Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts

Tuesday, March 27, 2018

LLL: Language, Literacy & Learning

So, I felt I just had to post this notice of this  workshop arranged by University of Reading's 'Language and Literacy in Education' group, called Language, Literacy and Learning in EAL children. Well, it almost matches the name of this blog, doesn't it?

This is an event from a fairly new research group, so I wish them well.

I missed the workshop, which took place on 21st March, but you can still find slides from the main presenters from here.

To quote from the site:
The event focused on four areas of research and practice with EAL children:
• Policy (Emily Waddilove and Naomi Flynn)
• Assessment (Katherine Solomon and Claudine Bowyer–Crane)
• Vocabulary, language and literacy (Kay Clarke and Holly Joseph)
• Home language and literacy (Jamie Earnshaw and Hamish Chalmers)

Sunday, September 18, 2016

Just How Tasty is Englicious?

I just became a member of Engliscious.org (username n.moore). It cost me nothing and offers a range of calorie-free menus full of in-class information and activities linking the ever-spectacular Survey of English Usage with the UK national curriculum for English, including samples of tests.
I found out about it because of an advert for a job. The site organisers are looking for someone to update the site. Cos... Damn! It needs it! It is white, or yellow, or red on black - never good on the eyes - and while I would rarely disagree with the information it provides, it is kinda - how can you say this politely? - DULL! The classroom activities provide a variety of activities to raise awareness of the many categories of grammar in the menus which can be ordered by level, grammar, and activity type as well as being fully searchable. As you can imagine, all examples are taken from 'the Survey' and represent authentic language use.  I hope this is a work-in-progress and that 'the Survey' can find someone who will be able to develop the resources here further.

Friday, October 3, 2014

Let's hear it for LLT

Sometimes you just have to remember the good things that are not news, but they keep on going... good!
Language Learning & Technology is one of those good things. Now on Volume 18 - yes, technology in language learning has been studied seriously for at least 18 years - it remains a journal of quality and distinction - and FREE!
Supported by the University of Hawai'i National Foreign Language Resource Center (NFLRC) and the Michigan State University Center for Language Education and Research (CLEAR), LLT recently moved its founding editor Mark Warschauer to the advisory board. He has been replaced by Trudi Heift and Dorothy Chun who was previously assistant editor.
This issue included two articles in particular that caught my eye. Hee-Jung Jung of Chosun University in Gwangju in South Korea set out to discover what might make ubiquitous learning successful. His study identified that the factors of omnipresence, context customization, interactivity, self-directed learning, and perceived enjoyment of technology and the factors of innovation and computer self-efficacy in learners were significant in a student population of 376 learners.
Huifen Lin, of the National Tsing Hua University of Taiwan, carried out a meta-analysis of (quasi-) experimental research studies into the efficacy of computer-mediated communication on language learning. "Results from 59 primary studies show a positive and medium effect from CMC interventions" (from the abstract), with no significant difference between synchronous and asynchronous communications. Interestingly, this result is still tentative due to the typically small number of respondents and participants in the studies under review. Despite at least 18 years of serious research, I think it is still important that we remember that very few substantial studies exist that can reliably make claims about technology in language learning - which is why Jung's article, and many others in LLT, are so important.
That is the thing about LLT - in every issue there are always articles that catch my eye, and add a welcome perspective on the use of technology in language learning. It adds serious, academic research to an area of study that is regularly populated by hope, hype, unreliable studies and blind faith.

Thursday, April 24, 2014

41st ISFC & X Congreso Latinoamericano de Linguistica Sistemico-Funcional, Mendoza: SFL & Language Education

Universidad Nacional de Cuyo, Mendoza, Argentina, is host to the 41st International Systemic Functional Congress in conjunction with the 10th Latin American SFL Congress. You can see more of Mendoza, a city at the foot of the Andes, here:

I am fortunate enough to have my abstract chosen by the committee, and this is the prezi for my paper called 'The Evolving Contribution of SFL to EAP":
More information is available from the conference website.

Monday, March 24, 2014

Emery & Moore (eds.) Teaching, Learning and Researching Reading in EFL


Published by TESOL Arabia in 2014, "Teaching, Learning and Researching Reading in EFL" has produced a number of well-researched papers on reading, many of which were produced in the Arab world. The images here show the cover and the contents pages.
Here is the introduction, written by myself and my co-editor Helen Emery, for the volume to give a flavour of what is included, and an indication of some of the significant insights the book provides.
This volume presents the reader with a thorough discussion of a wide range of issues all related to the teaching of reading in contexts where English is taught as a foreign or second language. The majority of papers present original research while others provide an overview of key topics. While the majority of contexts are located in the Arab-speaking world, a good proportion of other countries and contexts are also presented. This introduction aims to provide the reader with a general guide to the papers and attempts to highlight some of the key themes and significant contributions.
The papers in section one focus on the language learner as a reader. The approach taken by Helen Donaghue and Jason Thompson in the first paper is to elicit from students what they do to practice and improve their reading skills, as part of an evaluation into the innovative reading programme implemented in a college of higher education in the U.A.E. As interesting as the results is Donaghue and Thompson's assertion that by taking the time to listen to our students and respond more directly to their needs, preferences and practices, we can significantly improve the way we teach reading. Tariq Alkhaleefah and Nilüfer Demirkan-Jones look at how the type of text affects the use of reading strategies by university undergraduates in Saudi Arabia through a carefully controlled study. In doing so, they construct an impressive range of reading strategies that will be of great value to students, teachers and researchers alike. Victoria Tuzlukova, Fawzia Al-Seyabi, Ahlam Al-Rawahi and Abeer Al-Owasi also investigate the reading strategies of their students in an Omani university foundation programme, as well as their attitudes towards reading, and are consequently able to offer clear directions for syllabus planners. In the final paper in this section, Sasan Baleghizadeh and Mohammad Dehghan use two instruments to investigate the issue of reading anxiety in university students in Iran. Both instruments help to reveal the importance of reading anxiety and how it can significantly impact students' reading performance through their selection of reading strategy.
The papers in section two take the classroom as the focus of research and investigation. In the case of Helen Emery and Halima A'Thehli this involves investigating students' attitudes twoards the reading component of the Omani national curriculum and resulting issues connected to the teaching of reading using the course book English For Me. Their survey of teachers' attitudes, beliefs and practices highlights the central role that appropriate reading materials take in producing a successful reading programme. In an innovative study, Marwa Hegazy and Muhammad Abdelatif show how the practice of repeated reading in Egyptian prep schools can make a significant difference to students' ability to read fluently. Selma Deneme's paper reports on a research project that compared students' experiences of learning how to write summaries in universities in Jordan, Spain and Turkey. Across all three countries, it is evident that students recognise that they do not receive enough training in how to read for summary-writing or in how to prepare summaries. Based on a project in Indonesia, Handoyo Puji Widodo provides suggestions on how to plan and prepare materials for Vocational Education using a social semiotic approach. The next two papers, by Melanie Gobert and by Salma Al-Humaidi and Abdullah A'Riyami, both look into the use of graded readers in U.A.E. and Oman, respectively. While Gobert's study indicates significant gains made by students who were provided with relevant titles, the study in Oman offers interpretations as to why the graded reading materials offered by the Ministry of Education did not make a lot of difference to student progress or motivation. The final two papers in this section examine the assessment of reading. The very practical paper by Beth Wiens, Christine Coombe and Peter Davidson offers step-by-step guidance on how to prepare a reading test. In the final paper in section two, Nick Moore, Gillian Knight and Claudia Kiburz describe an assessment tool for reading that, despite the many changes that they describe, continues to develop a wide range of reading habits, particularly for students that start below the required standard of reading to gain entry into undergraduate studies in a U.A.E. university.
The aim of the final section is to take the attention of our readers to issues related to reading that are situated outside the classroom walls. The topic of leisure reading in both English and Arabic is investigated in a study by Melanie van den Hoven, Gillian Westera and Samia El Bassiouny that uses multiple perspectives to seriously challenge the notion that young Arab students are not readers. The data they gathered on the reading habits and attitudes of trainee teachers at a college in the U.A.E. reveals a complex picture of biliteracy that enables effective action to be taken. In a second study that looks into reading habits in both English and Arabic, Josephine O’Brien and Jill Cook examine in detail the reading abilities of their students in both languages to discover that there are, in fact, significant similarities across languages. That is, their Emirati students' reading strategies show considerable consistency across English and Arabic reading tests. In the next paper, Amanda Howard provides a detailed overview of research into reading from across the Middle East. The survey highlights that common themes in research into reading include discourse analysis, vocabulary and the use of the first language. The innovative programme Reading to Learn is described by Claire Acevedo in the next paper. The paper focuses on the repeated success that the programme has had in closing the performance gap between the stronger and weaker readers, detailing the results in Sweden where a large proportion of the previously-underperforming students were foreign language learners. The final paper in this collection questions the traditional notion of literacy. In describing some recent research into multiliteracies, Guy Merchant provides a valuable framework to interpret the role of different technologies in the teaching and learning of literacy in its more traditional guise and in other modes of meaning-making enabled by easy access to digital tools.
The majority of papers in this volume address the relatively un-researched notion that students in the Arab world do not appear to be good readers, especially by the time that they reach tertiary education. What all of the papers also show, however, is that there are many approaches to understanding this notion, to challenging the attitude that Arab students can not or do not read, and that for students that are struggling with reading in English, there are many solutions to guide them towards fluent reading. It is the hope of the editors and contributors to this book that, through the papers presented here, teachers and students will discover ways to bring more success in reading to all EFL learners.
The editors would like to thank all of the people involved in this project, including the TESOL Arabia Executive and the publications officers (past) Peter Davidson and (present) Peter Maclaren. They are especially grateful to all of the contributors whose hard work, kind nature and dedication to this book project have been inspiring.

The book should soon be made available to order online from TESOL Arabia publications. There are also plans to make the book available online, but these are likely to take some time.

Friday, October 4, 2013

Learn 2 Read 4 Life

November sees the inaugural conference for the Reading4Life organisation in Uppsala, Sweden entitled "Education for Social Justice." The name says it all, really! But, just in case you are not clear what Reading4Life might be about, here is their mission:
Reading for Life works towards the goal of democratising education so that all learners are given the best opportunities to develop cognitively, linguistically, socially and emotionally regardless of age, sex, ethnicity or social background and have available a range of options to enable them to participate fully in society.

