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Titre: IRIS : a new resource for second language research Auteur:Marsden, Emma Josephine; Mackey, Alison Date:
IRIS is a digital database of materials used to collect data for second language research that went fully live in August 2012. At the time of writing (May 2013), there have been over 3,300 downloads of materials held on the site, and almost 11,000 visits, demonstrating a clear need for the resource. IRIS has the potential to make a step-change in the way our field works, impacting the nature and rate of second language (L2) research. Here we outline the motivations for the project, what the IRIS database consists of, how it is structured, and the future of the resource.
Titre: Focus on Research : IRIS for teachers and researchers Auteur:Marsden, Emma Josephine; Key, Julia; Mackey, Alison Date:
Instruments for Research Into Second Language Learning and Teaching (IRIS) is a digital repository of materials used to collect data for research into second and foreign language learning and teaching. Since its launch in August 2012, it has attracted considerable interest internationally, with more than 10,000 hits and around 2,500 downloads. One of the aims of the project, which benefits from a wide support network of leading journal editors, research and teaching associations, is to make instruments used to collect second language data more easily accessible for teachers, as well as for novice and experienced researchers. Here, we describe the resource and suggest how it is useful for teachers interested in research.
Titre: Written feedback in second language acquisition: Exploring the roles of type of feedback, linguistic targets, awareness, and concurrent verbalization Auteur:Suh, Bo Contributeur:Mackey, Alison (advisor) Editeur:
ProQuest Dissertations Publishing
Sujet:Linguistics ; English As a Second Language ; Foreign Language ; Linguistics ; English As a Second Language ; Foreign Language ; Education ; Language, Literature and Linguistics ; Awareness ; Concurrent Verbalization ; Linguistic Targets ; Second Language Acquisition ; Written Feedback Description:
Very few studies have shown that written feedback facilitates L2 learning (although see Bitchener, 2008, Bitchener & Knoch, 2008, and Sheen, 2007), and studies exploring the relative effectiveness of different types of written feedback, in particular direct and indirect feedback, have yielded mixed results. Although the existing studies were premised on attention and awareness, learners’ attentional processes have rarely been measured directly. This dissertation investigates the effects of type of written feedback on L2 development in relation to learners’ attentional processes. Relationships between feedback type, linguistic structures, awareness, and L2 development are also considered, together with the issue of the potential reactivity of concurrent verbalization. The study used a pretest-immediate posttest-delayed posttest design, with three treatment sessions. Eighty-one Korean university EFL learners, randomly assigned to one of five groups, completed three written story retellings...
Fait partie de:
ProQuest Dissertations and Theses
Stimulated recall methodology in second language research / Susan M. Gass, Alison Mackey
Auteur:Gass, Susan M., 1943- Contributeur:Mackey, Alison Editeur:
Mahwah N.J. [etc.] : L. Erlbaum
XIII, 177 p. ; 23 cm
Monographs on research methodology
Documents dans cette collection:Monographs on research methodology Classification:BLE C Identifiant:
0805832238 (cloth) (ISBN); 0805832246 (pbk.) (ISBN) No RERO: