Academic literature on the topic 'Blog language'
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Journal articles on the topic "Blog language"
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Juliaty, Hanna, and Agustina Dita. "Analysis on the Structure and Purposes of Travel Blog Posts." Language Circle: Journal of Language and Literature 15, no. 2 (2021): 317–28. http://dx.doi.org/10.15294/lc.v15i2.28792.
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Travel blogs have become a huge online platform used as a benchmark for Internet users to plan holiday itineraries, consider choices, and finalize travel-related purchase decisions. As popular travel blogs are often visited by online readers globally, there might be a shift in the purposes for writing travel blogs nowadays compared to traditional blog posts. Previous studies discussed the characteristics of blogs as a communicative platform; however, discussion on language features and blog structures used to achieve certain purposes of travel blogs is still scarce. This study, hence, aimed to evaluate the text structure and language function employed in popular travel blogs to determine their overall purposes. Eighteen posts were selected from six popular travel blogs and analyzed qualitatively by using Pascual’s (2018) blog structure moves and Jakobson’s (1960) language function framework. The findings showed that the travel blog posts consisted of four moves: situational, descriptive, closure, and invitational moves and that most of the moves mainly employed referential and emotive functions. Hence, the main purposes were to provide information on travel destinations and to express the bloggers’ feelings towards their travel experiences. The findings implied that the purposes of popular travel blog posts nowadays are related to the role of blogs as a source of information and the role of travel bloggers as social influencers in the online community.
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Buendgens-Kosten, Judith. "“Please Check for Grammar.”: Code-Alternations in a Language Learning Blogging Community." Journal of Language Contact 9, no. 1 (2016): 71–100. http://dx.doi.org/10.1163/19552629-00901004.
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This paper looks at code-alternations in the language-learning blogging community “Lang-8”. In this community, users write blog posts in their target language and receive feedback and corrections from native speakers. 116 blog posts with the target language English are analyzed in detail. Around 2/3 of those blog posts avoided all code-alternations. Among the remaining third, the most frequently observed type of code-alternation involved translation of part or all of the blog post (interlinear translationanden bloc translation), or switches motivated by lexical need (complex lexical gaps). Quoting, other sentence-level switches and word-level switches for meta-linguistic discussion were rare.The author argues that technological affordances, different understandings of one’s audience and of the language learning process, and, to a limited degree, community norms, shape code-alternations and their avoidance.
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Niu, Shuo, D. Scott McCrickard, Timothy L. Stelter, Alan Dix, and G. Don Taylor. "Reorganize Your Blogs: Supporting Blog Re-visitation with Natural Language Processing and Visualization." Multimodal Technologies and Interaction 3, no. 4 (2019): 66. http://dx.doi.org/10.3390/mti3040066.
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Temporally-connected personal blogs contain voluminous textual content, presenting challenges in re-visiting and reflecting on experiences. Other data repositories have benefited from natural language processing (NLP) and interactive visualizations (VIS) to support exploration, but little is known about how these techniques could be used with blogs to present experiences and support multimodal interaction with blogs, particularly for authors. This paper presents the effect of reorganization—reorganizing the large blog set with NLP and presenting abstract topics with VIS—to support novel re-visitation experiences to blogs. The BlogCloud tool, a blog re-visitation tool that reorganizes blog paragraphs around user-searched keywords, implements reorganization and similarity-based content grouping. Through a public use session with bloggers who wrote about extended hikes, we observed the effect of NLP-based reorganization in delivering novel re-visitation experiences. Findings suggest that the re-presented topics provide new reflection materials and re-visitation paths, enabling interaction with symbolic items in memory.
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Murray, Liam, and Tríona Hourigan. "Blogs for specific purposes: Expressivist or socio-cognitivist approach?" ReCALL 20, no. 1 (2008): 82–97. http://dx.doi.org/10.1017/s0958344008000719.
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AbstractThis paper represents an earnest attempt to identify specific pedagogical roles for blogs in language learning. After briefly describing various types of blogs and defining their purposes (Herring et al., 2005) we attempt to accommodate their position and application within language teaching (Thorne & Scott Payne, 2005), relating evidence from teachers' blogs (Edublog.org) and also within Second Language Acquisition (SLA) theories. In particular, we shall be concentrating on the process and post-process writing approaches (Matsuda, 2003), with particular emphasis on current cognitivist (Atkinson, 2003; Ferris & Hodgcock, 1998) and expressivist (Berlin, 1988) theories. These approaches will be discussed in terms of their effectiveness when establishing specific blog writing tasks. Whilst some researchers have advocated for a ‘lead blog’ or template for other students to follow (Stone, 2004), we have been seeking an eclectic approach based on the three approaches mentioned above. We shall describe our own blended task methodology (Abermann, 2004; Thorne, 2003) wherein language students at a Third Level Institution were set a blog writing task initially over a complete semester (12 weeks). The blog exercise employed both an early expressivist approach and later a (socio-) cognitivist one. Our findings, with examples from students' blogs (and also from students who continued their blogs over a 6 month period), will be presented as well as our recommendations for the integration of blogs into L2 virtual writing environments.
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Hussin, Supyan, Rehab Omar Salem Aboswider, Noriah Ismail, and Soo Kum Yoke. "Exploring Instructors’ Rationale and Perspectives in Using Blogs as a Tool for Teaching English as a Second Language." English Language Teaching 9, no. 10 (2016): 142. http://dx.doi.org/10.5539/elt.v9n10p142.