Based on the successes of ReadingToLearn, this European organisation has already found partners in at least 8 countries, and counting.
The principles and philosophy that the organisation are based on also provide a clear picture of their understanding of learning and education:
Principles and philosophy 
Reading for Life’s work is based upon the beliefs that:
  • knowledge is a social construct,
  • linguistic and cognitive development are inextricably linked and dependent on social interaction,
  • school learning depends on classroom interactions, so teacher–student interactions have a powerful impact on learning and the construction of learner identity,
  • learning is fostered through a range of different experiences and reflection from multiple perspectives so learning occurs best in heterogeneous groups,
  • powerful learning occurs by experiencing success in accomplishing challenging tasks. Therefore schools/teachers need to carefully plan how to support or “scaffold” learners so that they move through continuous cycles of success,
  • language is the most important tool for learning. Therefore schools/teachers not only need to teach explicitly through language but they must also teach how language operates to make meaning in all subject areas. Therefore chlidren/students learn language, learn through language and learn about language,
  • language is the most effective tool for self-expression, communication and exercising power and influence. Therefore, all children/students need to understand and learn to use language for a variety of purposes, so that everybody has equal opportunities to make an impact and influence the development of society,
  • while competence in the official language of any country is an essential goal for education, all languages are important, for the individual and for society at large. Therefore, students’ knowledge of any language must be encouraged and supported by schools as well as the learning of new languages
  • the role of the teacher is to scaffold student learning by modelling, guiding and joint work in students’ “Zone of Proximal Development” (Vygotsky). A socio-cultural, teaching-learning centred, model of learning supports the notion of scaffolding rather than dichotomies such as teacher-centred (traditional) or student-centred (progressive/constructivist) models of teaching and learning 
  • school development is best promoted in ”learning organisations” where ideas and pedagogies are critiqued and tested in the classroom through action research. Reading for Life does not believe that school improvement will be achieved by privatisation and competition.
Just to give us a further insight into the principles of the organisation and how it operates, here are some interviews with one its main founders, Dr. David Rose


Introduction to Reading To Learn


More information on Reading to Learn


A Talk by David Rose (thanks to "Manxman" Alan Hess for sharing this)

Monday, July 22, 2013

Ask IRIS

Need a ready-prepared research tool to assess interaction patterns in a language classroom? Ask IRIS. Need to find a typical activity to evaluate reading at intermediate level? Ask IRIS. Need to find a questionnaire on learner styles? Ask IRIS. So who's IRIS?

IRIS (Instruments for Research into Second Languages) is a database of tools for language and linguistics research. Or, as they put it:
IRIS is a collection of instruments, materials and stimuli used to elicit data for research into second and foreign languages. Materials are freely accessible and searchable, easy to upload (for contributions) and download (for use).
This is a project by the University of York in the UK and Georgetown University in the US, with supporters including Rod Ellis, Susan Gass, Jan Hulstijn and Peter Skehan, and is run by Emma Marsden at York and Alison Mackey at Georgetown. You can freely browsesearch and download from the database and you can join up, which gives you the choice to upload your own research tool to the database.
As with any database, it can only be as useful as its contents. The research community is asked to contribute their research papers, using the form to identify research tools, references, participants etc.
As a quick test, I was able to filter the results to reading tests and found the page on the right, which I have also downloaded. Quick, easy and very helpful.
For researchers, the advantage of IRIS is that they do not have to reinvent a (possibly inferior) research tool while for contributors clearly the advantage is the possibility that someone may replicate their research or  validate their research tool.
There is a conference on 2-3 September in York, called Eliciting data in second language research: Challenge and Innovation, which promises to be a very stimulating event. Finally, if you would like to spread the news, here is a poster for the database

Saturday, May 11, 2013

Scrivener - Learning Teaching

Learning Teaching attempts to kill two birds with one stone - it aims to be an initial training handbook and also a guide to continuing teacher development - and it manages to do both better than many single-focussed books. The key to its success is its focus on practical advice. Throughout the different sections, it offers clear practical tips and hints on getting through a language teaching class with confidence. Highly recommended for anyone starting a certificate course in TEFL/TESOL as well as new and practising teachers. Everyone will find something of value in these pages, which are likely to become the most well-worn in any teacher's library. The newest edition (not pictured) is enhanced with samples of language classes on the accompanying DVD.

Be lazy! Copy & Paste your Goodreads reviews into your blog. I do!

BALEAP Competency Framework

BALEAP (formerly British Association of Lecturers in English for Academic Purposes) is the self-professed "Global Forum for EAP Professionals." The BALEAP competency framework was published in August 2008. (As usual with me, this is not news!) That has given the world (or at least the UK) of EAP a good 5 years to demonstrate the usefulness of the document and show how it has been used as per the aims of the document which are:
  • An agreed description of good practice
  • A reference document acting as a basis for:
    • supporting the professional development of EAP teachers within institutions
    • self-monitoring of professional development for freelance teachers
    • accreditation of individual teacher portfolios as evidence of professional achievement
    • EAP teacher recruitment and selection
    • course design for teacher training in EAP
    • course accreditation for teacher training in EAP
  • A means of raising the profile of the profession within institutions and the further and higher education sector
You would think someone had given it a thorough road-test by now, wouldn't you? Well, apart from a few plucky individuals at recent BALEAP conferences, that does not seem to be the case. I have no doubt that the TEAP Working Party (probably the following:  Olwyn Alexander, Douglas Bell, Sandra Cardew, Julie King, Anne Pallant, Mary Scott, Desmond Thomas, Magdalen Ward Goodbody) did their very best to identify best working practices based on the most up to date information. However, that is not the same as empirically validating the document. It is about time someone did. Watch this space!!!

