Baretta Braga MacNair Kwan Waldie 2009 - Inference making while reading narrative and expository texts

Realización de inferencias al leer textos expositivos y narrativos 

Mucha de la investigación reciente en comprensión del discurso se ha centrado en la habilidad del lector para construir representaciones mentales coherentes de los textos leídos.

Con el objetivo de formarse una representación unificada de un texto dado, un lector debe ser capaz de unir la información presentada en el texto con su conocimiento previo (background knowledge), para así, a través de la generación de inferencias, construir el significado que puede no estar expresado explícitamente.

En este estudio, se investigó el proceso de generación de inferencias en hablantes nativos del inglés mientras estos leían dos textos de diferente tipo, usando la encefalografía (EEG).  Los sujetos leyeron párrafos narrativos y expositivos, y juzgaron la plausibilidad de la oración final de cada párrafo de 4 oraciones con referencia a la información previa.

El análisis de los datos se centró en el componente N400 y en la precisión de las respuestas comportamentales (behavioral responses).  Las amplitudes de N400 revelaron que la exposición era más demandante que la narración en términos de procesamiento semántico, mientras que los datos comportamentales mostraron que los sujetos se encontraban más propensos a generar inferencias cuando leían exposiciones.

En general, este estudio sugiere que estos dos tipos de texto se procesan de maneras diferentes en el cerebro, como lo revelan los cambios en el componente N400 en las últimas oraciones de los párrafos.

Comentario:
No me siento muy cómoda al hablar de narración y textos narrativos indistintamente, lo mismo de exposición y textos expositivos.  Los autores usan estos términos de manera intercambiable, sin embargo me parece que es preciso realizar la distinción entre la actividad de narración y los textos narrativos y lo mismo con la actividad de exponer y los textos expositivos.
-kami

Abstract
Much of the recent research on discourse comprehension has centered on the readers’ ability to construct coherent mental representations of texts. In order to form a unified representation of a given text, a reader must be able to join the information presented in the text with his/her background knowledge to construe the meaning that may not be explicitly stated, through the generation of inferences.

In this study, the process of inference making by native speakers of English while reading two different types of text was investigated using electroencephalography (EEG). Subjects read narrative and expository paragraphs,and judged the plausibility of the final sentence of each four-sentence long paragraph by reference to the previous information.

The analysis of data focused on the N400 component and on accuracy of behavioral responses. N400 amplitudes revealed that exposition was more demanding than narration in terms of semantic processing, whereas the behavioral data showed that subjects were more prone to generate inferences when reading exposition.

Overall, this study suggests that these two types of text are processed differently by the brain, as revealed by the changes in the N400 component across the last sentences of the paragraphs.

ARTÍCULO:
http://www.scribd.com/full/45848589?access_key=key-ymv41kr91vpqv63ic3u

Promoting Students' Vocabulary Development: An Overview (2005)

William Nagy
Seattle Pacific University
2005

Artículo AQUÍ

...it is important to match intensity of instruction with goals and expectations. If students are expected to learn to use a word effectively and appropriately, intensive instruction is necessary – but only a relatively small number of words can be covered with that level of intensity.

Esta parte es realmente importante. Recuerdo que en la U los profesores nos daban un texto, lo leíamos, tal vez contestabamos algunas preguntas, nos daban de tarea escribir algunas oraciones con el texto (casi nunca teníamos la oportunidad de revisar si estaban bien escritas) y luego la prueba pedían que uno escribiese una oración con la palabra. Indudablemente que esto requería trabajo personal extra, pero varios alumnos no lo entendían así...

References

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The effect of Bimodal, Standard and Reversed Subtitling on L2 Vocabulary Recognition and Recall (2009)

Abbas Ali Zareit WEBSITE
Irán

Artículo en pdf: AQUÍ

El artículo tiene una buena cantidad de revisión bibliográfica. Toca varios temas que no tenía claros hasta el momento. El hecho de que estén categorizados los distintos "sub-temas" me ayudó a crear un buen esquema mental.

Algunos detalles llamaron mi atención (para bien o para mal)...

Similarly, 'Wikipedia, the online free encyclopedia' takes subtitles synonymous with captions and defines both as 'the textual versions of the dialogue in films and television programs, usually displayed at the bottom of the screen'. The present study adopts the same position and the two terms are used interchangeably.

