee. "A Case Study On Co-Teacher Noticing Within A Seventh Grade Classroom." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1462956685.
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Hassanzadeh, Nezami Setareh. "A Study of Errors, Corrective Feedback and Noticing in Synchronous Computer Mediated Communication." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-88411.
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This study investigated the different types of errors that EFL learners produce in chat logs and also analyzed the different types of corrective feedback given by the teacher. An eye tracker was employed to study the eye movements of the participants to see how they notice the corrective feedback. This investigation can assist teachers to act better in online classrooms and helps them understand which type of corrective feedback is most likely to result in uptake based on noticing. The results showed that the most common errors in chat logs were related to grammar. It was also found that both recasts and metalinguistic feedback were noticed most of the time during the chat sessions although only a few of them led to uptake in post task session.
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Razer, Abby. "ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1322.
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This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.
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Nogueira, Viviani Catia. "Effects of noticing on the oral output in english as a foreign language." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/129033.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014Made available in DSpace on 2015-02-05T20:37:18Z (GMT). No. of bitstreams: 1 328558.pdf: 3476924 bytes, checksum: aaee51083c55b8a7846c0b383726f6dc (MD5) Previous issue date: 2014
Schmidt's (1986, 1990, 1995, 2010) Noticing Hypothesis states that the learning of a linguistic item in an L2 occurs if the item is registered by the learner with some degree of awareness, that is, when the item is noticed. Based on this claim, the present study, which is nested in the interface between language and pedagogy, investigates the effects of noticing on the oral output of learners of English as a foreign language. The grammatical structure selected for this study was the absence and the obligatory use of the definite article "the", in three realizations: the absence of "the" to convey genericity, the obligatory use of "the+singular noun' to convey genericity, and the use of "the+noun made definite by the addition of a phrase" to convey specificity. In order to have learners focus their attention on the target structure, the pedagogical technique of input enhancement was applied through the underlining of the grammatical structure. Forty-eight participants of a language school in Rio Negrinho-SC completed (1) a personal and language background questionnaire, took both (2) a written and (3) an oral pretest assessing their knowledge of the target structure, carried out (4) four speaking activities as treatment, responded to (5)four retrospective interviews, one after each treatment session, and took both (6) a written and (7) an oral posttest. The results indicated a statistically significant increase from pre to posttests, in learners' accuracy in the use of the target structure, both in the written and in theoral tests. In addition, a moderate correlation between noticing and learning of the target structure was obtained from the data. These results are interpreted as evidence that noticing has effects on the oral output of learners of English as a foreign language.
Apresentada por Schmidt (1986, 1990, 1995, 2010) a Hipótese da Percepção Consciente propõe que a aprendizagem de um item linguístico numa segunda língua ocorre se o item é registrado pelo aprendiz com algum grau de consciência, isto é, se o item é percebido conscientemente. Com base nessa afirmação, este estudo, que se utilizada interface entre a linguagem e a pedagogia, investiga os efeitos da percepção consciente na produção oral de aprendizes de Inglês como língua estrangeira. A estrutura gramatical selecionada para este estudo foi a ausência e o uso obrigatório do artigo definido "the", em três realizações: a ausência do artigo definido para expressar genericidade, o uso obrigatório do artigo definido+sintagma nominal no singular para expressar genericidade, e o uso obrigatório do artigo definido+substantivo definido por sintagma para expressar especificidade. Com o objetivo de fazer com que o aprendiz focasse a sua atenção na estrutura alvo, o destaque do insumo, através do seu sublinhamento, foi aplicado como técnica pedagógica. Quarenta e oito participantes de uma escola de idiomas em Rio Negrinho-SC passaram pelos seguintes procedimentos: completaram (1) um questionário de informações pessoais e de experiência linguística; fizeram (2) um pré teste escrito e (3) um pré-teste oral, ambos para verificação do conhecimento do participante em relação à estrutura alvo; (4) quatro atividades de conversação, como tratamento; responderam a (5) quatro entrevistas retrospectivas, uma após cada sessão de tratamento, para possibilitar o acesso à percepção consciente do aprendiz; e fizeram (6)um pós-teste escrito e (7) um pós-teste oral. Os resultados indicaram um aumento estatisticamente significativo na média dos pré-testes para os pós-testes, em relação à acurácia no uso da estrutura alvo, tanto para os testes escritos quanto para os orais. Além disso, os resultados sugeriram a existência de uma correlação moderada entre percepção consciente e aprendizagem da estrutura alvo. Esses resultados foram interpretados como evidência de que a percepção consciente causa efeitos na produção oral de aprendizes de inglês como língua estrangeira.
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Strand, Krista Lynn. "An Investigation into Intermediate Grades Teachers' Noticing of the Mathematical Quality of Instruction." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2709.
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The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as they go through an MQI-focused professional development program? and (2) How do teachers approach the task of noticing students’ engagement in mathematical practices?
To address the first research question, I developed a multi-level framework out of a priori noticing categories in combination with data from 73 PD teachers’ individual typed responses to two video clips of mathematics instruction, in order to characterize degrees of individual teachers’ noticing of MQI-related features of instruction. I then used a mathematized version of the framework along with non-parametric statistical analyses to explore shifts in the teachers’ noticing of MQI-related features of instruction at three different time-points throughout the PD. I also illuminated the nature of these shifts by exploring snapshots of two teachers’ MQI Noticing journeys as they progressed through the PD. To address the second research question, I used thematic analyses of transcripts of one group of five teachers’ discussions in order to identify noticing perspectives exhibited by the group as they engaged in the specific task of discussing potential instances of students’ engagement mathematical practices during the PD sessions.
The findings highlight and explicate the variation in teachers’ MQI Noticing, and it establishes that shifts in such noticing are possible as teachers progress through research-based MQI PD.
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Gann, Amity Fairlight. "DEVELOPMENT OF PROFESSIONAL NOTICING SKILLS IN PRESERVICE TEACHER RESIDENTS: A CROSS CASE ANALYSIS." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/579926.
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Math & Science EducationPh.D.