Tuesday, December 4, 2012

Do the Doodle

Running a poll, trying to schedule an extra class, arranging a lunch or a meeting or just trying to schedule an event with  lots of other busy people? Doodle is the place for you. This quick-and-easy site allows you to choose timeslots and then send an email asking your guests what is the best time for everyone. You will instantly see who has replied and how many people are still to say when they are free. The timeslot that most people choose becomes the winner!! Then you get Doodle to confirm the time with everyone. You can then integrate the scheduled time with the software calendar of your choice. It's that easy.

You can sign up for an account, or just use the site as and when you need it. There is also a 'premium' service - isn't there always! Find out more from the Doodle site.

Thursday, November 8, 2012

Steels - Experiments in Cultural Language Evolution

Luc Steels co-founded the Computer Science Department at Vrije Universiteit Brussel, and is part of their Artificial Intelligence Lab. In 1996 he founded the Sony Computer Science Laboratory in Paris, and is now  ICREA research professor at the Institute for Evolutionary Biology. Since about 1995, he has been heavily involved in finding practical ways to demonstrate how language evolves. His main approach, revealed in a wide range of publications, is to simulate the emergence of language in computational and, more recently, robotic agents. A recent book, Experiments in Cultural Language Evolution, published by John Benjamins, details these experiments by his team.  Here is an interview from 2006, courtesy of "Talking Robots." His work has resulted in a theory of language called "Fluid Construction Grammar" which reflects many issues brought up in usage-based approaches to language acquisition.


Review of  Experiments in Cultural Language Evolution

Reviewer:  Nick Moore
Book Title: Experiments in Cultural Language Evolution
Book Author: Luc Steels
Publisher: John Benjamins
Linguistic Field(s): Computational Linguistics; Historical Linguistics; Linguistic Theories; Text/Corpus Linguistics

SUMMARY

The ten papers collected in “Experiments in Cultural Language Evolution” represent the state-of-the-art of research into simulated multi-agent interaction. Centered around Luc Steels’ work at the Sony Computer Science Laboratory, Paris, this volume represents the culmination of more than a decade of work dedicated to uncovering the practicalities of language evolution in a social setting. The book is divided into three sections. An introductory section comprises a Foreword and an Introduction, both by Steels, that set out the direction and the theoretical framework for the remaining papers. Part 1 describes experiments in vocabulary evolution and Part 2 details how grammatical features evolve in experiments in the same framework. Each experiment enhances results gained in previous experiments.

The Foreword places the volume in its historical context by stressing that the question of language evolution is almost as plagued by speculation today as in 1995, when Steels launched this research project. Because there is no fossil record and because we cannot allow any modern language to represent languages as they first emerged, we can only be guided by general principles of evolution when theorising the evolution of languages. Steels and his team have since synthesised an approach to language evolution that attempts to simulate the evolution of language in a cultural context by using computational agents, typically embodied as robots. The Foreword also summarises each chapter.

Chapter 1, “Self-organization and selection in cultural language evolution” by Steels, outlines the theoretical framework for the empirical descriptions in the remaining chapters. Steels demands that any theoretical description of language evolution be biologically feasible, demonstrate advantage to social reproduction, and adapt to cultural change. Language in this model is assumed to be open-ended, distributed, and transmitted non-telepathically. The key aspects of an evolutionary theory that are applied to language are fundamentally functional, i.e., Does language succeed in communicating? Agents apply general strategies that adapt language for optimum expressive adequacy, cognitive effort, learnability and social conformity. The repeated application of these strategies to instances of communicative events produces a language system based on the probability of communicative success. The language system is the combination of the general cognitive capabilities of routine processing and meta-analysis. Ready-made responses may be available to a speaker, but analysis is required to evaluate those responses. Where self-evaluation indicates a lack of success, a repair is introduced. Repair actions may require a reframing of the chosen sentence, the selection of an alternative lexical item, or the creation of a new item or structure. Self-evaluation is possible because of a routine termed ‘re-entry’ (i.e. a process that matches the mirror-neuron hypothesis; see Rizzolatti and Craighero, 2004), which allows the speaker to practice the communicative effect of the chosen sentence before it is articulated by acting as the hearer in an internal process.

While the language system adapts, constrained by language strategies, language items emerge through a self-enforcing cumulative process of invention, trial, and alignment between agents. As with repair, alignment is central to the self-organising character of language. Alignment is the social enaction of frequency, such that the communicatively successful use of a language item increases the likelihood of it being adopted by other agents. This process is demonstrated throughout the volume in various experiments. To further strengthen the centrality of self-organisation in language evolution, Steels also employs the principle of 'structural coupling' (Maturana, 2002), which facilitates alignment through linguistic transmission due to the structure of an organism and its interaction with the living, non-living and linguistic environment, without the need for intention or a central authority.

The key issue for Steels is to provide empirical evidence for the theoretical framework sketched here. Contemporary evolutionary linguistic processes, such as creolisation, can shed light on how language evolves, as can placing linguistically-competent subjects into a context where new language must be invented to complete a communicative task. However, Steels and his collaborators choose to model evolutionary processes computationally and robotically, using embodied agents to enact language games. Throughout the volume, robots engage in: acquisition experiments, where one linguistically competent robot passes on a linguistic system to another robot with a pidgin version of the language, through tutoring, although neither robot knows which has the full version; emergent experiments, where both robot agents, using the strategies described above, collaborate to converge on a non-predetermined stable linguistic system; and reconstruction experiments, where strategies are varied by agents to simulate known linguistic evolution. The remaining chapters describe these experiments for selected vocabulary (Part 1) and grammatical (Part 2) features.