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<p>Embedding web-based learning systems in education has drawn increasing popularity and growing interest among the contemporary language education community in recent time. In particular, blogs have become a profound phenomenon in the present landscape of online education. However, research addressing the instructor’s perspective about the engagement of blog technology in second language education is still lagging behind. The current study seeks to explore and survey the perspectives of six Malaysian academicians on the use of blogs in teaching English as second language to Malaysian students at higher education institutions. A qualitative approach was adopted to collect responses from the participants via a semi-structured interview. In addition, a checklist of features of the blog was used to investigate the blogging activities in the courses conducted by the participants. The collected data from the interview were analyzed qualitatively, whereas the blog checklist data were analyzed quantitatively. The obtained results indicated that the surveyed instructors had a positive reflection on using blogs in the teaching and learning of the English as second language.</p>
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Lee, Lina. "Fostering reflective writing and interactive exchange through blogging in an advanced language course." ReCALL 22, no. 2 (2010): 212–27. http://dx.doi.org/10.1017/s095834401000008x.
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AbstractBlog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners’ language competence. The study involved seventeen university students at advanced level who kept personal blogs over a14-week period. Data collected from blog pages, post surveys and final interviews reported affordances and challenges of using blogs for personal expression and collaborative interaction. The results showed that regularly creating blog entries had a positive impact on learners’ writing fluency and increased their motivation to write for a broad audience. Importantly, a four-skill integrated approach to task-based activities afforded opportunities for students to use the target language for blogging. The findings also indicate that peer feedback on the content prompted further discussion, whereas linguistic feedback from the instructor encouraged focus on form for language accuracy. The study concludes that learners’ critical thinking and technological skills are essential for the implementation of blog projects in L2 instruction.
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Ducate1, Lara C., and Lara L. Lomicka. "Adventures in the blogosphere: from blog readers to blog writers." Computer Assisted Language Learning 21, no. 1 (2008): 9–28. http://dx.doi.org/10.1080/09588220701865474.
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Williamson, Rachel, and Rebecca Jesson. "Log on and blog." English Teaching: Practice & Critique 16, no. 2 (2017): 222–37. http://dx.doi.org/10.1108/etpc-03-2017-0036.
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Purpose This paper aims to investigate the viability of blogging over the summer holidays as an intervention to ameliorate the Summer Learning Effect (SLE) in writing. The SLE is the impact on achievement of taking a break from school over summer, and has been documented to affect differentially those students who come from low socioeconomic status (SES) communities compared with their more affluent peers. However, previous studies within similar communities suggest that the effect is not inevitable, and is amenable to intervention. Design/methodology/approach The present study is set in a group of low SES schools where students already have individual learning blogs. The Summer Learning Journey was designed by the research team in consultation with students and teachers from the schools and trialled in January 2015. The design of the programme drew on previous research that suggested that students would be motivated by interest, rather than achievement, and that literacy activity over summer should be leisure-based. Findings Initial evidence suggests that students who participated made measurable improvements compared with their own progress over the previous summer and also compared with a matched control group of students, and that the observed difference continued over the 2016 school year. Research limitations/implications The study provides initial evidence of quite substantial differences in achievement for those students who were active bloggers. Originality/value The study provides an alternative direction from current summer learning programmes and indicates the potential for designing digital opportunities for learning at times when the school is not in session.
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Abu Bakar, Nadzrah, Hafizah Latif, and Azizah Yaacob. "Fusion of Technology with Language Learning: Blog Community." 3L The Southeast Asian Journal of English Language Studies 23, no. 4 (2017): 200–211. http://dx.doi.org/10.17576/3l-2017-2304-15.
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Lutzky, Ursula, and Andrew Kehoe. "Your blog is (the) shit." International Journal of Corpus Linguistics 21, no. 2 (2016): 165–91. http://dx.doi.org/10.1075/ijcl.21.2.02lut.
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The study of swearing has increased in the last decade, diversifying to include a wider range of data and methods of analysis. Nevertheless, certain types of data and specifically large corpora of computer mediated communication (CMC) have not been studied extensively. In this paper, we fill a gap in research by studying the use of swearwords in blog data, and illustrate ways of identifying swearing in a large corpus by taking context into account. This approach, based on the examination of shared and unique collocates of known expletives, facilitates the distinction of attestations of swearing from non-swearing in the case of polysemous lexemes, and the analysis of overlaps in usage and meaning of swearwords. This work therefore goes beyond basic sentiment analysis and offers new insights into the use of collocation for refining profanity filters, providing innovative perspectives on issues of growing importance as online interaction becomes more widespread.
Dissertations / Theses on the topic "Blog language"
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Bevans, Brandon. "Categorizing Blog Spam." DigitalCommons@CalPoly, 2016. https://digitalcommons.calpoly.edu/theses/1623.
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The internet has matured into the focal point of our era. Its ecosystem is vast, complex, and in many regards unaccounted for. One of the most prevalent aspects of the internet is spam. Similar to the rest of the internet, spam has evolved from simply meaning ‘unwanted emails’ to a blanket term that encompasses any unsolicited or illegitimate content that appears in the wide range of media that exists on the internet.
Many forms of spam permeate the internet, and spam architects continue to develop tools and methods to avoid detection. On the other side, cyber security engineers continue to develop more sophisticated detection tools to curb the harmful effects that come with spam. This virtual arms race has no end in sight. Most efforts thus far have been toward accurately detecting spam from ham, and rightfully so since initial detection is essential. However, research is lacking in understanding the current ecosystem of spam, spam campaigns, and the behavior of the botnets that drive the majority of spam traffic.