Student achievement is rooted in a teacher’s ability to identify and assess student understanding of material. This is particularly challenging in classroom settings, which are dynamic and full of distractions, especially in science classrooms where discussion and inquiry are paramount. In mathematics education, the concept of professional noticing of children’s thinking refers to a teacher attending to, interpreting, and responding to student content understanding throughout a class period (Jacobs, Lamb, & Philipp, 2010). This skill is equally important when teaching other content, such as science, and is a key component of responsive and reflective practice used by excellent educators as outlined by reform standards for science (National Research Council [NRC], 1996, 2012; NGSS Lead States, 2013). Before a teacher can adapt to student needs, they must first identify critical moments of student sense-making and interpret the student’s ideas. Only then can they respond effectively. This set of teaching skills can be learned, and then later improved upon with practice and reflection. Recent research suggests that preservice science teachers can learn the fundamentals of noticing skills during specialized courses (Barnhart & van Es, 2015) and are able to carry forward this learning into their teaching experiences as full-time teachers (Amador, Carter, Hudson, & Galindo, 2017). However, little is known about the role of different aspects of preservice teacher education program experiences in laying the foundation for life-long development of noticing skills. This study used a multiple case study design to explore the experiences of six preservice science teachers, as related to professional teacher noticing of student thinking about science, during the semester before their full-time student teaching experience. Based on a situated learning framework (Lave & Wenger, 1991), this study centered on the university- and field-based experiences associated with a middle and secondary teacher education program at a large, Mid-Atlantic, urban university. Participants were enrolled in a teacher residency program. Observations, semistructured interviews, and artifact analysis were used to identify opportunities for and experiences with learning professional teacher noticing of student thinking about science content throughout the first semester of this residency program. Analysis of data included the use of a combination of a priori codes about the degree of teacher noticing of student thinking about science (Barnhart & van Es, 2015) and emergent codes of contextual events relating to opportunities for preservice science teachers to notice student thinking during field experiences. Case studies were developed, and a cross-case analysis performed to identify themes and trends in the learning experiences and development of the participants around noticing practices. Broadly, I found that the most access residents have to noticing is in their field experiences, and that their opportunities to learn to notice may be primarily mediated by their mentors’ abilities to “unpack” their own practice, communicate effectively with the resident, and help residents hone in on the content goals of lessons. This study provides a unique examination of preservice science teacher learning opportunities at the interface of education coursework and field experiences. Assertions developed from this multiple case study analysis provide insight into which experiences have the most impact on the development of preservice teachers’ attention to student thinking.
Temple University--Theses
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Antonopoulou, Paraskevi. "Spatial descriptions and verbal reasoning problems." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390915.
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Roginski, Dawn R. "From Problem to Possibilities: Shifts in Early ChildhoodPreservice Teachers’ Noticing of K-1 Writers." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1602077610444439.
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Sousa, Lorena Azevedo de. "A ferramenta VoiceThread em uma abordagem hibrida: o desenvolvimento da produ??o oral e da capacidade de noticing na aprendizagem de ingl?s como L2." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16329.
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Previous issue date: 2014-02-17VoiceThread (VT) is a collaborative and asynchronous web 2.0 tool, which permits the creation of oral presentations with the help of images, documents, texts and voice, allowing groups of people to browse and contribute with comments using several options: voice (microphone or cell phone), text and audio-file or video (webcam) (BOTTENTUIT JUNIOR, LISB?A E COUTINHO, 2009). The hybrid experience with VoiceThread allows learners to plan their speech before recording it, without the pressure often existent in the classroom. Furthermore, the presentations can be recorded several times, enabling students to listen to them, notice the gaps in their oral production (noticing) and edit innumerous times before publishing them online. In this perspective, oral production is seen as a process of L2 acquisition, not only as practice of already existent knowledge, because it can stimulate the learner to process the language syntactically (SWAIN, 1985; 1995). In this context, this study aims to verify if there is a relation between the oral production of the learners more specifically the grammatical accuracy and the global oral grade and their noticing capacity, how the systematic practice with VoiceThread, in a hybrid approach, can impact the learners global oral development, their oral production in terms of fluency (number of words per minute), accuracy (number of errors in hundred words), and complexity (number of dependent clauses per minute), and on their noticing capacity (SCHMIDT, 1990; 1995; 2001), that is, the learner s capacity of noticing the gaps existent in their oral production. In order to answer these research questions, 49 L2 learners of English were divided into an experimental group (25 students) and a control group (24 students). The experimental group was exposed to the hybrid approach with VT during two months and, through a pre- and post-test, we verified if this systematic practice would positively influence these participants oral production and noticing capacity. These results were compared to the pre- and post-test scores from the control group, which was not exposed to VT. Finally, learners impressions in relation to the use of this tool were also sought through a questionnaire applied after the post-test. The results indicate that there is a statistically significant correlation between the learners speech production (accuracy and global oral grade) and their noticing capacity. Besides, it was verified a positive impact of VoiceThread on the learners speech production variables and on their noticing capacity. They also reveal a positive reaction by the learners in relation to the hybrid experience with this web tool
O VoiceThread ? uma ferramenta da web 2.0, colaborativa e ass?ncrona, que permite a cria??o de apresenta??es orais com aux?lio de imagens, documentos, textos e voz, possibilitando que grupos de pessoas naveguem e contribuam com coment?rios de v?rias maneiras: utilizando a voz (com microfone ou telefone), texto e arquivo de ?udio ou v?deo (webcam) (BOTTENTUIT JUNIOR, LISB?A E COUTINHO, 2009). A experi?ncia h?brida com o VoiceThread permite que o aprendiz planeje sua fala antes de grav?-la, sem a press?o geralmente existente em sala de aula. Al?m disso, as apresenta??es podem ser gravadas e regravadas v?rias vezes, possibilitando que ele se ou?a, perceba as lacunas em sua produ??o oral (noticing) e a edite in?meras vezes antes de public?-la online. Nesta perspectiva, a produ??o oral ? vista como um processo de aquisi??o de L2, e n?o apenas como pr?tica do conhecimento j? existente, por estimular o aprendiz a processar a l?ngua sintaticamente (SWAIN, 1985; 1995). Neste contexto, o presente estudo visa verificar se existe uma rela??o entre as medidas de produ??o oral dos aprendizes - mais especificamente a acur?cia gramatical e a nota global - e sua habilidade de noticing, de que forma a pr?tica sistem?tica com a ferramenta VoiceThread, em uma abordagem h?brida, impacta o desenvolvimento oral global dos aprendizes, sua produ??o oral em termos de flu?ncia (n?mero de palavras por minuto), acur?cia (quantidade de erros gramaticais a cada 100 palavras) e complexidade (n?mero de ora??es subordinadas por minuto), e a sua habilidade de noticing (SCHMIDT, 1990; 1995; 2001), ou seja, a capacidade de o aprendiz perceber as lacunas existentes na sua produ??o oral. A fim de responder a essas quest?es, 49 aprendizes de ingl?s como L2 participaram da pesquisa, divididos em grupo experimental (25 alunos) e grupo controle (24 alunos). O grupo experimental foi exposto a uma experi?ncia h?brida com o VT durante dois meses e, por meio de um pr? e um p?s-teste, verificamos se essa pr?tica sistem?tica influenciaria positivamente a produ??o oral e a habilidade de noticing destes participantes. Esses resultados foram comparados aos escores do pr? e do p?s-teste de um grupo controle, que n?o foi exposto ao VT. Por fim, as impress?es dos aprendizes a respeito da experi?ncia com a ferramenta foram analisadas por meio de question?rios aplicados ap?s o p?s-teste. Os resultados apontam que h? uma correla??o estatisticamente significativa entre as medidas de produ??o oral dos aprendizes (acur?cia gramatical e a nota global) e sua habilidade de noticing. Al?m disso, verificou-se que h? um impacto positivo da ferramenta VoiceThread sobre as vari?veis da produ??o oral dos aprendizes e sua habilidade de noticing. Por fim, a parte qualitativa desse estudo revela uma rea??o positiva dos aprendizes em rela??o ? experi?ncia h?brida com esta ferramenta
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Mennim, Paul. "Noticing tasks in a university EFL presentation course in Japan : their effects on oral output." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/24166.