Steels and Martin Loetzsch start Part 1 with the simplest language game: the naming game. In the “non-grounded” version of this emergent experiment, two agents share the same viewpoint of a set of objects. The speaker offers a name for an object, to which the hearer points. If the hearer matches the speaker’s object, a new round is played. However, a number of repairs may occur. The speaker may identify an object with no known name, in which case it has to invent one. The hearer may not know the word, so it guesses the object. If the guess is correct, the new word is remembered, but if it is incorrect, the speaker points out the object, and the new word is remembered. If the hearer knows a different word for the same object, scores are given to the different words so that, through usage, agents converge on agreed words. Thus, in one experiment, twelve words for five objects after 50 games become five to six words, on average, after 200 games. In the “grounded” version of the game, the agents are mobile and may see the same objects from different angles. Identifying objects through luminance, yellow/blue and red/green scores, x and y coordinates, and height and width measurements, agents store prototypes of objects which they then collaborate to name with other agents, using similar strategies and repairs as in the previous game. Aggregate results produce close to 100% communicative success after 1,000 games producing 20 terms after 18 views of 10 objects. Adding the ability to both track moved objects and update prototype models results in about 90% success with 11 terms from 1,500 games after 16 views of 10 objects. That is, these two learning heuristics produce far less ambiguity and synonymy.

In “Language Strategies for Color”, Joris Bleys engages robot agents in naming games for colour, thereby accounting for how categories emerge from a natural spectrum. Agents carry out the same language games as in the previous experiment, but here the objects are distinguishable only by colour. Robot agents use a learning strategy that adjusts, rather than replaces, the current prototypical colour towards the speaker’s use of the colour word whenever communication is unsuccessful. Using English words based on scores for brightness, red/green and yellow/blue scores, robot agents score about 83% communicative success, matching baseline or target scores set by human agents. In an emergent experiment using only hue (or brightness), robot agents achieve about 72% success. To make the experiments more closely match natural language, Bleys also investigates graded membership of colour categories (e.g. “only slightly”, “somewhat” or “very” red). In a reconstruction experiment, robot agents produce words that were “qualitatively similar” (p.74) to their human counterparts in baseline data. Similarly, in acquisition experiments, robot agents demonstrate communicative success at rates marginally below humans. An emergent experiment for colour produces almost 95% communicative success with little variance for 5 words after about 15,00 games. The impressive results for graded membership demonstrate another important aspect of these evolutionary experiments: language strategies adapt to give selective advantage. In this case, graded membership of colours allows a higher rate of success than brightness-only or hue-and-brightness systems.

The experiments in the next two chapters, “Emergent mirror systems for body language” by Steels and Michael Spranger and “The co-evolution of basic spatial terms and categories” by Spranger, add complexity to the linguistic models developed in the previous two chapters by adding verbal and adverbial options (Steel and Spranger) and prepositional meanings (Spranger). Spranger’s experimental embodied-robotic subjects achieve 98% communicative success when reconstructing German spatial terms. Steel and Spranger claim that “It is only by the full integration of all aspects of language with sophisticated sensory-motor intelligence that agents were able to arrive at a shared communicative system that is adequate for the game” (107) of correctly ordering a fellow robot agent to strike a particular pose. That is, communicative success is achieved by: grounding the agents in a sensory experience relative to their own body and its parts; employing a prototypical, rather than categorical, approach to language; simulating mirror neurons (by enabling robots to simulate and monitor, without enacting, a motor programme); and providing feedback loops for the motor system.

Part 1 culminates in the chapter “Multi-dimensional meanings in lexical formation”, by Pieter Wellens and Loetzsch, which attempts to simulate a more natural environment for lexical emergence and demonstrate the adaptive benefits of the strategies adopted in the studies in this volume. The language games played by robot agents in the preceding chapters all focus on one aspect of language, but this does not reflect natural language use, when speakers must select the most suitable linguistic features to distinguish objects. The most favourable results are obtained when agents use a probability-based ‘Adaptive Strategy’ for word learning, whereby a fuzzy-logic algorithm for ‘best fit’ is used in naming objects as speaker or hearer. In experiments where 25 agents able to distinguish 16 features per object play 4,000 games each, totalling 50,000 games over 10 repetitions, the agents achieve 90% communicative success after 10,000 games, and approach a 98% success rate after 30,000 games. Another measure, lexicon coherence, which quantifies the alignment between agents’ lexicons at any time, reaches 0.4 after 10,000 games and averages only as high as 0.45 on a scale of -1 to +1 after 50,000 games. This reflects natural language, where high levels of communicative success are achieved even when agents do not totally agree on word meanings.