This thesis focuses on characterizing spam, particularly the spam that appears in forums, where the spam is delivered by bots posing as legitimate users. Forum spam is used primarily to push advertisements or to boost other websites’ perceived popularity by including HTTP links in the content of the post. We conduct an experiment to collect a sample of the blog posts and network activity of the spambots that exist in the internet. We then present a corpora available to conduct analysis on and proceed with our own analysis. We cluster associated groups of users and IP addresses into entities, which we accept as a model of the underlying botnets that interact with our honeypots. We use Natural Language Processing (NLP) and Machine Learning (ML) to determine that creating semantic-based models of botnets are sufficient for distinguishing them from one another. We also find that the syntactic structure of posts has little variation from botnet to botnet. Finally we confirm that to a large degree botnet behavior and content hold across different domains.
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Lin, Ming Huei. "Blog assisted language learning in the EFL writing classroom : an empirical study." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3489/.
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This is a study exploring the effects of blog assisted language learning (BALL) in the EFL writing classroom in Taiwan. It focuses principally on a comparative experimental project that was carried out over the period of one academic year. The project involved two groups of first year university students of a low intermediate level in English. There were 25 students in each group, and both groups were taught by the same teacher-researcher (i.e. the author of this thesis). In this thesis, we present a detailed statistical examination of various aspects of BALL, including students’ writing performance, learning motivation towards writing and self-efficacy beliefs with regard to their EFL writing skills and abilities. We also take a corpus-based look into the written language collected from both of the groups using a series of numerical counts obtained by computerised measurements. We also present the results of a qualitative, phenomenological analysis that reflects the nature of the participants’ BALL experience. The overall argument of the thesis is that BALL is at best no more effective than traditional approaches to EFL writing pedagogy, and in some cases is actually less effective than traditional, low-tech methods.
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Koh, Kok Chuan. "Modeling Alcohol Consumption Using Blog Data." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271843/.
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How do the content and writing style of people who drink alcohol beverages stand out from non-drinkers? How much information can we learn about a person's alcohol consumption behavior by reading text that they have authored? This thesis attempts to extend the methods deployed in authorship attribution and authorship profiling research into the domain of automatically identifying the human action of drinking alcohol beverages. I examine how a psycholinguistics dictionary (the Linguistics Inquiry and Word Count lexicon, developed by James Pennebaker), together with Kenneth Burke's concept of words as symbols of human action, and James Wertsch's concept of mediated action provide a framework for analyzing meaningful data patterns from the content of blogs written by consumers of alcohol beverages. The contributions of this thesis to the research field are twofold. First, I show that it is possible to automatically identify blog posts that have content related to the consumption of alcohol beverages. And second, I provide a framework and tools to model human behavior through text analysis of blog data.
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Boeira, Adriana Ferreira. "A linguagem em blog educativo e o processo de aprendizagem." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/1012.
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A presente dissertação constitui-se em um estudo qualitativo, delineado como estudo de caso, sobre as adequações curriculares, estratégias e procedimentos pedagógicos utilizados em sala de aula e em outros espaços escolares, a partir da utilização do software Boardmaker® com Speaking Dynamically Pro – SDP v.6, recurso de tecnologia assistiva, enviado às salas de recursos multifuncionais, na política pública brasileira de 2007 a 2012. Esta investigação verificou o modo como esse software foi utilizado pelos professores do Atendimento Educacional Especializado, de agosto de 2011 a dezembro de 2012, com alunos com paralisia cerebral que frequentam os anos iniciais (1º ao 5º ano) do Ensino Fundamental na Rede Regular de Ensino de Vacaria. O estudo é fundamentado por diferentes autores que apoiam a compreensão do objeto e do contexto de pesquisa, mais especificamente, abordando os temas da Educação Especial na perspectiva da Educação Inclusiva e dos recursos pedagógicos acessíveis de comunicação aumentativa e alternativa, além da apropriação das tecnologias de informação e comunicação direcionadas a pessoas com paralisia cerebral. Para análise dos dados, buscou-se ainda apoio na teoria sócio-histórica que fundamenta os processos de interação e mediação entre sujeitos, para o desenvolvimento dos processos mentais superiores. Os resultados apontam para a importância do software como ferramenta na comunicação alternativa dos alunos com paralisia cerebral, pois transforma o computador em um eficaz recurso de educação e comunicação. No entanto, evidenciam-se dificuldades para administrar esse recurso, frente à sua complexidade e ao grande espaço de tempo exigido para sua administração. Verifica-se ainda a necessidade de planejamento bem estruturado e articulado, para que os recursos utilizados possam servir como instrumentos mediadores na cultura, no desenvolvimento e nas aprendizagens dos alunos, podendo, desse modo, contribuir para que dificuldades relacionadas à educação na perspectiva da inclusão sejam ultrapassadas.<br>Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-09-30T13:41:10Z
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Dissertacao Adriana Aparecida de Almeida Marcolin.pdf: 2496412 bytes, checksum: 7bcbaf49c3e4a72370f575fcdc15ab8c (MD5)<br>This dissertation consists of a qualitative study delineated as a case study about curriculum adaptations, strategies and pedagogical procedures used in the classroom and other school spaces, from the use of Boardmaker® with Speaking Dynamically software Pro – SDP v.6, resource of assistive technology sent to the multi-functional resource rooms in the Brazilian public policy from 2007 to 2012. This research verified the way this software has been used by teachers from the Specialized Educational Services, from August 2011 to December 2012, including students with cerebral palsy attending the early years (1st to 5th grades) in Regular Elementary Schools in Vacaria. The study is substantiated by several authors who support the comprehension of the object and the context of the research, more specifically approaching the topics of Special Education in the perspective of Inclusive Education and accessible educational resources of augmentative and alternative communication, besides the appropriation of information technologies and communication addressed to people with cerebral palsy. For data analysis, it was studied Vygotsky‟s theory that underlies the processes of interaction and mediation among subjects for the development of the superior mental processes. The results point to the importance of the software as a tool in alternative communication for students with cerebral palsy, because it turns the computer into an effective resource for education and communication. However, it is evident that there are some difficulties in managing this resource face to its complexity and the great amount of time required for its administration. There is still the need of a well-structured and articulated planning so that the useful resources can be served as mediating instruments in culture, development and student learning and may, though, contribute to difficulties, related to education in the perspective of inclusion, are gotten over.