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This thesis investigates the potential benefits for language development of the inclusion of focus on form tasks in a university EFL oral academic presentation course in Japan. Previous work on focus on form activities suggests that they can help learners to notice divergences between their output and the target language, and to reconsider their hypotheses about the target language, and that this process might lead to subsequent modifications, in a target-like direction, in their output. While the majority of previous research involves focus on form that is controlled by the teacher, this study examines how the students noticed and reflected on form without the teacher's direct assistance. In addition, sociocultural theory looks at ways in which cognitive development arises from social interaction. This study adopted this approach in identifying ways in which the students made language gains. The students were asked to note down any new language they had noticed, and, working from transcripts of their recorded presentations, to collaborate in groups in scrutinising their own oral output and correcting any mistakes they found in it. Recordings of their deliberation were also included in the noticing data. Meanwhile, recordings of the students' oral output, as represented by a series of class presentations, were made in order to see whether there was any development in the use of the forms that the students attended to during the noticing tasks. An analysis of the data revealed that the students noticed more language forms as they became more practised in the noticing tasks. In general, the students focused their attention on a wide variety of forms, although there was a degree of variation at the individual level, and there was evidence that group tasks resulted in more noticing than tasks completed alone. The seven-month tracking of the students' oral output revealed improvements in a number of lexical and syntactic forms the students had focused on. As regards sociocultural theory, the thesis also shows how elements of dialogic interaction, present in the students' collaboration, helped enhance their knowledge of English. These include contributions from a more capable peer (although expert roles switched even within a single discussion), collective scaffolding, and the achievement of intersubjectivity. The study suggests that students are able to notice language form and make language gains through form-focused elements in task-based instruction. In particular, group work within such a framework might benefit language learning, both in terms of the amount of noticing it promotes, and of the effects of collaboration, from which the learners can gain new insights into the second language
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Geist, Monika [Verfasser], and Angela [Akademischer Betreuer] Hahn. "Noticing in L2 writing : problem-solving strategies and individual differences / Monika Geist. Betreuer: Angela Hahn." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2013. http://d-nb.info/1043906614/34.
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Leandro, Di?go Cesar. "Escrita colaborativa com google docs: flash fiction, noticing e aprendizagem de ingl?s como L2." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19924.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
O Google Docs (GD) ? um editor online de textos por meio do qual m?ltiplos autores podem trabalhar s?ncrona ou assincronamente em um mesmo documento, o que pode auxiliar no desenvolvimento da habilidade de escrita em ingl?s (WEISSHEIMER; SOARES, 2012). Ao escrever colaborativamente, os aprendizes t?m mais oportunidades para perceber as lacunas na sua produ??o escrita, visto que s?o expostos a mais insumo lingu?stico por parte dos colegas coautores (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012), e priorizam o processo de (re)constru??o textual, em detrimento da preocupa??o com o produto final (i.e., o texto pronto) (LEANDRO; WEISSHEIMER; COOPER, 2013). Ademais, no processo de aprendizagem de uma segunda l?ngua (L2), a produ??o de linguagem propicia a consolida??o de conhecimentos existentes e a cria??o de novos conhecimentos (SWAIN, 1985; 1993). Levando isto em considera??o, o presente estudo, de natureza quasi-experimental (NUNAN, 1992) e abordagem mista (D?RNYEI, 2007), objetiva investigar o impacto da escrita colaborativa mediada pela ferramenta GD no desenvolvimento da habilidade de escrita em L?ngua Inglesa (LI) e na percep??o de erros sint?ticos ou noticing (SCHMIDT, 1990). Trinta e quatro licenciandos em Letras/Ingl?s integraram o estudo, sendo 25 no grupo experimental e nove no grupo controle. Ambos os grupos passaram por um pr?-teste e por um p?s-teste para que pud?ssemos medir o noticing de estruturas sint?ticas. Os participantes do grupo experimental foram expostos a uma experi?ncia de aprendizagem h?brida, a qual consistiu em aulas presenciais de leitura e produ??o escrita em LI e na escrita colaborativa de tr?s narrativas completas contadas em 100 palavras, denominadas flash fiction (FF), fora de sala de aula, online por meio do GD, durante 11 semanas. O grupo controle teve igualmente aulas presenciais de leitura e produ??o escrita em LI, por?m n?o praticou nenhum tipo de escrita colaborativa. Analisamos a primeira e a ?ltima narrativa produzida pelos participantes do grupo experimental a fim de medir a acur?cia gramatical, operacionalizada como a quantidade de erros gramaticais a cada 100 palavras (SOUSA, 2014) e a densidade lexical, operacionalizada como a rela??o entre o n?mero de palavras produzidas com propriedades lexicais e o n?mero de palavras produzidas com propriedades gramaticais (WEISSHEIMER, 2007; MEHNERT, 1998). Adicionalmente, os participantes do grupo experimental responderam a um question?rio online sobre a experi?ncia h?brida a qual foram expostos. Os resultados quantitativos mostram que os participantes passaram a produzir textos com mais densidade lexical ap?s 11 semanas de interven??o pedag?gica. J? os resultados quantitativos do noticing e da acur?cia gramatical foram contr?rios ao esperado, por?m nos fornecem insights sobre o modelo de teste, no caso do noticing, e sobre a atitude ? positiva ? dos participantes em rela??o ? escrita colaborativa de FF. Os resultados qualitativos evidenciam a utilidade da escrita colaborativa mediada por tecnologia no processo de aprendizagem de L2.
Google Docs (GD) is an online word processor with which multiple authors can work on the same document, in a synchronous or asynchronous manner, which can help develop the ability of writing in English (WEISSHEIMER; SOARES, 2012). As they write collaboratively, learners find more opportunities to notice the gaps in their written production, since they are exposed to more input from the fellow co-authors (WEISSHEIMER; BERGSLEITHNER; LEANDRO, 2012) and prioritize the process of text (re)construction instead of the concern with the final product, i.e., the final version of the text (LEANDRO; WEISSHEIMER; COOPER, 2013). Moreover, when it comes to second language (L2) learning, producing language enables the consolidation of existing knowledge as well as the internalization of new knowledge (SWAIN, 1985; 1993). Taking this into consideration, this mixed-method (D?RNYEI, 2007) quasi-experimental (NUNAN, 1999) study aims at investigating the impact of collaborative writing through GD on the development of the writing skill in English and on the noticing of syntactic structures (SCHMIDT, 1990). Thirtyfour university students of English integrated the cohort of the study: twenty-five were assigned to the experimental group and nine were assigned to the control group. All learners went through a pre-test and a post-test so that we could measure their noticing of syntactic structures. Learners in the experimental group were exposed to a blended learning experience, in which they took reading and writing classes at the university and collaboratively wrote three pieces of flash fiction (a complete story told in a hundred words), outside the classroom, online through GD, during eleven weeks. Learners in the control group took reading and writing classes at the university but did not practice collaborative writing. The first and last stories produced by the learners in the experimental group were analysed in terms of grammatical accuracy, operationalized as the number of grammar errors per hundred words (SOUSA, 2014), and lexical density, which refers to the relationship between the number of words produced with lexical properties and the number of words produced with grammatical properties (WEISSHEIMER, 2007; MEHNERT, 1998). Additionally, learners in the experimental group answered an online questionnaire on the blended learning experience they were exposed to. The quantitative results showed that the collaborative task led to the production of more lexically dense texts over the 11 weeks. The noticing and grammatical accuracy results were different from what we expected; however, they provide us with insights on measurement issues, in the case of noticing, and on the participants? positive attitude towards collaborative writing with flash fiction. The qualitative results also shed light on the usefulness of computer-mediated collaborative writing in L2 learning.