Part Two of the book, ‘Emergence of Grammatical Systems’, opens with Remi van Trijp’s ‘The evolution of case systems for marking event structure’, which posits three bold hypotheses: 1. “Case evolves because it has selective advantage for communication” (170); 2. case emerges when a population shares a ‘case strategy’; and 3. “Case markers can be repurposed for a different language system if the original selective advantages of a case system have been ‘usurped’ by more dominant, competing systems in the language” (170). In experiments where one robot agent describes a scene that the two agents have just watched together, robot agents acquire the case system for German, although van Trijp rejects the need for 'a priori' grammatical categories. After 5,000 games, coherence scores are above 0.95, the language system is highly systematic, and cognitive effort is at a minimum, thus providing support for the first hypothesis. Moreover, the evolution of the Spanish personal pronoun system is reconstructed in experiments that provide evidence for hypotheses 2 and 3 above. As with native speakers, grammatical variation is accommodated by robot agents who produce language with preferences for certain structures. Similarly, subsequent experiments demonstrate a paradigm shift in the population, with preferences moving from one system to another. In the conclusion, van Trijp is careful to emphasise that these experiments demonstrate a high level of communicative success using general shared cognitive strategies – typically, “analogical reasoning or similarity-based categorization” (202).

In “Emergent functional grammar for space”, Spranger and Steels demonstrate the selective advantage of grammaticalising spatial relationships over the solely lexical variant in experiments that reconstruct German and that self-organise into an emergent system. Crucially, they show how a semantically-oriented strategy towards grammaticalised spatial relationships requires less cognitive effort for greater communicative success. Similarly, Katrien Beuls, Steels and Sebastian Höfer’s experiments into “The emergence of internal agreement systems” produce results that reduce cognitive effort and ambiguity by grouping related words into groups or phrases. Kateryna Gerasymova, Spranger and Beuls investigate the Russian system of Aktionsarten in “A language strategy for aspect”. Although the Russian system of aspect is considered complex and elaborate, robot agents are able to reconstruct and acquire the system, partially aided by the ability to accept holophrases (a learned combination of words) for later analysis. Robot agents then demonstrate how an entirely new aspect system can emerge. As in the experiments by Wellens and Loetzsch, the final chapter ''The emergence of quantifiers'', by Simon Pauw and Joseph Hilferty, demonstrates the selective advantage of fuzzy categories by focusing on quantifying expressions. Experiments in acquisition and formation compare the alternative strategies of absolute quantification and scalable quantification, resulting in the conclusion that the more unpredictable the environment, the more likely a scalable strategy will prevail.

EVALUATION

Although each paper has different authors, the volume exhibits both a remarkable sense of consistency and a clear sense of progression from one chapter to the next. The research reveals a sense of direction shared by Steels and the other contributors that is laid out in Chapter One. In fact, it is advisable to read Chapter One again after examining the results of later experiments, in order to fully appreciate the significance of the bold approach taken by this team of researchers.

The greatest danger of depending on functional explanations to support a hypothesis is that evidence can only be interpreted as supporting an inert status quo. Fortunately, Steels and colleagues avoid this theoretical blind alley by incorporating the dynamics of alignment and the explanations and mechanisms for linguistic change. For instance, in van Trijp’s chapter, experimental evidence provides support for the hypothesis that the advantages provided by grammatical case in Spanish have been replaced by other grammatical features, freeing case markers to function in new ways. Perhaps my only concern with some of the papers in the volume is that there is an over-reliance on formal, rather than functional models of language. While some functional models may be difficult to model computationally, there are solutions, such as Halliday and Matthiessen (1999), which may provide the research team with grammatical models more aligned with the non-representational approach to language that is central to the research reported here.

This book and other experiments by the same team provide empirical evidence for the emergence of language based on evolutionary principles, on what we currently understand about brain structure and organisation (e.g. Edelman 1999; 2004) and, significantly, without the need for language-specific acquisition strategies; in all of the experiments here, the learning strategies employed are general cognitive strategies rather than language-specific. The experiments repeatedly demonstrate that: language can emerge without a priori conditions; current language systems can be aligned within a community through structural coupling; known developments in language can be modelled in embodied robotic agents with simulated mirror neurons; and language functions probabilistically, not categorically. I am unaware of any other series of falsifiable experiments that provide verifiable evidence to counter these conclusions, despite many theoretical claims to the contrary. Consequently, this volume should be of value to anyone interested in language evolution, in the application of natural languages to robotic agents, and in general linguistic theory.

REFERENCES

Edelman, G.M. 1999. Building a picture of the brain. Annals of the New York Academy of Sciences 882 June 1999, p.68-89

Edelman, G.M. 2004. Wider Than the Sky - The Phenomenal Gift of Consciousness. New Haven: Yale University Press

Halliday, M.A.K. and Matthiessen, C.M.I.M. 1999. Construing Experience through Meaning: A Language-based Approach to Cognition. London: Continuum

Maturana Romesin, H. 2002. Autopoiesis, Structural coupling and cognition: A history of these and other notions in the biology of cognition. Cybernetics and Human Knowing 9(4), pp.5-34

Rizzolatti, G. and Craighero, L. 2004. The Mirror-Neuron system. Annual Review of Neuroscience 27, pp.169-92

Nick Moore has worked in Brazil, Oman, Turkey, the UAE and the UK with students and teachers of English as a foreign language, English for specific and academic purposes, and linguistics. His PhD in applied linguistics from the University of Liverpool addressed information structure in written English. His other research interests include systemic functional linguistics, corpus linguistics, theories of embodiment, lexis and skills in language teaching, and reading programs. He is the co-editor of 'READ', maintains a blog on language, linguistics and learning at najmoore.blogspot.com and has recently joined the TESOL unit at Sheffield Hallam University.


The review for this book is posted here on linguistlist.org. 