1. El segundo apartado trata de definir y diferenciar "captions" de "subtítulos." Al final se queda con la "definición" o sistema de WIKIPEDIA en el que se usa el termino "subtitles" para ambos :S- Entonces si no va a usar esta distinción, para qué ponerla?


2. Me gustó que trata de describir en detalle los "nombres" que otros autores han usado en investigaciones subtítulos/captions and the like...

problema: al describir las investigaciones, Abbas-Ali Zareit usa la denominación que el autor de la investigación usó, lo que confunde un tanto. En lugar de eso podría haber descrito las investigaciones en función de la denominación que él pretende establecer.

Respecto de la investigación misma...

As homework, the participants were required to watch the films at home. To make sure that they took the films seriously, in the beginning of the following session, they were given a short quiz containing a few general questions checking their comprehension of the film.

3. Esta parte no me quedó muy clara... se le entregaba a los alumnos el capítulo todas las clases?... y qué pasa si ellos se juntan a verlos y ven los videos con otro formato... ¿? Me imagino que ese debe ser el mismo problema para testear los resultados con post-tests retardados... Tal vez podría haberse dado un post-quiz después de cada episodio? ... mucho trabajo... En realidad yo no soy experta en metodología así que no sé si está bien o no, pero llama mi atención.

Respecto de las conclusiones:

...the type of subtitling is an effective factor influencing vocabulary recognition and recall.

...the most effective type of subtitling for vocabulary recognition is bimodal subtitling; this kind of subtitling generates better results than standard subtitling and significantly better results than reversed subtitling.

As to vocabulary recall, it can be concluded that bimodal subtitling is significantly better than the standard subtitling, which, in turn, is significantly better than reversed subtitling.

The difference between reversed subtitling and the other two types may be accounted for by the hypothetical superiority of L1 phonological data to L2 orthographic data for processing. In other words, when the soundtracks are in their native language, the learners may not feel the need to read the subtitles simply because comprehension is achieved without them. When they do not read the subtitles, they do not learn new words, receptively or productively.

Aunque estoy de acuerdo con la idea de que en "reversed subtitling" si no leen los subtítulos, será imposible que aprendan nuevo vocabulario, no creo estar muy de acuerdo con que los alumnos no van a leer los subtítulos porque entienden sin ellos... creo que es algo más bien automático. Por lo menos para mi. Si veo subtitulos, los leo, aunque haya entendido sin ellos.

Que me queda para mi proyecto?
Bueno, un paper que justifica el uso de captions/subtítulos en L2 vocabulary recognition and recall.

En ninguna parte habla de "adquisición incidental", por lo que supongo que el autor no considera que los alumnos "adquirieron" el vocabulario de esa forma.

Tampoco describe las clases, por lo que podría ser que se recicle vocabulario en ellas.
Creo que sería interesante estudiar las interacciones que se dan en la clase producto de ver videos. Yo hipotetizo que los alumnos van a preguntar "cosas" relacionadas con los videos por lo que el profesor va a tener que lidiar con preguntas "difíciles" o para las que no está preparado.
Pero eso se debería promover (que los alumnos pregunten en clases) ya que así testean sus hipótesis, no?

Una pregunta que me quedó sin resolver: A qué exactamente se refiere con "vocabulary recognition and recall"... se acuerda de la palabra?, se acuerda del significado?, la puede usar?, la ha visto?... Me gustaría haber visto una definición operacional para eso.

Iman Khomeini International University - Irán

References:

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Effects of Watching Captioned Movie Clips on Vocabulary Development of EFL Learners

Dogan Yuksel
Belgin Tanriverdi
Turkey

Bajar Articulo AQUÍ

El objetivo de este estudio fue examinar los efectos de ver un clip de video con captions en el aprendizaje incidental de vocabulario.

Many educators recommend their students to watch TV and movies with captions in the belief that being exposed to the target language in this way will increase the language proficiency level of their students. However, the number of the studies that specifically examined the functions of captioned movies in second/foreign language learning is few compared to the popularity of the assumption regarding the effectiveness of the captioned movies in language development. To fill in the gap in literature, this study investigated the effects of closed-captioning on incidental vocabulary acquisition. (p.48)

1. Como parte de su justificación, los autores afirman que muchos educadores recomiendan el uso de video con captions para practicar en casa. Lógico... pero igual me hubiese gustado ver algún tipo de estadística, encuesta o algo mejor como respaldo a esta aseveración.