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Shihab, Mahmud. "Web 2.0 Tools Improve Teaching and Collaboration in High School English Language Classes." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/303.
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Web 2.0 tools, namely blogs, wikis, podcasts, and RSS were introduced to change teaching practices of in-service high school teachers to improve the collaboration of today's students in the English language classroom. Two high school teachers of English language and their classes participated. The teachers were interviewed about their current teaching practices and provided with training to develop teaching units that use Web 2.0 to engage students as active collaborators in their learning. They integrated blogs, podcasts, wikis, and RSS into their teaching. Additional interviews were conducted during and after the implementation stage. Implementation strategies, changes in teaching practices, challenges encountered, and the impact on student interaction and collaboration were closely examined. Students were surveyed at the conclusion. Teachers found that Web 2.0 tools made them more efficient in teaching. Blogging was the most powerful tool for journal writing and sharing ideas. Wikis were more difficult to use but were useful to facilitate group planning and collaborative construction of knowledge. Podcasts were useful for publishing audio recordings of interviews, speeches, and poetry recitals. RSS feeds made it easy for teachers and students to track updates on websites, posts on blogs, collaborations on wikis, and audio recordings on podcasts. Both teachers and students enjoyed the interactions and collaboration that took place in the English classroom using Web 2.0 tools.
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Griner, Ana Priscila. "A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16296.
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Previous issue date: 2013-08-23<br>Universidade Federal do Rio Grande do Norte<br>This research, part of Applied Linguistics field, aims to analyze the language of a school blog, developed with the participation of students, as a work based on the conception of multiliteracies, focusing on the construction of different meanings. The research is carried on from the building and maintenance of a school blog, the Ieceblog, with students of Ensino Fundamental II, since 2008, in a private school in Natal-RN. The investigation of the language produced on a school blog is justified due to the interactive conceptions of writing and reading on the virtual environment. Given the fact that new technologies are a reality in the schools opened to the practices of multiliteracies, it is assumed that text, image, video, audio, non-graphic signs and hypertext intensifies the produced interaction, in which the students become real authors. In this perspective, some voices belonging to the statements that are formed through the posts and comments chosen to the analyses and reflection on the blog space as locus of productions of senses inserted in the school and the world environment, as well as for the identification of the language resources used to intensify the senses that emerge from it. From the view of dialogism conceptualized by Bakhtin Circle, the qualitative interpretive-research deepens the experience of a school blog focusing on digital language in line with the vision of digital literacy. From the blog posts, a corpus that promote the exposure of different manifestations of language in the design of digital multiliteracies is elected. Thereby, the method used was the dialogical analysis of speech based on Bakhtin s studies and the Circle. The corpus was taken from the blog s posts in order to point up the different language manifestations in the following categories: (i) mood reinforced by the mockery, (ii) search for compliance with school sphere, (iii) conflicting social values and consistent complicity between sense and verbal imagery, and finally (iv) social practices that take place from and through the discursive genre. The study points to the tension between the active voices in several directions, revealing the distorted unit of posts which, under the analytical observation raises multiple meanings in a responsive manner. The analysis of the dialogue interaction in which intersperses the digital one becomes more apparent that the multiliteracies events that are mediated by language in addition to structure of the language and makes us rethink the students<br>Esta pesquisa, inserida no campo da Lingu?stica Aplicada, tem por objetivo analisar a linguagem de um blog escolar, desenvolvido com a participa??o de alunos, resultante de um trabalho ancorado na concep??o dos multiletramentos, com foco na constru??o de sentidos. A pesquisa se desenvolve a partir da confec??o e manuten??o de um blog escolar, o Ieceblog, com alunos do Ensino Fundamental II, desde 2008, em uma escola da rede privada de Natal. Justifica-se a investiga??o das manifesta??es de linguagem produzidas em um blog escolar mediante a demanda das concep??es interativas de leitura e escrita no meio digital. Dada a constata??o de que as novas tecnologias s?o uma realidade dentro das escolas que se abrem para as pr?ticas dos multiletramentos, pressup?e-se que texto, imagem, v?deo, ?udio, signos n?o gr?ficos e hipertexto potencializam a intera??o produzida, em que alunos se tornam autores reais. Nessa perspectiva, destacam-se as vozes pertencentes aos enunciados que se formam atrav?s das postagens e dos coment?rios escolhidos para an?lise e reflex?o sobre o espa?o do blog como locus de produ??o de sentidos, inserido no ambiente escolar e no mundo, assim como para a identifica??o dos recursos de linguagem usados para potencializar os sentidos que emergem. A partir da vis?o de dialogismo conceitualizada pelo C?rculo de Bakhtin, a pesquisa de cunho qualitativo-interpretativista se aprofunda na experi?ncia de um blog escolar com foco na linguagem digital em sintonia com a vis?o de letramento digital. A partir das postagens do blog, elege-se um corpus que favore?a a exposi??o das diferentes manifesta??es de linguagem na concep??o dos multiletramentos digitais. O estudo aponta para a tens?o existente entre as vozes atuantes em v?rias dire??es, revelando a unidade falseada das postagens, que, sob o olhar anal?tico, faz surgir m?ltiplos significados de maneira responsiva. A an?lise do di?logo que entremeia a intera??o no meio digital torna mais vis?vel que os eventos dos multiletramentos mediados pela linguagem est?o para al?m da estrutura da l?ngua e faz repensar as pr?ticas escolares
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Leite, Alessandra Abirached de Camargo. "Produção escrita nas aulas de língua inglesa em uma escola da rede pública : uma pesquisa-ação de aplicação e análise de uma unidade didática desenvolvida em um blog." Universidade de Taubaté, 2012. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=596.