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Hwang, Jung-Hee. "Collaborative output tasks and their effects on noticing student-student interaction and second language learning." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019894/.
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Nunes, Adriana Fontella. "Noticing, instrução e produção oral em L2 : um estudo experimental sobre os verbos de movimento." reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/14799.
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Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-Graduação em Linguística Aplicada, 2013.Submitted by Alaíde Gonçalves dos Santos (alaide@unb.br) on 2013-12-10T11:02:54Z No. of bitstreams: 1 2013_AdrianaFontellaNunes.pdf: 64204291 bytes, checksum: 417d40056ae7722747bb2b4e20e8c5e0 (MD5)
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O estudo relatado nesta dissertação teve como objetivo investigar os efeitos da instrução formal e planejada de um aspecto formal da língua inglesa – o padrão de lexicalização dos verbos de movimento – na incorporação de tal aspecto formal na produção oral de falantes de português (L1), aprendizes de inglês como L2. O estudo buscou, ainda, investigar a relação entre noticing da estrutura alvo (SCHMIDT, 1990, 1995, 2001) e acurácia gramatical dos verbos de movimento na produção oral dos participantes. O experimento foi realizado com 38 aprendizes de inglês como L2 de um centro binacional e de uma universidade federal localizados no Distrito Federal. Os participantes foram divididos em dois grupos (um grupo experimental e um grupo controle) e todos possuíam nível de proficiência em língua inglesa igual ou superior ao nível intermediário-superior. O design da pesquisa consistiu em quatro fases: (1) uma fase de pré-teste destinada a medir noticing da estrutura alvo, através de um protocolo escrito, e acurácia gramatical da estrutura alvo na produção oral dos participantes, através de gravações de narrativas orais; (2) uma fase de instrução em que o grupo experimental foi submetido à Instrução com Foco na Forma (ELLIS, 2001) acerca do padrão de lexicalização dos verbos de movimento em inglês; (3) uma fase de pós-teste imediato, que ocorreu logo após a instrução; e (4) uma fase de pós-teste posterior, que aconteceu duas semanas após a instrução. Ambas as fases de pós-teste tiveram o objetivo aferir de noticing da estrutura alvo, através de protocolos escritos, e acurácia na produção oral, através de narrativas orais, em dois momentos distintos após a instrução. Os resultados demonstraram que, tanto os participantes do grupo experimental, quanto os do grupo controle, apresentaram melhora significativa em acurácia gramatical da estrutura alvo na produção oral após a intervenção da instrução (no caso do grupo experimental), da repetição da tarefa e da frequência do input (no caso de ambos os grupos). A estatística revelou, ainda, uma correlação fraca entre as variáveis noticing e acurácia gramatical na produção oral. _______________________________________________________________________________________ ABSTRACT
The aim of the study reported in this M.A. thesis was to investigate the effects of formal and planned instruction on the lexicalization pattern of motion verbs in Eglish on the incorporation of such pattern in oral production of speakers of Portuguese (L1), learners of English as an L2. The study also sought to investigate the relationship between noticing of the target structure (SCHMIDT, 1990, 1995, 2001) and grammatical accuracy of motion verbs in participants' oral performance. The experiment was conducted with 38 learners of English as L2 of a binational center and a federal university located in Brasília/Brazil. The participants were divided into two groups (one experimental group and one control group) and all the participants demonstrated proficiency in English at or above the upper-intermediate level. The research design consisted of four phases: (1) a pre-test phase designed to measure noticing of the target structure through a written protocol and accuracy of the target structure in the participants’ oral performance, through recorded oral narratives; (2) an instructional phase in which the experimental group received Form-focused Instruction (ELLIS, 2001) on the lexicalization pattern of motion verbs in English; (3) an immediate post-test phase, which occurred right after the instruction; and (4) a delayed post-test phase that took place two weeks after the instruction. Both posttests aimed at measuring noticing, through written protocols, and accuracy in oral production, through oral narratives, at two different occasions after the treatment of instruction. The results suggest that both, the experimental and the control group, showed significant improvement in grammatical accuracy of the target structure in oral production after instruction (in the case of the experimental group), task repetion and input frequency (in the case of both groups). The statistics also revealed a weak correlation between the variables noticing and grammatical accuracy in oral production.
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Lee, Ji Hye. "Mathematics Teacher In-the-moment Noticing: How They Use Scaffolding Practices to Support Student Thinking." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152418154175417.
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Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.
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The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquoTo what extent the elementary prospective mathematics teachers&rsquo
noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo
With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo
reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo
noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.
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Moriyama, Atsuko. "A noticing-promotion approach and L2 development : a study of English interrogative acquisition in the classroom." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29281.
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Instruction which draws learners’ attention to form in meaning-centred activities is often referred to as focus on form (FonF) (Long, 1981; 1991). It is considered a potentially useful means of helping learners to acquire L2 forms, since it can promote the noticing of linguistic gaps between their output and the target language, which is regarded as necessary condition for L2 development (Schmidt, 1994). Few attempts have been made to examine effective ways of implementing FonF instruction in typically large EFL classes. This study aims to fill this gap and explores the potential of teachers’ creating opportunities for noticing the gap through dialogical interaction between learners. A pedagogical option, a noticing-promotion approach, was employed, intended to encourage learners to take an active role in noticing gaps and in assisting their partner by scaffolding replies to notice and self-correct mistakes. The instruction consisted of four sessions, including explicit grammar teaching and noticing tasks (dictogloss and information-gap) with a modelling video performed by a learner dyad. A pretest and two post-tests design were used to measure the sustained effect over 6-7 weeks. Using oral performance data collected in two communicative tasks from 48 Japanese students, individuals’ change in developmental stage was examined in relation to their readiness to learn the target rules; the results were compared with those from a comparison group (N=12). Results indicate that this noticing-promotion approach was effective in helping learners who were ready to learn the target rule advance in developmental stage and to fill gaps in their L2 development. Moreover, learners’ self reports showed that the instruction was beneficial, not only in motivating many ready students to carry on using the target rules beyond the treatment sessions, but also in helping them become better ‘noticers’ and users of the target rules both inside and outside the classroom.
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Rizopoulou, Aikaterini [Verfasser], Claudia [Akademischer Betreuer] Riemer, and Udo [Akademischer Betreuer] Ohm. "Fokus-auf-Form und Noticing im DaF-Unterricht. Eine Pilotstudie / Aikaterini Rizopoulou ; Claudia Riemer, Udo Ohm." Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1161525823/34.