The current study examined the effects of watching a closed-captioned movie clip on incidental vocabulary learning in a pre-test post-test experimental design.

2. EL artículo posee un apartado sobre "vocabulary acquisition" pero los autores no dan una definición clara de lo que entienden por "incidental"

3. Lo que más me gustó de este estudio fue la "scale of vocabulary knowledge" que usaron en los pre y post tests. :)

I. I don’t remember having seen this word before.
II.I have seen this word before, but I don’t know what it means.
III. I have seen this word before, and I think it means (synonym or translation)
IV. I know this word. It means … (synonym or translation)
V. I can use this word in a sentence: (Write a sentence) (If you do this section, please also do Section IV.)
Figure 2. Wesche & Paribakht’s (1996) Vocabulary Knowledge Scale

4. Acerca de la discusión/conclusiones.

The researchers believe that the development in the knowledge of the target words stemmed from the importance of encountering the words in the context. Overall, our study supported the belief that most vocabulary is learned from context (Sternberg, 1987).

mmmmm mmmmm mmmmmm una de las varias explicaciones que he leído en estos días :)


Conclusión principal:

that viewing the movie clip has helped the participants of the current study develop their vocabulary knowledge regardless of the absence or presence of captions.

mmm mmm mmm :S

Kocaeli University, Turkey

References

Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology- TOJET, 6(1), article 5. Retrieved January 1, 2009.

Çakır, İ. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology- TOJET, 5(4), article 9.

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, XLIX (1), 67-77.

Duquette, L., & Painchaud, G. (1996). A comparison of vocabulary acquisition in audio and video contexts. The Canadian Modern Language Review, 53 (1), 143-172.

Garza, T. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24, 239-258.

Goldman, M., & Goldman, S. (1988). Reading with closed-captioned TV. Journal of Reading, 31, 458-461.

Horst, M., Cobb, T., & Meara, P. (1998). Beyond a Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-223.

Huang, H., & Eskey, D. (2000). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students. Educational Technology Systems, 28, 75-96.

Huang, H., & Liou, H. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11(3), 64-82.

Hunt, A., & Beglar, D. (1998) Current research and practice in teaching vocabulary. The Language Teacher Online, 22(1), 1-9.

Krashen, S. (1983). The natural approach. San Francisco: Alemany Press.

Koolstra, C. & Beentjes, W. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television at home. Educational Technology, Research, and Development, 47, 51-60.

Koskinen, P, Knable, J., Markham, P., Jensema, C., & Kane, K. (1996). Captioned television and the vocabulary acquisition of adult second language correctional facility residents. Journal of Educational Technology Systems, 24, 359-373.

Koskinen, P., Wilson, R., Jensema, C. (1985). Closed-captioned television: A new tool for reading instruction. Reading World, 24, 1-7.

Lee, S. (2004). Teaching lexis to EFL students: a review of current perspectives and methods. ARECLS E-Journal, 1(1).

Markham, P. (1999). Captioned videotapes and second language listening word recognition. Foreign Language Annals, 32, 321-328.

Markham, P., Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/ reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.

Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.

Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and l2 learners' lexical inferencing strategy use and success. Canadian Modern Language Review / La Revue Canadienne des Langues Vivantes, 61(1), 107-134.

Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.

Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 95-106.

Read, J. (2000). Assessing vocabulary. Cambridge, MA: Cambridge University Press.

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 332). Cambridge: Cambridge University Press.

Sternberg, R. J. (1987). Most vocabulary is learned from context. In M.G. McKeown & M.E. Curtis, (Eds), The nature of vocabulary acquisition, (89–105). Hillsdale, NJ: Lawrence Erlbaum.

Wesche, M. & Paribakht, T.S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53 (1), 13-40.

Wu, C., Chang, C., Liu, B., & Chen, G. (2008). Improving vocabulary acquisition by designing a storytelling robot. Advanced Learning Technologies, 498-500.

Zareva, A. (2005). Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System, 33(4), 547-562.