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A motivação para a realização desta pesquisa-ação surgiu quando observei a existência de um distanciamento entre os conteúdos trabalhados nas aulas de LI e as necessidades que emergiam da realidade social vivida pelos alunos, notadamente aqueles que frequentavam escolas da rede pública de ensino. Na
condição de professora de LI em escolas regulares, das redes privada e pública de ensino, e em escolas de idiomas, resolvi me aprofundar nos estudos sobre esta problemática, pois percebi a necessidade de fazer modificações na forma como ensinava LI para meus alunos. Diante disso, desenvolvi esta dissertação. Após a análise dos dados coletados, confirmei o pressuposto de que o insucesso escolar está atrelado ao distanciamento entre a forma como o conteúdo é ensinado na IE e as necessidades dos alunos à vida em sociedade, prioritariamente as relacionadas
ao uso de TICs. Para a realização deste estudo, optei pela metodologia de pesquisaação, vez que ela se mostrou a mais adequada aos propósitos investigativos e viável à realidade dos sujeitos de pesquisa. A adoção desta metodologia me levou a
organizar a análise de acordo com os ciclos de ação-reflexão-ação da pesquisa e a realizar tomadas de decisão voltadas à reestruturação de práticas e ao redirecionamento de metas ao longo do desenvolvimento do trabalho, em um processo que se deu com a participação dos alunos. A investigação realizada por esta pesquisa-ação desenvolveu-se a partir da elaboração de uma UD que integrou atividades presenciais, realizadas nas aulas de LI, e virtuais, por meio da produção e publicação de textos em um blog. Os avanços na produção escrita em LI dos alunos foram efetivos, fato comprovado pelo uso de conteúdos léxico-gramaticais apresentados nas produções dos alunos. O papel do blog nesta UD foi o de agente motivador e desinibidor, e colaborou para a participação dos alunos no projeto. Por meio das atividades propostas pela UD, os alunos tiveram a oportunidade de se expressar e de interagir com os colegas. A construção colaborativa do conhecimento acarretou melhora na produção escrita dos alunos em LI. As tomadas de decisão, próprias da pesquisa-ação, e realizadas de forma conjunta (professora-alunos), aumentaram a autoestima dos alunos, que passaram a se sentir mais valorizados e capazes de aprender. Isso posto, compreendo ser relevante a integração de TICs ao PEA de LI, por meio de UDs que privilegiem atividades que permitam a interação entre os participantes deste processo, bem como a construção do conhecimento de modo colaborativo e o uso real do idioma. O resultado desta integração, como constatado por esta pesquisa, são avanços significativos não só em nível de
conhecimento do idioma, mas também no desenvolvimento da autonomia e na formação plena dos alunos.<br>The motivation for this action-research came when I observed the existence of a gap between the content worked in the classes of English and the needs that emerged from the social reality experienced by the students, especially those attending state schools. Being an English teacher in regular schools, in the private and public sector, and in language schools institutes, I decided to deepen my studies on this issue, due to the fact that I noticed the great need of making changes in how I used to teacher English to my students. Therefore, this work was developed. The data analysis, and the students written productions in English, confirmed my initial assumption that school failure is related to the distance between the content taught at school and the students needs for living in society, primarily those ones related to the use of ICTs. For this study, Ive chosen the action-research methodology, since itd proved to be the most suitable one for the investigative purposes and feasible to the reality of the
research matters. The use of this methodology led me to organize the analysis according to the cycles of the action-reflection-action research and to practice decision-making aiming at restructuring and redirecting goals throughout the
development of this work, in a process that counted with the participation of the students. The investigation carried out in this action-research was developed based on a unit that integrated face-to-face activities carried out in the classroom to virtual ones, by means of the production and publication of texts in a blog. I believe that advances in the written production in English of the students were effective, as shown by the use of lexical-grammatical content used in the students productions.
The role of the blog in this unit was to motivate and disinhibit the students, which contributed to their participation in the project. Through the activities proposed by the unit, the students had the opportunity to express themselves and to interact with peers. The collaborative construction of knowledge led to significant improvement in students written production in English. Decision-making carried out jointly, which is typical of action-research, increased students self-esteem, who began to feel more valued and able to learn. That said, I understand that the integration of ICTs in units that focus on activities that allow the interaction among the participants, on collaborative knowledge construction and on actual use of language is relevant. The results of this integration, as evidenced by this research, are significant advances not only in the level of linguistic knowledge of the language, but also in the development of autonomy and full training of the students.
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Korkmazgil, Sibel. "How Does Blogging Enhance Pre-service English Language Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610573/index.pdf.