Tuesday, October 16, 2012

Introduction to Functional Grammar - The Video

So many people attempt to study Halliday (and Matthiessen's) Introduction to Functional Grammar - or IFG. There are at least 3 great books that guide people on how to study IFG (introductions to the Introduction): Thompson, Bloor & Bloor and Martin et al. But these are all books. That's like giving someone a map to find a map. So, here's a new way of doing it - the video. Anabelle Lukin has used the SFL Video group in Vimeo to post videos of her lectures on introducing IFG. This one, for example, introduces the concept of the functional grammar:



Here we have another example, this time introducing and explaining how the clause exchanges meanings between persons, enacting interpersonal meanings:



Here is a full list of the Vimeo videos in this series:

Chapters 1&2
An introduction to An Introduction to Functional Grammar

A map of language: basic concepts for the study of language

Five principles of constituency

Understanding the clause

Chapter 3
Clause as message PART 1

Clause as message PART 2

Chapters 4 & 10
Clause as exchange PART 1

Clause as exchange PART 2

Chapter 5
Clause as representation PART 1

Clause as representation PART 2

Chapter 6
Below the clause: groups and phrases

Chapter 7
Above the clause PART 1/2

Above the clause PART 2/2


By the way,don't forget to order your copy of the new version of IFG - Halliday's Introduction to Functional Grammar (HIFG??) - by Halliday & Matthiessen, now in its 4th edition.

And, finally, just for a laugh, here is one more video to help you learn Systemic Functional Grammar - the SFG Rap!! Take it away...

Sunday, October 7, 2012

Teaching, Learning and Researching Reading in EFL

I am very pleased to announce that TESOL Arabia has agreed to myself and Helen Emery editing a collection of papers on reading in EFL. (Helen is moving from Essex to Oman just after I move from UAE to Sheffield.) We both know a few people who can help us out, and we hope we can produce a very high standard collection of papers when the book is launched in March 2014 at TACON 20. I hope that together we can match the high standard achieved by Helen and Fiodhna for their young learners book.

Here is the CFP (and it is currently on the News page of the TESOL Arabia website):

If you or anyone you know can contribute, drop us a line.

Sunday, September 30, 2012

I knew it!! The Technoskeptic Strikes Back

We all know that a lot of money from big business is going into making teachers believe they are inadequate in some way if they are not using communications & information technologies whenever possible during all forms of pedagogic interaction. A recent suggestion by many is to "leverage" student time on social networking sites to the benefit of learning. Sounds like a good idea? The thinking is, and I've heard it put this way, "Well, as they spend so much time on Facebook, we should get them to use it to keep studying." Perhaps we should spend a little time, and comparatively little  money, on finding out exactly what benefits Facebook and other social networking sites have for education, before insisting that teachers spend time interacting with computers instead of students.

So far, as usual, there is little or no empirical support for the use of social networks for education. I have also heard it suggested that online learning benefits the few students who are likely to be shy in class, and they can then contribute more in online contexts because they feel less threatened. I am glad to say that I have found some empirical evidence for quite the opposite. In Tracii Ryan & Sophia Xenos. 2011. Who uses Facebook? An investigation into the relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage. (Computers in Human Behavior, Volume 27, Issue 5, September 2011, Pages 1658–1664, see this DOI), it is clear that Facebook appeals to a particular demographic:
The results showed that Facebook users tend to be more extraverted and narcissistic, but less conscientious and socially lonely, than nonusers. Furthermore, frequency of Facebook use and preferences for specific features were also shown to vary as a result of certain characteristics, such as neuroticism, loneliness, shyness and narcissism.

Similarly, and more importantly for education, in Khe Foon Hew. 2011. Students’ and teachers’ use of Facebook. (Computers in Human Behavior, Volume 27, Issue 2, March 2011, Pages 662–676, see this DOI), we find a pretty damning indictment of the promotion of social media for education:
The conclusions overall suggest that Facebook thus far has very little educational use, that students use Facebook mainly to keep in touch with known individuals, and that students tend to disclose more personal information about themselves on Facebook; hence attracting potential privacy risks upon themselves.
Acknowledgment: 9gag.com
y u no visit 9gag?



Tuesday, September 4, 2012

Alternatives in Assessment

Just a quick one! This prezi was prepared for the Khalifa University faculty day which focused on "Alternative Assessment." For me, a test is one alternative in assessment that must be justified just as any other format, and so other assessments should not be considered alternative to tests; hence the title "Alternatives in Assessment."

I have to work on a way to add a voice-over. I know it can be done.

Tuesday, June 19, 2012

Sounds - App by Macmillan

Sounds is a phonetic alphabet app by Macmillan publishers, available as an Apple or Android app or as a downloadable stand-alone app for your pc (click on the "Phonetic Chart - full screen version (exe)" link for a flash version).
You can watch a video about Sounds here:
As with the excellent website by Paul Meier (see earlier blog), the user just clicks on a phonetic symbol and the app makes the right sound.
The Macmillan Sounds app comes in two versions: the Free and the "Premium" (£3.99 / $5.99). The free download offers basic sounds for British & American English phonetic symbols, while the paid-for version adds wordlists which can be supplemented or replaced plus various activities and inter-activities.
This can be used by students working on their own to improve their pronunciation, or in class to demonstrate the sounds of English and how words can be pronounced.
Further information on this and similar products can be found at the Language Bits blog.


Acknowledgment: Thanks to Saeed Al Mannai who brought this to my attention.