Captions and Subtitles in EFL Learning: an investigative study in a comprehensive computer environment

Francesca Bianchi Website
Tiziana Ciabattoni

Bianchi, F., Ciabattoni, T., (2008) Captions and subtitles in EFL learning: an investigative study in a comprehensive computer environment. En Baldry A.,et al. (Eds.) From Didactas to Ecolingua: an Ongoing Research Project on Translation and Corpus Linguistics. (pp.69-90)

ABSTRACT

This study is a broad-range investigation into short- and long-term effects of captioning and subtitling in beginner, intermediate, and advanced Italian adult learners of English. Several issues are taken into consideration including content comprehension, vocabulary acquisition, language-in-use, and semantic match between audio and video inputs. All the variables involved were controlled in a single computerised setting. The current experiment partially supports the fndings described in the relevant literature. A few discrepancies emerged with some previous studies, but they are probably explained by the different type of material and testing procedure adopted.

1. Primero que todo, qué es un "comprehensive computer environment"?

2. Creo que el aporte de este artículo es que investiga varios aspectos no investigados... pero debo ser sincera, hubiese preferido leer varios papers... :) Es que al final la mescolanza es demasiada... me va a costar recordar tanto dato.





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Danan M. (2004), Captioning and Subtitling: Undervalued Language Learning Strategies, “Meta”, XLIX, 1, 67-77.

Duquette, L., Painchaud G. (1996), A comparison of vocabulary acquisition in audio and video contexts, in: “The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes”, 53 (1), 143-171.

Garza T. J. (1991), Evaluating the use of captioned video materials in advanced foreign language learning, in: “Foreign Language Annals”, 24 (3), 239-250.

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_caption and Subtitles in Efl Learning Bianchi_ciabattoni

Language Acquisition through exposure to hispanic telenovela: an excuse?

Ana Jovanovic
Marija Martic

ABSTRACT

Foreign telenovela viewers frequently justify engaging in their favorite leisure-time activity by citing its pedagogical value, namely an opportunity to learn Spanish. The purpose of this study was to investigate if acquisition does indeed occur and, if so, to what extent.

Participants were separated into two groups: 1) tele-novela viewers, fifteen native speakers of Serbian without formal in-struction in Spanish or prior residency in a Spanish speaking country,and 2) instructed learners, fifteen speakers of Serbian attendingSpanish courses at A1 and A2 levels (Council of Europe 2001), who did not have any exposure to Spanish language programming or prior residency in the target language country. An attempt was made toevaluate the participants’ receptive and productive language skills.Following the model of an on-line Spanish placement exam, a multiple choice test was designed with the lexicon taken from telenovela scripts. In addition, the participants were asked to complete a writtentranslation task. Final collection of the data was obtained throughsemi-structured interviews conducted in Spanish in order to evaluatethe participants’ spoken interaction and production skills.As expected, preliminary results show an advantage of in-structed learners over telenovela viewers in the language test. How-ever, while instructed learners generally had difficulties in the fluentproduction of spontaneous speech, most of the

telenovela viewers were able to participate actively in meaningful conversation at thelevel of A2 language learners. These results are surprising since the telenovela viewers did not have prior experience with the productiveuse of the Spanish language, and yet they were able to creatively en-gage in communication. Besides immediate implications for lan-guage instruction, further research on this subject may offer addi-tional insight on second language acquisition.

Key words:
language acquistion, communicative competence,Spanish, authentic video material



Me llamó inmediatamente la atención el título. El artículo tiene varios datos curiosos.

the impact and success of this genre is beyond any doubt, particularly since the late twentieth century. The extent of their popularity in Serbia may be measured by a number of different mini-series shown daily, approximately fifteen including reruns at the time this study was conducted (Politika TV Revija 2006).

1. al momento del estudio había 15 "telenovelas" (o repeticiones de éstas) exhibiendose en la televisión servia¿?
Cuando pienso en Servia o cualquier país de la ex-Yugoslavia, en los Balkanes, jamás se me hubiese ocurrido pensar en adictos al "conchalevale, chico" :) Aunque aclara que son telenovelas traídas desde la televisión española o portuguesa.

2. Uno de los hallazgos de las entrevistas fue que los "instructed learners" tendían a usar L1 cuando se estancaban (code switching?) lo que no sucedía con los "telenovela viewers".

Al llegar al final casi del paper pensé, bueno en realidad esto no prueba nada ya que hay muchísimos factores por los que los "telenovela viewers" obtuvieron esos resultados. Justo, también lo dicen las autoras. Y están pensando en lo mismo que yo, la motivación.