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This was a case study which aimed to examine how blogging enhanced reflection among pre-service English language teachers in Practicum. 12 pre-service English language teachers enrolled in the undergraduate program of English Teaching Education in the Department of Foreign Language Education at Middle East Technical University participated in the study which comprised a 12-week time span in the 2007-2008 spring term.
Data collection consisted of archival records of participants&rsquo<br>blog posts and comments, pre- and post-study interviews with each pre-service teacher, and field notes taken by the researcher throughout the study. All the blog content was archived and available on the Internet throughout the study. Recurring patterns in pre-service English language teachers&rsquo<br>blog postings were used as a measure of their reflectivity. Earlier and later blog postings were compared to check evidence of change in the level of the pre-service teachers&rsquo<br>reflective thinking.
Results indicated that: (1) the pre-service English language teachers frequently discussed their personal theories of teaching, the problems that they formulated based on their practicum observation, and topics related to their self-awareness in their blog postings<br>and (2) they were reflective in their blog postings, to a certain extent, although there were individual differences in the degree of reflectivity in the identified categories.
In this respect, this blogging experience provided a different approach to develop reflectivity in Practicum. Therefore, this study may be an example to investigate the effectiveness of blogs in language teacher education, especially in a Turkish context where English is learned and taught as a foreign language.
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Alves, Teresa Cristina. "A educação e os multiletramentos: leitura e escrita de linguagem multissemiótica no hipertexto blog." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7662.
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Previous issue date: 2015-08-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Life of Human beings, currently, is totally linked to new technologies which, definitely, come to stay, attracted people attention. Those technologies made daily activities easier and faster. All these facilities propose a virtual environment a place of interaction and research, particularly concerning how language is handle by youth. In this context, the way to develop teaching school has been hard and considered like a disadvantage competition being school far from away student’s reality: these use technologies frequently day by day. Considering this fact, we decided to work on this issue in a primary school in the city of João Pessoa, with the main objective, to understand that the use of the media favors the educational practice, when the orientation is focused to the conscious use of the virtual environment to encourage research and systematization of information on the network for the construction of knowledge. Seeing all these statements, we took as theorical background of studies as Levi (2010), Schmitd-Cohen (2013), Moran (2010), among others, these scholar brings important contributions about how technologies as a big phenomena and the urgent modification education environment has to receive, in order can follow this evolutionary process. We also saw studies that underground literacies practices at school, hypertext and multiliteracies concepts. To do that we looked at Marcuschi (2010), Antunes (2003), Xavier (2010)and Rojo (2012), among others scholars. Based on these studies and based on approaches, we realized a research using questionnaires to teachers and students to bound the plot around school/field in Action Research. From this view, we elaborate and developed a pedagogical intervention as searching with didactical sequences just in what is proposed by Schenewly and Dolz (2004) In the early period of sequence, students ninth grade from mentioned school used their previous knowledge about technology to produced videos on semiotics language. They also produced a first version of electronic genre/support Blog. After analyze and reflection about these first productions in modularization period, they received pedagogical support on multiliteracies form to change they knew previously, leaning new concepts and new language production, reflecting about written and making communication on specific functions and goals. At the final production there was a presentation to school community of the Blog “Portal S. A, conscientizando vidas”, electronic genre which lead like a support to publicize their productions. The experience was measured by school like in order to not only for develop communicative competences in our students but also it provides innovator technology contemporary uses as a great helper for teaching and learning construction.<br>A vida dos seres humanos atualmente está atrelada às inovações tecnológicas que atraem as pessoas por tornar as atividades cotidianas mais rápidas e mais fáceis. Toda essa dinamicidade, especialmente no modo como a linguagem é produzida, faz do ambiente virtual um local de procura e de acesso constante, especialmente pelos nossos jovens. Nesse contexto, a atuação da escola se torna mais difícil, pelo fato de competir em desvantagem com o universo virtual. Diante dessa constatação, decidimos trabalhar essa questão em uma escola de ensino fundamental do município de João Pessoa-PB, tendo como principal objetivo, entender que o uso da mídia favorece a prática educativa, quando a orientação é focalizada para o uso consciente do meio virtual no sentido de incentivar a pesquisa e a sistematização de informações presentes na rede em prol da construção do conhecimento. Para amparar essa prática, fomos buscar, nos constructos teóricos de estudiosos como Lévy (2010), Schmidt/Cohen (2013), Moran (2010) e outros, reflexões sobre as mudanças trazidas pelo fenômeno tecnológico e as modificações urgentes que o setor de educação tem que sofrer para acompanhar esse processo evolutivo. Analisamos, também, pesquisas que amparam as práticas de letramento na escola e os conceitos de hipertexto e de multiletramentos, visitando estudiosos como Marcuschi (2010); Antunes (2003); Xavier (2010), Rojo (2012), dentre outros. Com base nessas abordagens, realizamos uma pesquisa utilizando-se de questionários junto aos professores e alunos para delimitar a problemática na escola/campo da pesquisação. A partir do diagnóstico, elaboramos e executamos uma intervenção pedagógica em forma de sequência didática, segundo o que sugere Schnewly e Dolz (2004). Na fase de produção inicial dessa sequência, os alunos do nono ano da referida escola, utilizaram seus conhecimentos prévios acerca das tecnologias contemporâneas, para realizar produções em vídeo com linguagem multissemiótica. Produziram, também, uma primeira versão do gênero/suporte eletrônico Blog. Após análise e reflexão sobre essas primeiras produções, na etapa de modularização, receberam apoio pedagógico nos moldes dos multiletramentos para transformar o que já sabiam, em conhecimento e preencher as lacunas de aprendizagem, apreendendo conceitos, conhecendo novas formas de produção de linguagem, refletindo sobre a escrita e realizando comunicações com funções e objetivos específicos. A produção final culminou com a apresentação, para toda a comunidade escolar, do Blog “Portal S. A: conscientizando vidas”, gênero eletrônico que serviu de suporte para divulgar suas produções. A experiência foi avaliada pela escola como muito positiva, pelo fato não só de desenvolver nos alunos competências comunicativas, mas por proporcionar o uso inovador das tecnologias contemporâneas como coadjuvantes no processo de ensino e aprendizagem.