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Catena, Flávia. "Percepção consciente (noticing) e aprendizagem do sintagma nominal adjetivo(s) + substantivo do inglês em diferentes idades." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/95968.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Linguística, Florianópolis, 2011Made available in DSpace on 2012-10-26T07:35:26Z (GMT). No. of bitstreams: 1 299228.pdf: 3908984 bytes, checksum: 0ea798d7c4d837708cbc4607a42deaf7 (MD5)
O presente estudo examinou a relação entre idade, percepção consciente (noticing) e aprendizagem em dois grupos de estudantes: um grupo de 21 crianças em idade de 9 e 10 anos e um grupo de 23 adolescentes entre 15 e 18 anos. O objetivo foi analizar se a capacidade de perceber os sintagmas nominais do inglês (adj. + subst.) em suas formas simples (English book) e complexa (excellent Italian restaurant) varia entre ambos os grupos de estudantes; se a percepção consciente resulta em aprendizagem e se o insumo encharcado é suficiente para possibilitar a esses estudantes (crianças e adolescentes) a aprendizagem dos mecanismos de pré-modificação em frases nominais do inglês. A escolha dessas formas foi motivada pela ordem que o sintagma nominal se apresenta na língua inglesa e na língua materna dos aprendizes (português), o que resulta em produções incorretas pelos aprendizes brasileiros de inglês como língua estrangeira. Dois jogos foram desenvolvidos para gerar percepção consciente das formas alvo em uso comunicativo da língua. O Jogo 1 (jogo de tabuleiro) proporcionou o "encharque" (flood) de substantivos modificados por um único adjetivo, enquanto que o Jogo 2 (organização de prateleiras) continha uma alta frequência de substantivos modificados por dois adjetivos na seguinte ordenação: "opinião + origem". Um teste imediato foi administrado após cada jogo com o intuito de gerar a explicitação da regra da ordem das palavras pelos alunos e de comparar o seu desempenho nos itens que foram usados no pré-teste e repetidos nos testes. O propósito do teste imediato foi avaliar a influência do insumo encharcado na percepção consciente. A aprendizagem foi avaliada por um pós-teste que buscou analisar o conhecimento explícito dos alunos (atividade de julgamento grammatical), sua produção escrita a partir de palavras fornecidas e a sua compreensão escrita através de sentenças de múltipla escolha. Os dados mostraram que as crianças e os adolescentes obtiveram resultados similares tanto nos jogos como no pós-teste. O fator idade não pareceu influenciar o desempenho dos aprendizes no uso das frases nominais (versões simples e complexa). É possível que o nível de motivação dos adolescentes tenha interferido em seu desempenho (em ambas as versões). A correlação entre percepção consciente e aprendizagem não foi observada nos dados, que também demonstraram que o encharque do sintagma nominal em sua versão simples, no insumo proporcionado, foi suficiente para gerar percepção, o que não ocorreu na versão complexa, podendo ser necessário uma quantidade maior de exposição a esse insumo.
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Griffin, Robert B. "The output hypothesis revisited an examination of learner noticing and its relationship to L2 development in writing /." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162237.
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Thesis (Ph.D.)--Indiana University, 2004.Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0163. Chair: Kathleen Bardovi-Harlig. Title from dissertation home page (viewed Oct. 12, 2006).
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Serbin, Kaitlyn Stephens. "Prospective Teachers' Knowledge of Secondary and Abstract Algebra and their Use of this Knowledge while Noticing Students' Mathematical Thinking." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104563.
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I examined the development of three Prospective Secondary Mathematics Teachers' (PSMTs) understandings of connections between concepts in Abstract Algebra and high school Algebra, as well as their use of this understanding while engaging in the teaching practice of noticing students' mathematical thinking. I drew on the theory, Knowledge of Nonlocal Mathematics for Teaching, which suggests that teachers' knowledge of advanced mathematics can become useful for teaching when it first helps reshape their understanding of the content they teach. I examined this reshaping process by investigating how PSMTs extended, deepened, unified, and strengthened their understanding of inverses, identities, and binary operations over time. I investigated how the PSMTs' engagement in a Mathematics for Secondary Teachers course, which covered connections between inverse functions and equation solving and the abstract algebraic structures of groups and rings, supported the reshaping of their understandings. I then explored how the PSMTs used their mathematical knowledge as they engaged in the teaching practice of noticing hypothetical students' mathematical thinking. I investigated the extent to which the PSMTs' noticing skills of attending, interpreting, and deciding how to respond to student thinking developed as their mathematical understandings were reshaped.
There were key similarities in how the PSMTs reshaped their knowledge of inverse, identity, and binary operation. The PSMTs all unified the additive identity, multiplicative identity, and identity function as instantiations of the same overarching identity concept. They each deepened their understanding of inverse functions. They all unified additive, multiplicative, and function inverses under the overarching inverse concept. They also strengthened connections between inverse functions, the identity function, and function composition. They all extended the contexts in which their understandings of inverses were situated to include trigonometric functions. These changes were observed across all the cases, but one change in understanding was not observed in each case: one PSMT deepened his understanding of the identity function, whereas the other two had not yet conceptualized the identity function as a function in its own right; rather, they perceived it as x, the output of the composition of inverse functions.
The PSMTs had opportunities to develop these understandings in their Mathematics for Secondary Teachers course, in which the instructor led the students to reason about the inverse and identity group axioms and reflect on the structure of additive, multiplicative, and compositional inverses and identities. The course also covered the use of inverses, identities, and binary operations used while performing cancellation in the context of equation solving.
The PSMTs' noticing skills improved as their mathematical knowledge was reshaped. The PSMTs' reshaped understandings supported them paying more attention to the properties and strategies evident in a hypothetical student's work and know which details were relevant to attend to. The PSMTs' reshaped understandings helped them more accurately interpret a hypothetical student's understanding of the properties, structures, and operations used in equation solving and problems about inverse functions. Their reshaped understandings also helped them give more accurate and appropriate suggestions for responding to a hypothetical student in ways that would build on and improve the student's understanding.Doctor of Philosophy
Once future mathematics teachers learn about how advanced mathematics content is related to high school algebra content, they can better understand the algebra content they may teach. The future teachers in this study took a Mathematics for Secondary Teachers course during their senior year of college. This course gave them opportunities to make connections between advanced mathematics and high school mathematics. After this course, they better understood the mathematical properties that people use while equation solving, and they improved their teaching practice of making sense of high school students' mathematical thinking about inverses and equation solving. Overall, making connections between the advanced mathematics content they learned during college and the algebra content related to inverses and equation solving that they teach in high school helped them improve their teaching practice.
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Mabry, Megeara Glah. "Picturing Literacies and Noticing Main Ideas: Teaching ELL and NES Striving Readers to Notice Main Ideas in Nonfiction Texts." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/470662.
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Teaching & LearningEd.D.
Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students’ concepts of literacy and of themselves as literate people, and to capitalized on students’ multiliteracies by using visual art to teach students how to notice main ideas in nonfiction texts. Statistical analyses indicate that English language learners made significant gains in reading comprehension. However, analyses of students’ written reflections and of stimulated recall interviews illustrate that, although students practiced literacies in diverse and powerful ways outside of school, they maintained generally low self-concepts and highly schoolish conceptions of literacy.