However, the performance of the telenovela viewers might be equally well explained by a higher motivational level, by the fact that this was their first time to communicate in Spanish so there was a sense of responsibility, or the like. Any interpretation is, of course, tentative and there is a clear need for more research on the subject. (p. 334)

No creo tener casos de alumnos que lleguen a primer año de universidad teniendo mejores competencias en inglés y que declaren que NO les gusta este idioma... a menos, claro que los alumnos hayan sido "forzados" a estudiar por estar en un colegio con alta exigencia, etc.
Recuerdo un caso en el que una alumna estuvotoda su vida en el mismo colegio en el que estudié yo, un colegio con alta exigencia en inglés, y realmente sabía lo mínimo... Pero ella declaraba que el inglés "no le gustaba"... se notaba que había una historia de fracaso/rechazo. Creo que ella constituía un excelente sujeto de estudio.

Según mi percepción, las autoras pretendían "desacreditar" la teoría de Krashen (aquisition/learning), pero terminaron sorprendidas con los resultados. Debo admitir que hasta yo me sorprendí un tanto con los resultados... y eso que mi "proyecto" se basa en la idea de que varios alumnos de alguna forma, que no es la escuela, adquieren inglés extra.

Ana Jovanovic, Marija Martic, Belgrade
In
INTERNATIONAL Conference The Romance Balkans (2006; Belgrad)
The Romance Balkans : collection of papers presented at the International
Conference The Romance Balkans, 4–6 November 2006
pgs. 319-338

Descargar artículo AQUÍ


References

ACTFL 1999 — ACTFL Proficiency Guidelines. Speaking. Retrieved from http://www.actfl.org/files/public/Guidelinesspeak.pdf

Caimi 2006—Anamaria Caimi: Audiovisual Translation and Language Learning: The Promotion of Intralingual Subtitles. Retrieved from www.jostrans.org/index.php.

Canale, Swain 1980 —Michael Canale,Merrill Swain: Teoretical Bases of CommunicativeApproaches to Second Language Teaching and Testing, Applied Linguistics 1, 1–47.

Council of Europe 2001 — Council of Europe: Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge, UK: Cambridge University Press.

Gass 2003 — Susan M. Gass: Input and Interaction, In The Handbook of Second Language Acquisition (ed. by Catherine J.Doughty andMichaelH. Long),Malden, MA: Blackwell Publishing, 224–255.

Hanley, Herron, Cole 1995 — Julia E. B. Hanley, Carol A. Herron and Steven P. Cole: Using Video as an Advance Organizer to aWritten Passage in the FLES Classroom, The Modern Language Journal 79, 57–66.

Huang, Eskey 1999—Hsin-ChuanHuang,David E. Eskey: The Effects ofClosed-Captioned Television on the Listening Comprehension of Intermediate English as a Second Language (ESL) Students, Journal of Educational Technology Systems 28,75–96.

Koskinen, Knable, Markham, Jensema and Kane 1996 — Patricia S. Koskinen, James E. Knable, Paul L.Markham, Carl J. Jensema and KathrynW. Kane: Captioned Television and the Vocabulary Acquisition of Adult Second Language Correctional Facility Residents, Journal of Educational Technology Systems 24, 359–373.

Krashen 1981 — Stephen Krashen: Second language acquisition and second language learning, Oxford: Oxford University Press.

Krashen 1982—StephenKrashen: Principles and practice in second language acquisition, New York: Pergamon Press.

Pearson 2005 — Rosalind C. Pearson: Fact or Fiction? Narrative and Reality in the Mexican Telenovela, Television & New Media 6, 400–406.

Politika TV Revija. July 29th, 2006. Ed. by Ljiljana Smajlovi}. Beograd: Novine i magazini d.o.o.

Porto 2005 —Mauro P. Porto: Political Controversies in Brazilian TV Fiction, Television & New Media 6, 342–359.

Radway 1991 — Janice A. Radway: Reading the Romance: Women, Patriarchy, and Popular Literature,ChapelHill,NC: TheUniversity ofNorthCarolina Press.

Savignon 1997 — Sandra Savignon: Communicative Competence: Theory and Classroom Practice, New York, The McGraw-Hill Companies, Inc.

Schmidt 2001 — Richard Schmidt: Attention. In Cognition and Second Language Instruction (ed. byW. Peter Robinson), New York, Cambridge University Press, 3–32.