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Aragão, Cristiane Moura Lima de. "#Imigrantes, #escritas e #letramentos digitais: uma viagem virtual, um blog e um estudo de caso." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-15012016-131917/.
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Esta pesquisa tem como objetivo investigar de que maneira a internet pode contribuir para o ensino de italiano como língua estrangeira, por meio da análise da produção escrita dos alunos de um curso com enfoque cultural, da sua participação no blog do curso e dos questionários respondidos. O estudo fundamenta-se em três bases teóricas: a hipótese da interação de Long (1981), na linguística aplicada à aquisição de línguas, os estudos sobre as Tecnologias de Informação e Comunicação (TICs) aplicadas ao ensino de línguas, e os estudos sobre Letramentos Digitais. A pesquisa é longitudinal, baseada em uma abordagem qualitativa, e o método utilizado é o estudo de caso. Os dados foram obtidos a partir um curso de cultura italiana, elaborado e ministrado por nós em 2013, junto aos cursos extracurriculares de língua e cultura italianas do Italiano no Campus, oferecidos pela Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. A proposta do curso era realizar uma viagem virtual pela Itália, sua língua e sua cultura, utilizando a internet durante as aulas e fora delas. Além disso, criamos um blog coletivo que contou com a participação dos alunos do curso. Todos os participantes eram imigrantes digitais, segundo o termo proposto por Prensky (2001), que possuíam variados níveis linguísticos e de letramentos digitais. Os dados da pesquisa são formados pelos questionários respondidos pelos participantes do curso, pelos rascunhos e versões originais dos textos, pelos posts e comentários publicados pelos alunos no blog, por alguns e-mails escritos pelos alunos e por algumas mudanças nos próprios alunos que constatamos durante a pesquisa. Em relação à produção textual dos participantes, a análise feita apontou as seguintes contribuições da utilização da internet e do blog: aumento de vocabulário devido ao input oferecido, maior agilidade na escrita e maior facilidade em se expressar em italiano. A análise sinalizou que o nível de letramentos digitais do aluno possibilita uma maior ou menor participação no blog, mas não é um fator determinante. É preciso levar em conta a preferência pelas habilidades orais ou escritas, a importância atribuída à escrita na aprendizagem, as expectativas em relação ao curso, a idade, e o perfil independente ou autônomo do aluno em relação à aprendizagem. Os resultados apontaram mudanças na autonomia dos alunos, sugerindo um caso particular de autonomia: o aprender a aprender com a internet. Outro resultado observado foi uma maior utilização da internet e dos recursos tecnológicos nos estudos de italiano por parte dos alunos.<br>This research aims to investigate how the Internet can contribute to the teaching of Italian as a foreign language, through the analysis of the digital writing of students from a course with a focus on culture, of their participation in the blog of this course, as well as from questionnaires answered by them. The study is based on three theoretical frameworks: Longs Interaction Hypothesis (1981), in Applied Linguistics and Language Acquisition, studies on Information and Communication Technologies (ICT) in Language Teaching, and studies on Digital Literacies. The research is longitudinal, based on a qualitative approach, and the method used is the case study. Data were obtained from a course in Italian culture, developed and taught by us in 2013, along with the extracurricular courses of Italian language and culture of the Italian on Campus, offered by the Faculty of Philosophy, Languages and Literature, and Human Sciences (FFLCH) of the University of São Paulo. The purpose of the course was to conduct a virtual journey through Italy, its language and culture, using the Internet during the lessons and outside them. In addition, we have created a collective blog that featured the participation of the students of the course. The participants were all digital immigrants, according to the term proposed by Prensky (2001), who presented different levels of linguistic and digital literacies. The survey data are formed by questionnaires answered by the participants of the course, by drafts and original versions of the texts produced by them, by their posts and comments published on the blog, by a few e-mails written by them, and by our evaluation of changes in the students concerning the use of Internet and some other aspects observed during the course. Regarding the textual production of the participants, the analysis pointed out the following contributions from the use of the Internet and the blog: increase of vocabulary due to the input offered, greater agility in writing, and more ease in expressing themselves in Italian. The analysis indicated that the level of digital literacies of students enables them to a greater or lesser participation in the blog, but it is not a determining factor. It is necessary also to take into account the preference for oral or written skills, the importance ascribed to the writing on learning, some expectations about the course, the age, and an independent or autonomous attitude of students towards learning. The results demonstrated changes in the autonomy of students, suggesting a particular case of autonomy: learning to learn from the Internet. Another result observed was the greater use of Internet and technological resources in Italian studies by the students.
Books on the topic "Blog language"
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Wei bo gai bian yi qie: Micro-blog : changing the world. Shanghai cai jing da xue chu ban she, 2011.
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Paul, McFedries, ed. The complete idiot's guide to creating a Web page and blog. 6th ed. Alpha, 2004.