Monday, June 4, 2012

My Year of the iPhone

Okay, I admit that this is not exactly a typical post for this blog, but with all the hype about how iPad and iPhone can revolutionise education I feel that I am justified (see a small sample of the hype here). I have just given away my iPhone 4. I am incredibly relieved that I will no longer have to put up with the stupid way it does everything.
Give a few examples you say? Okay, then. Let's start with iTunes. First of all, why do I have to use an iTunes account at all? I do, because without it Apple does not let me start the phone I just paid much too much money for.
Then why do I have to give Apple Inc. my credit card & billing details when I just want free stuff? Imagine that you went to a "regular store" (i.e. one without an i added to the beginning for no reason) & as soon as you step inside, they take your credit card from you. As you walk around the shop, you suddenly realise that the store has taken money from your credit card. When you query them, they kindly inform you that their very special products cannot remain in your shopping trolley for more than 5 minutes without you being charged. Would you go back there again? Ever? So why do we allow Apple Inc. to treat us this way?
Next, back to iTunes. It is rubbish. It is designed to make you use it exclusively. When I try to back up my terrible photos from my phone,  iTunes tries to copy all of my photos from the computer to the already full memory on the phone. The memory cannot be increased, and why would I want that anyway? Without asking me? With almost no control over where it places anything? Can't I have photos that exist independently of the rubbish images that iPhone produces? I have a VERY extensive music collection - far bigger than will fit on any Apple device and none of which I bought from iTunes. Most of the music is from my own collection of CDs. iTunes works on the principle that I have a music library that I must have bought from iTunes that 'synchs' with my phone, and so I can only have as much music as will fit on my iPhone, unless I want to copy everything that I want to transfer to the phone into a separate directory on my computer. Waste of space - waste of time.
Then there are all those pointless apps (e.g. Newsstand, Stocks, Weather, Gamecenter etc.) that I have no use for, but which take up the insufficient memory and cannot be removed. Ever. For no reason.
Then there's the micro SIM card. Because of this (exclusively) Apple innovation, it is next to impossible to transfer your contact information to and from your iPhone. I had to manually enter my contacts. Twice. The first time on buying the phone, and the second when the wonderful update lost half my contacts details despite supposedly backing up first.
I should stop. But I won't. Welcome back all those websites that still use the Flash animation format in preference to Quicktime. Wow, there's a lot of you out there!
Apple may have reinvented the mobile phone business with its AppStore, but it is no longer alone, no matter what it may wish for through absurd legal disputes. And in most cases Android apps are free - for life (although there are hints that Apple is teaching Google bad habits). There are almost no apps that are exclusive to Apple, so why would you pay up to three times as much for your device to be over-charged again?
Finally, back to that question of iPads and iPhones in education. While these devices may seduce you with their smooth, easy touch, it must be remembered that they are both primarily devices for electronic media consumption, not production (see here, here and here for more comments). You can watch, listen, view and surf with ease, but writing on one without cumbersome accessories quickly becomes tiresome - as does carrying around self-defeating cumbersome accessories. This makes them suitable only for passive inactivity. They are unlikely to engage thinking and so can have little effect on learning.
Wake up people. Apple are NOT the "good guys" of the software industry. Just because their advertising image is whiter than white, it does not mean the company is. Apple must be guilty of far more anti-competitive practices than any other software company (again, why do I have to go through the Apple AppStore or iTunes? Why can I not delete Apps? Why should websites be forced into using Quicktime instead of Flash?), so why aren't they in court already? If people did not like the way Bill Gates & Microsoft went about their business, through anti-competitive bundling of products and bullying acquisitions of competitors, how blind do you have to be to not see Apple Inc. doing just the same things? At least Bill Gates knows how to spend his money. Apple users stop making excuses for the company because they have made you think you have bought into a California-cool lifestyle. Wake up & smell the Jobbies, people!!

Thursday, May 17, 2012

Thursday, May 3, 2012

Bring Hope to the Bonobos - Again

The Great Ape Trust desperately needs your help to keep their research and the apes alive. Donate to bonobohope.org if you love language, animals or Des Moines, Iowa. Hey, Bill Bryson, I think that must mean you. Anybody have his number?? Join me, Bill Greaves and Peter Gabriel in trying to keep Sue Savage-Rumbaugh's great work going. We do not want another Nim!


More Video links: 
BBC: Super Smart Animals (Great Ape Trust segment starts at time 50:20) 
Oprah Show: Kanzi the talking Ape 
Anderson Cooper (CNN): Anderson as the Easter Bunny (with Kanzi) 
60 Minutes (in Australia): Talk to the Animals
And the latest appeal from Sue & The trust:

Update: I am very happy to report that this year's Target has been achieved. 

Monday, April 30, 2012

Lessons Worth Sharing - TedEd

Those lovely people at TED have come up with a new idea they call TedEd. Just like the RSAnimate videos by CognitiveMedia (see the Ian McGilchrist post), they want to combine great talks with great pictures on a video, but they know they can't stop there. Each video is accompanied by quick quiz questions, open ended questions and resources.

Watch the Video - The folks at TEDEd explain it very clearly!

Again, though that is not enough. You can also "Flip" the video - which means you can customise the 'package' to suit your class. You can edit the title, the quiz and "think deeper" questions and the resources. And, but, that's not all. You can then "flip" any YouTube video and make it into a TedEd format video lesson.
So here's my flipping attempt - a short video from YouTube on the history of writing with some questions, some resources and a research project. Here's another flipping attempt. This one uses a video about Everett's claims about Pirahã.