Slade, Beckenham 2005 — Christina Slade, Annabel Beckenham: Introduction. Telenovelas and Soap Operas: Negotiating Reality, Television & New Media 6, 337–341.

Stewart, Pertusa 2004 — Melissa A. Stewart, Inmaculada Pertusa: Gains to Language Learners from Viewing Target Language Closed-Captioned Films, Foreign Language Annals 37, 438–447.

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Williams, Thorne 2000—HelenWilliams,David Thorne: TheValue of Teletext Subtitling as a Medium for Language Learning, System 28, 217–228.

Getting Started

Hoy leí el paper "An Overview of Mobile Assisted Language Learning: Can mobile devices support collaborative practice in speaking and listening?" por Agnes Kukulska-Hulme y Lesley Shield.

1. Me gustó su definición de mobile learning:

mobile learning referes to learning mediated via handheld devices available anytime, anywhere. Such learning may be formal or informal (p.3)

2. En cada ocasión que puede critica el poco provecho sacado de la característica "anywhere, anytime" en las investigaciones realizadas acerca de m-learning.

Mobility and portability too often seem not to be fully exploited in the design of MALL activities, even though it is precisely these affordances that justify using mobile devices at all... (p.11)

En mi "proyecto" este punto es crucial... para mi TIENE que estar presente la idea de anytime, anywhere para considerarse aprendizaje móvil -.-

3. En lo que respecta a la "colaboración" o"interacción" (learner-learner) también hay críticas. Especialmente en la sección dedicada al uso de los MP3 players. Se comenta que no se promueve la interacción con el uso de estos aparatos.

Aquí le pueden hacer todas las críticas que quieran a mi proyecto ya que no está pensado para promover la interacción, sino más para enfocarse en un aprendizaje individual... bueno, si pretendo describir... ¿quién sabe lo que encontraré?

As yet, few researchers appear to have considered how to use mobile devices to support a pedagogical approach that is not teacher led; those devices, such as mobile phones, that might be expected to encourage collaboration, seem to have been employed primarily to support a teacher -learner rather than learner-learner/collaborative approach. Conversely, devices such as digital voice recorders that might appear to be more suited to individual learning activities have been suggested as ideal tools to support collaborative learning. Clearly, the ways in which different mobile technologies can be employed by different pedagogical approaches and in different more or less formal learning contexts requires further investigation.

Aquí tengo varias cosas que decir.
a) producto de su revisión bibliográfica los autores concluyen que el uso que se ha dado a dispositivos móviles en educación ha estado más centrado en apoyar enfoques "teacher led" (Sólo pocos no lo han hecho.) En este punto me queda la duda... según mi propia apreciación, he visto más investigaciones tendientes a usar dispositivos móviles para apoyar un enfoque colaborativo entre alumnos... ahora bien, ya que yo no he LEIDO todavía exhaustivamente esos papers, tal vez en los títulos se declaren colaborativos y luego analizando el enfoque sea "centrado en el profesor" :O Verdad que aquí se refiere a MALL... ésos no los he revisado -.-

Me gustaría saber también ¿a qué se refiere exactamente con "teacher led"? porque por la forma en que está escrito en el párrafo me da la impresión que se refiere a que promueven la colaboración teacher-learner en lugar de learner-learner... Para mí "teacher led" sería un enfoque centrado en el profesor o que no da autonomía al aprendiz... en vez de tomarlo por la colaboración... Porque si promueve la autonomía del aprendiz, aunque sólo haya comunicación entre profesor-alumno, esto para mi es "student led"


b) se sorprenden de los usos dados a los aparatos... me da la impresión que los autores esperaban ciertos tipos de uso y encontraron otros... Este es otro punto fundamental de mi "proyecto" ¿cuál es el uso real que le darían los alumnos a los aparatos? Porque fueron concebidos para una cosa, yo supongo que se usarán de una forma, pero es ya sabido que al implementarse una tecnología suceden cosas impredecibles, claro porque no se puede descartar el factor "persona"

Comentarios en blogs sobre unintended uses
- 84 Designs for unintended uses
- Lessons from products for e-learning


4. Primera vez que leo sobre "highly fragmented" attention of m-learners aunque es algo un tanto obvio, es bueno verlo conceptualizado.
:) Ayuda a mi proyecto ya que refuerza la idea de usar videos musicales; éstos son cortos, como se requiere... :)

An Overview of Mobile Assisted Language Learning 2007