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Inés, Kuguel, ed. De salariazo a corralito, de carapintada a blog: Nuevas palabras en veinticinco años de democracia. Biblioteca Nacional, 2008.
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Bsam-gtan. Brda sprod blo gsal dgaʼ ston. 5-те вид. Kan-suʼu mi dmaṅs dpe skrun khaṅ, 1990.
Find full textBook chapters on the topic "Blog language"
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Berardi, Giacomo, Andrea Esuli, Fabrizio Sebastiani, and Fabrizio Silvestri. "Blog Distillation via Sentiment-Sensitive Link Analysis." In Natural Language Processing and Information Systems. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31178-9_26.
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Leng, Yabin, Weiwei Liu, Sheng Wang, and Xiaojie Wang. "A Feature-Rich CRF Segmenter for Chinese Micro-Blog." In Natural Language Understanding and Intelligent Applications. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50496-4_78.
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Chenlo, Jose M., Alexander Hogenboom, and David E. Losada. "Sentiment-Based Ranking of Blog Posts Using Rhetorical Structure Theory." In Natural Language Processing and Information Systems. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38824-8_2.
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Hatamoto, Norinobu, Yoshiaki Kurosawa, Shogo Hamada, Kazuya Mera, and Toshiyuki Takezawa. "Finding Social Relationships by Extracting Polite Language in Micro-blog Exchanges." In Advances in Natural Language Processing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33983-7_27.
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Xia, Qingrong, Zhenghua Li, Jiayuan Chao, and Min Zhang. "Word Segmentation on Micro-Blog Texts with External Lexicon and Heterogeneous Data." In Natural Language Understanding and Intelligent Applications. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50496-4_64.
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Mogadala, Aditya, and Vasudeva Varma. "Finding Influence by Cross-Lingual Blog Mining through Multiple Language Lists." In Information Systems for Indian Languages. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19403-0_9.
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Qiu, Xipeng, Peng Qian, and Zhan Shi. "Overview of the NLPCC-ICCPOL 2016 Shared Task: Chinese Word Segmentation for Micro-Blog Texts." In Natural Language Understanding and Intelligent Applications. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50496-4_84.
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Qiu, Xipeng, Peng Qian, Liusong Yin, Shiyu Wu, and Xuanjing Huang. "Overview of the NLPCC 2015 Shared Task: Chinese Word Segmentation and POS Tagging for Micro-blog Texts." In Natural Language Processing and Chinese Computing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25207-0_50.
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Chen, Julian. "‘To Blog, Not to Block’: Examining EFL Learners’ Language Development and Intercultural Competence in the Blogosphere Through the Sociocultural Lens." In Literacy Unbound: Multiliterate, Multilingual, Multimodal. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01255-7_12.
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Negueruela-Azarola, Eduardo. "Blogs in Spanish beyond the classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.17neg.
Full textConference papers on the topic "Blog language"
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Li, Ji, and Fuji Ren. "Emotion recognition from blog articles." In 2008 International Conference on Natural Language Processing and Knowledge Engineering (NLP-KE). IEEE, 2008. http://dx.doi.org/10.1109/nlpke.2008.4906757.
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Gill, Alastair J., Robert M. French, Darren Gergle, and Jon Oberlander. "The language of emotion in short blog texts." In the ACM 2008 conference. ACM Press, 2008. http://dx.doi.org/10.1145/1460563.1460612.
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Jannati, Rini, Rahmad Mahendra, Cakra Wishnu Wardhana, and Mirna Adriani. "Stance Classification Towards Political Figures on Blog Writing." In 2018 International Conference on Asian Language Processing (IALP). IEEE, 2018. http://dx.doi.org/10.1109/ialp.2018.8629144.
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Ding, Zhao-guo. "Application of Blog to English Language Teaching in China." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.16.
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Hu, Xinchen, Dequan Zheng, Wanglong Sun, and Sheng Li. "Topic model-based micro-blog user interest analysis." In 2014 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2014. http://dx.doi.org/10.1109/icalip.2014.7009833.
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.
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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Fitriah and Kharisatur Rofiqo. "Blog as an Online Assessment: Exploring Students’ Experiences of It." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.052.
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Sun, Xiao, and Chengcheng Li. "Hybrid model based sentiment classification of Chinese micro-blog." In 2014 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2014. http://dx.doi.org/10.1109/icalip.2014.7009815.
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Petersen, Sobah Abbas. "Mobile community blog: Enhanced support for mobile collaborative language learners." In 2007 International Symposium on Collaborative Technologies and Systems (CTS). IEEE, 2007. http://dx.doi.org/10.1109/cts.2007.4621773.
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Sun, Benwang, Fang Tian, and Li Liang. "Tibetan Micro-Blog Sentiment Analysis Based on Mixed Deep Learning." In 2018 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2018. http://dx.doi.org/10.1109/icalip.2018.8455328.
Full textReports on the topic "Blog language"
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Willis, Craig. Why Scottish and Welsh Speakers Will Miss European Structural Funds. European Centre for Minority Issues, 2021. http://dx.doi.org/10.53779/jkwo3330.
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In this blog piece Craig Willis investigates the contribution of European Structural and Investment Funds projects in the period between 2007-2013 and 2014-2020, in order to ascertain direct and indirect links to the four Celtic languages, following the separation of cultural funds from the ESIF into Creative Europe and Erasmus Plus from 2007. He shows that, given that the speakers of such languages often reside in economically peripheral areas (at least in higher percentage terms), their livelihoods and everyday culture in the traditional speaking areas (even for non-speakers) are affected by availability of structural funds.