Temple University--Theses
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Coddington, Lorelei R. "An Investigation of Teachers’ Noticing, Cognitive Demand, and Mathematical Knowledge for Teaching: Video Reflections in an Elementary Mathematics Context." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cgu_etd/88.
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In the past decade, mathematics performance by all students, especially minority students in low socioeconomic schools, has shown limited improvement nationwide (NCES, 2011). Traditionally in the United States, mathematics has consisted of arithmetic and computational fluency; however, mathematics researchers widely believe that this method of instruction does not enhance the development of mathematical reasoning and ignores the research on students’ mathematical development (Blanton & Kaput, 2005; Stigler & Hiebert, 1999). Recommendations by the mathematics community are to broaden and strengthen teacher content knowledge in mathematics and to provide the pedagogical tools needed by teachers to extend their students’ thinking and reasoning (Darling-Hammond, Wei, Andree, Richardson, and Orphanos, 2009; Mewborn, 2003).
The purpose of this quantitative study was to investigate the relationship between the teachers’ levels of noticing, the levels of cognitive demand in their enacted tasks, and their levels of mathematical knowledge for teaching in two urban high-need low performing elementary schools. The 54 elementary teachers participated in a long-term mathematics professional development program aimed at developing teachers’ mathematical knowledge for teaching and recognizing and fostering students’ early algebraic reasoning. The data for this dissertation included teachers’ self-selected video segments, written video reflections, and mathematical knowledge for teaching levels from the second year of the professional development. Relationships were explored between mathematical knowledge for teaching, teachers’ levels of noticing, and the levels of cognitive demand represented in mathematics lessons.
The findings indicated shifts in teachers’ cognitive demand of enacted tasks and noticing over the course of the second year of professional development. Correlation results indicated significant relationships between teachers’ cognitive demand, teacher noticing, participation, and teachers’ mathematical knowledge for teaching. Moreover, the results showed that the teachers in the K-3 cohort benefited more from the professional development than their 4-6 cohort counterparts when it came to mathematical knowledge for teaching, noticing, and cognitive demand levels.
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Lim, Sharn Selina, and sharnster@gmail com. "Engaging Space: A practice of arranging." RMIT University. Architecture + Design, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080724.114344.
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Engaging Space focuses on arranging as means to engage with space. The adaptive arrangements and spatial negotiations of street vendors provide the stimulus for my inquiry. Noticing the various ways vendors constantly engage spatially has led me to observe the ways spatial practices are adapted to suit various requirements. What might I learn, as an interior practitioner, from the spatial practices of street vendors? How might this be applied to an interior practice, to inform an understanding of adaptive methods to engage with space? Undertaking a practice of vendoring, the projects then become engaging spaces - exploring a practice of arranging to produce interiors.
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Rabkin, David Gregory. "Fueling the innovation process : an experiment and field study on the relationship between explication and the noticing of new variables." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11081.
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Al, Saidi Faisal. "Language emergence in collaborative CALL environments : an investigation within higher education in Oman from a complexity theory and noticing hypothesis perspective." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760991.
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This study investigates the process of the emergence of authentic language use in collaborative activities within computer-assisted language learning (CALL) environments. Despite technology being widely incorporated in English language programmes in higher education institutions in Oman, language study in a CALL context is under-researched in the Omani context. The educational reforms and strategic plans in Oman have always targeted wider incorporation of technology as well as developing English language teaching and learning despite the lack of studies that investigate and explore the ways in which the two might relate in the Omani context. From the joint, and novel, perspectives of Complexity Theory and the Noticing Hypothesis, this study investigates the emergence of authentic language use in collaborative CALL environments and the ways in which this process of emergence relates to collaboration. To achieve this, the study adopts the perspective of Complexity Theory where language development is argued to be emergent, nonlinear, based on the here-and-now context and in constant flux. The study also draws on the Noticing Hypothesis in relation to how and why learners attend to specific features of language in a CALL environment. The study followed a qualitative enquiry design. Data were drawn from twelve groups of three to four learners within three English language classes from a foundation programme in one Omani college. In the course of one semester, two language learning lessons from each class were observed. After each observed lesson, two groups of learners were selected to participate in stimulated recall interviews. The findings indicated that the language emergence process in collaborative CALL environments is triggered by a process of signalling relevance (perceiving a link between Web-based cues and the learners’ goal in a class activity) followed by an action (e.g., a discussion or rereading of the text) and finally the act of evaluating that information as to whether or not it is relevant to the learners’ goals in the activity. The process was also found to be influenced by the participants’ interaction with the multimodal components in the collaborative CALL environment. The findings also indicated that, while carrying out their activities, the participants employed a number of specific strategies that influenced the way in which they attended to particular language, selected information and achieved their goals. The study concludes by identifying a range of recommendations derived from the findings for facilitating the occurrence of authentic language use in a collaborative CALL environment.
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Ragni, Valentina. "More than meets the eye : a reception study on the effects of translation on noticing and memorisation of L2 reverse subtitles." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/18144/.
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This experimental study addresses one of the least explored audiovisual modes: reverse subtitling (L1 audio, L2 subtitles). Specifically, it investigates the effects of different translational choices on learners’ noticing and memorisation of lexical items and grammatical structures. The participants were English (L1) native speakers learning Italian (L2) at an upper-intermediate level (CEFR B2). Formal similarity (literal transfer) and discrepancy (non-literal transfer) between L1 and L2 were compared to establish if and how they affect the learners during subtitle processing and recall. Does one of the two translation conditions yield a better recall rate in a verbatim memory post-test? This constitutes the main research question addressed in this study. The main hypothesis was that there would be a difference in recall by translation condition, with formal equivalence having a facilitative effect on memory and literal subtitles therefore being more accurately recalled by learners. To determine how the different subtitle translations were processed, attention allocation and noticing were investigated through triangulation of eye-tracking, the recall post-test and an open questionnaire, which allowed the subjects’ thought processes to also be recorded. Subtitle-specific variables such as corpus frequency and linguistic category (lexicon vs. syntax) were also analysed. While participants watched the reversely subtitled clip, their eye behaviour was recorded using a Tobii X120 eye-tracker. After watching, participants answered the recall post-test followed by the open questionnaire and took part in a working memory control test. Translation condition was found to influence recall, with literal translations yielding superior recall performance than non-literal ones. The data also showed that participants did notice a translation discrepancy. Eye-tracking findings reveal a complex relationship between language elaboration and memory, whereby comparable amounts of visual attention to two subtitle versions can result in significantly different recall. Moreover, considerable insights were drawn from the open questionnaire, indicating that qualitative data can provide a richer picture of processing and memory attainment and should more regularly support experimental studies. The results demonstrate that subtitle-specific factors like translation can indeed influence the viewer and should therefore be taken into consideration in the design of future subtitle reception studies. The mnemonic potential of reverse subtitles for foreign language learning is also confirmed, strongly suggesting that this subtitling mode should be reconsidered as a valuable tool in language learning and deserves a place in the foreign language classroom. Future research could build on this study by using a larger sample size and more advanced statistical techniques, such as multilevel modelling. The results obtained highlight the complexity of the language faculty and call for additional reception studies where more fine-grained analyses further assess the effects of translation during the consumption of subtitled material. For instance, using a higher-frequency eye-tracker and considering more eye movement measures in the future will provide more precise insights in the reading process, enabling deeper understanding of information processing and memory retention, both crucial aspects in the development of foreign language skills.
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Franceschini, Jéssica [UNESP]. "Ensino e aprendizagem de inglês como LE: análise das percepções de alunos e uma professora com relação a uma proposta baseada em atividades de atenção focada à gramática." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154276.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
RESUMO - A partir de estudos como os de Schmidt (1990) e Batstone (1994), compreendemos que a aprendizagem de línguas não poderia ocorrer sem a conscientização. Desse modo, a percepção consciente de formas e sentidos seria condição necessária para o primeiro passo no processo de aprendizagem da gramática da língua, além de facilitar a aprendizagem de outros aspectos. Devido à relevância deste tema em relação ao ensino de inglês como língua estrangeira, esta pesquisa tem como objetivo analisar uma proposta baseada em atividades de atenção focada à gramática ou noticing by the learner (BATSTONE, 1994) e verificar se os alunos-participantes de um curso de inglês como língua estrangeira de nível intermediário conseguem atentar para a gramática e perceber a relação entre a forma e o significado da língua. Trata-se, portanto, de uma pesquisa qualitativa e interpretativista. Com a intenção de entender se os alunos-participantes conseguiram atentar para as regularidades entre forma e significado da língua nas atividades propostas, analisamos as suas respostas às atividades de noticing by the learner elaboradas, além das respostas coletadas de questionários e entrevistas. Objetivamos também considerar e analisar as percepções e opiniões tanto da professora-pesquisadora como dos alunos-participantes sobre o ensino e aprendizagem de gramática, após a aplicação das atividades baseadas na proposta de noticing by the learner (BATSTONE, 1994). Por meio deste estudo, pode-se indicar que a proposta de noticing by the learner facilitou a percepção de certos aspectos gramaticais pelos alunos-participantes. Com relação à opinião dos alunos-participantes sobre as atividades de noticing by the learner, verificamos que, embora tenham reconhecido em nossa proposta uma nova maneira de se refletir sobre a língua, houve preferência por atividades ou explicações gramaticais dedutivas e explícitas, tendo o professor como transmissor das informações de cunho gramatical. Como esta pesquisa teve o foco em atividades de noticing by the learner, sem no entanto, trabalhar com os aspectos notados no uso da língua, acreditamos que uma possível investigação futura poderia discutir o noticing em conjunto com tarefas que possibilitassem a prática comunicativa por parte dos alunos, a fim de verificar se os aspectos notados foram internalizados a ponto de aparecerem na produção dos participantes.
ABSTRACT - Taking both Schmidt (1990) and by Batstone (1994) studies into consideration, we can understand that learning does not take place without noticing. Therefore, the process of consciousness-raising of form and meaning is a necessary condition for the grammar learning process, and it is facilitative for other aspects of learning. Due to the relevance of this topic in English as a foreign language teaching, the aim of this research is to analyze the application of activities based on noticing by the learner (BATSTONE, 1994) and to verify if the participants of an English as a foreign language course could perceive the relation between form and meaning in such activities. The methodology used in this research is, therefore, qualitative and interpretative. In order to understand if the participants were able to see grammatical regularities and notice the relation between form and meaning with noticing activities, we analyzed the participants’ answers to the noticing by the learner activities. We also aimed to take the teacher-researcher and the participants’ views and opinions on grammar teaching and learning after having done the noticing by the learner activities (BATSTONE, 1994). It was observed that the noticing by the learner activities helped participants to notice certain grammatical aspects. As for the participants’ opinions on the activities, we could observe that even though they recognized the potential of reflecting about language with noticing by the learner, they expressed a preference for deductive and explicit grammar explanations in which the teacher acts as the one who transmits the grammar knowledge to students. Since this research focused on noticing by the learner activities unconnected to the noticed language aspects in real use, we believe that a future investigation could consider noticing together with tasks that would enable learners to put the noticed language into practice as to verify if the participants were able to not only notice the grammatical features, but to internalize them and also make these features appear in their output during production activities.
133552/2016-0
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Pai, Jimmy. "Capturing Ephemeral Assessment Opportunities: An Inquiry into Secondary Mathematics Teachers’ Lived Experiences with Observation of, and Conversations with, Students." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36994.
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This study is influenced by phenomenological approaches, and is an inquiry into secondary mathematics teachers’ lived experiences with ephemeral assessment opportunities such as observations of, and conversations with, students. This phenomenon is explored through the use of reflective journals, semi-structured interviews, and focus group interviews. Two layers of analysis were used to better understand the phenomenon. The first layer focuses on emergent themes of what and how teachers think and do in the moment. The emergent themes were interrelated and categorized into eliciting, interpreting, and acting. The second layer focuses on the emergent factors that contribute to what and how teachers think and do during the ephemeral assessment process. The emergent factors were interrelated and categorized into teacher, student, relationships, and contexts. Through the two layers, the complexity of the ephemeral assessment process has been developed.
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Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.
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Master of ScienceMathematics
Andrew G. Bennett
This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problems, we used eye-tracking to observe the visual attention difference between correct and incorrect solvers of college algebra problems. More specifically, we consider students’ visual attention when presented tabular representations of linear functions. We found that in several of the problems analyzed, those who answered the problem correctly spend more time looking at relevant table values of the problem while those who answered the problem incorrectly spend more time looking at irrelevant table labels x, y, y = f(x) of the problem in comparison to the correct solvers. More significantly, we found a noteworthy group of students, who did not move beyond table labels, using these labels solely to solve the problem. Future analyses need to be done to expand on the differences between eye patterns rather than just focusing on dwell time in the relevant and irrelevant areas of a table.
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Kashiwagi, Kazuko. "Early adolescent learners’ noticing of language structures through the accumulation of formulaic sequences: Focusing on increasing the procedural knowledge of verb phrases." Kyoto University, 2019. http://hdl.handle.net/2433/242743.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第21866号
人博第895号
新制||人||214(附属図書館)
2018||人博||895(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 中森 誉之, 教授 服部 文昭, 准教授 PETERSON Mark
学位規則第4条第1項該当
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Hewitt, David Paul. "The principle of economy in the learning and teaching of mathematics." Thesis, Open University, 1994. http://oro.open.ac.uk/54190/.
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This thesis looks at the learning and teaching of mathematics through the issue of economy. Here, economy is concerned with the personal time and effort given by a learner to achieve some desired learning. The study sets out to establish that the principle of economy informs the learning and teaching of mathematics, and to establish a list of principles which can assist an economic approach to the teaching of mathematics. The study is carried out within the Discipline of Noticing and is based on the development of theory from significant events building on the work carried out by Caleb Gattegno on the subordination of teaching to learning. An account ofthese events are given, followed by accounting for them, and linking the generality contained within these isolated events with everyday learning experiences. At times, the reader is asked to carry out simple tasks which assist in drawing their attention, through a personal experience, to the points being developed. The learning process which turns something newly met into something which can be done with little conscious attention, is analysed and called functionalisation. The analysis of this process produces the idea of practice through progress, where the learner's attention is placed in a task which requires the desired learning to be subordinated to it. Particular attention is given to the learning of young children before entering school, since this is impressive in terms of economy. This study identifies powers children use in their early learning, and how these link in with root notions in mathematics called mathematical essences. A list of principles of economy are developed which provide guide-lines for approaches to teaching to make use of children's powers and utilise mathematical essences. A computer program, GRID Algebra, is developed to demonstrate how the principles of economy can be incorporated into a resource.
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Barnes, Yvonne Patricia. "Noticing the unnoticed : how can primary mathematics CPD programmes use 'researching from the inside' to develop critical thinking and professional agency for teachers?" Thesis, Manchester Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593887.
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Changing teachers' practice through the CPD process is challenging. Programmes frequently based on centrally devised government interventions and produced on the of a 'one size fits all ' approach. This could be criticised for disempowering teachers they are seen a.5 passive recipients of a system. Programmes may also be ineffective because they ignore the vast range of abilities and backgrounds of the children they originally intended to help. I argue that CPD programmes should facilitate teachers' professional agency and report on how teachers develop and maintain their professional identities despite conflicts between their personal aspirations, programme ' ideals' and the context of perfomativity present within the UK education system. I discuss how a primary mathematics CPD programme applied the 'Discipline of Noticing' in order to facilitate teacher agency and enabled teachers to develop a deeper understanding of their own pedagogical subject knowledge primarily through researching their own practice and developing skills of critical reflexivity. 'Noticing' as a discipline involves practitioners recording salient, micro incidents within their teaching. Subsequent reflection aims to facilitate a drawing back from immediate practice and so enables teachers to see things they have previously overlooked, or have become habituated to see. I report on practitioners who by employing skills of noticing demonstrated an enhanced ability to reflect critically and an increased awareness of their own pedagogical practice. This led to changes in their practice and enabled them to articulate the choices they made within their teaching, thus gaining agency as professional decision-makers. furthermore, I discuss how the Discipline of Noticing facilitated a move into a 'third! space' (Gutierrez, Baquedano-Lopez and Tejeda 1999), characterised by the hybridisation of the roles of practitioner and researcher. I conclude that the potential for real change and teacher empowerment can come about through the dissolution of the boundary between practitioner and researcher.
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Sriharuksa, Kamonrat. "The effect of focused and unfocused corrective feedback on Thai EFL learners' uptake, noticing and ability to use simple past and present perfect." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701374.
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This quasi-experimental study aimed to investigate the effect of focused corrective feedback (FCF) on learners' noticing, uptake and their subsequent oral production of simple past and present perfect. It also sought to explore patterns of corrective feedback (CF) provision naturally occurring in classroom interaction in an EFL communicatively oriented setting in a Thai university context. In addition, self-initiated self-repairs were also examined. The participants were 29 students in four intact classrooms and two experienced Thai teachers. Two classes were assigned as control groups (UnFCF, n=ll ) and the other two classes as experimental groups (FCF, n=18) from the total of 85 students who agreed to take part in the treatment sessions but not the three tests. Pre-tests were administered prior to the first treatment session. During four treatment sessions of 24 hours in total, the control groups received CF on different types of errors. By contrast, the experimental groups were provided with CF on errors related to the target structures. All interactions among 85 participants were audio-recorded. Immediate and five-week delayed post-tests were administered after the last treatment session. The data on classroom interactions, were transcribed in full, coded and computed for analysis purposes and test scores were statistically analysed. The results reveal no significant statistical difference between groups on written tests over time. On oral production tasks, no significant differences between the groups were observed, but a potential trend in favour of FCF was evident. Learners made various types of errors in their speech production and different types of CF were provided as part of the 'normal' provision in the communicative classroom. FCF resulted in higher uptake and noticing. The CF patterns observed in both groups were described and compared. Pedagogical implications were also drawn based on the key findings.
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Lothigius, Hirsch Ellen. "The Three Models Approach : A Pedagogical Proposal on How to Increase Critical Literacy in the Subject of English on Upper-Secondary Level." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52320.
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This degree project essay aims to create ways for promoting critical literacy by teaching persuasive, manipulative, authentic texts in the subject of English at upper-secondary level in Sweden. In the essay, the syllabus of the English subject is critiqued for not explicitly stating what it means to take a critical approach towards sources and media; it is claimed that the meaning of critical examination only is implied in the syllabus for English 7. Therefore, the psychological perspective on reading seems to be dominant in the syllabus. However, this essay proposes, from a sociological perspective on reading, that critical reading and analysis of persuasive, manipulative, authentic texts could function as an explicit content in all English courses at upper-secondary level in Swedish upper-secondary school. Moreover, the essay suggests that critical reading in a Swedish educational context is particularly important because of the population’s common trust in media. The essay builds on Norman Fairclough’s view that critical dimensions of education are necessary in a democratic society in order to promote active citizenship. As a means to increase critical aspects of language teaching into the subject of English as a second or foreign language, this essay presents the three models approach. The three models approach combines traditions of informal logic (the Toulmin model and fallacy analysis) with critical discourse analysis and is created specifically for analysis of persuasive and manipulative, authentic texts in the EFL and ESL classroom. Ultimately, the three models approach promotes critical literacy and critical language awareness (CLA) in the sense of understanding language as an instrument of power. However, building on Rod Ellis’ taskbased language teaching and concept of consciousness-raising, as well as Richard Schmidt’s noticing hypothesis, the three models approach, paying close attention to arguments and word choice, also forwards incidental language learning through tasks that demand conscious noticing of language features and structures. Additionally, the essay critiques Ellis’ principles of instructed language teaching for leaving out critical aspects of language learning and teaching. The essay upholds that both language awareness (in the grammatical sense) and critical language awareness (in the sense of understanding language as power) are important in second language courses, something that is also emphasized in the three models approach.
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Chen, Zhaohui. "The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension : a comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001727.
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Guidi, Claudia. "Glossing for meaning and glossing for form a computerized study of the effects of glossing and type of linguistic item on reading comprehension, noticing, and L2 learning /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453824066/viewonline.
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Dreher, Anika [Verfasser], Sebastian [Akademischer Betreuer] [Gutachter] Kuntze, Stephen [Gutachter] Lerman, Laura [Gutachter] Martignon, and Markus [Gutachter] Vogel. "Dealing with multiple representations in the mathematics classroom - Teachers' knowledge, views, and their noticing / Anika Dreher ; Gutachter: Sebastian Kuntze, Stephen Lerman, Laura Martignon, Markus Vogel ; Betreuer: Sebastian Kuntze." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2015. http://d-nb.info/1117585727/34.
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Dreher, Anika Verfasser], Sebastian [Akademischer Betreuer] [Gutachter] Kuntze, Stephen [Gutachter] Lerman, Laura [Gutachter] Martignon, and Markus [Gutachter] [Vogel. "Dealing with multiple representations in the mathematics classroom - Teachers' knowledge, views, and their noticing / Anika Dreher ; Gutachter: Sebastian Kuntze, Stephen Lerman, Laura Martignon, Markus Vogel ; Betreuer: Sebastian Kuntze." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:lg1-opus4-610.
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