Relevant bibliographies by topics / Language researcher

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language researcher'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language researcher"

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Bergen, Nicole. "Narrative Depictions of Working With Language Interpreters in Cross-Language Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691881230. http://dx.doi.org/10.1177/1609406918812301.

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The role of the interpreter in cross-language qualitative research warrants methodological consideration at the onset and throughout the research. This study used a narrative approach to portray how two researchers’ epistemological positionings about the interpreter role were negotiated within the practical realities of conducting research. Data were obtained from a semistructured interview with an experienced cross-language researcher and field notes of my subsequent experiences working with interpreters. Findings suggest that the researcher–interpreter relationship is shaped by the epistemological views of the researcher, researcher experience and seniority, study design and resources, and the context in which the research occurs. Understanding how researchers’ views and approaches to working with interpreters evolve across different career stages and adapt to different circumstances can provide new insights to prepare researchers for cross-language research and to promote rigorous qualitative research.
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Stutterheim, Cornelis F. P. "Reminiscenses of an old language researcher." Historiographia Linguistica 15, no. 1-2 (1988): 317–29. http://dx.doi.org/10.1075/hl.15.1-2.15stu.

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Tsedendamba, Nara. "Double narrative of a researcher and the researched: the journey of English-language learning." Reflective Practice 17, no. 3 (2016): 284–95. http://dx.doi.org/10.1080/14623943.2016.1159550.

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Fathira, Vina. "Isoglosses Boundary in a Language Mapping of Malay-Riau Language." J-SHMIC : Journal of English for Academic 5, no. 1 (2018): 143–52. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1159.

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Dialectology is a part of sociolinguistics that is known as regional dialect topic. To ease the readers to understand the regional dialect especially in language mapping for certain region, the researcher used isoglosses boundary. Isoglosses boundary is the line that separate between region of having different etyma. The aim of this research is to elaborate the language mapping in dialectolgy by isoglosses boundary. Method of the research used qualitative method explained descriptively. In this research, the researcher conducted a dialectology research in Rokan Hulu Regency by 21 observation spots. In collecting data, there were 200 Swadesh words had been recorded, had been transcribed in phonetic transcription, and had been drawn in language mapping. The result showed that language mapping in Malay-Riau language was easy to analyze the differencess of language used by using isoglosses boundary. The languge mapping founds a language with some dialects used, Malay-Riau language with Bengkalis Minang dialect, with Mandailing dialect since the position of Rokan Hulu Regency lies among 3 regions having different in languages. They are West Sumatra Province with Minangese language, North Sumatra Province with Bataknese/Mandailing language, and Bengkalis Regency with Malay Riau Island language. The most dominant was Malay-Riau language, Malay-Riau language with Mandailing dialect. It means that, there is only one language used in Rokan Hulu Regency. It is called Malay-Riau language with Mandailing Dialect.
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Gottwald, Stephanie. "Websites for second language research." Second Language Research 18, no. 1 (2002): 83–94. http://dx.doi.org/10.1191/0267658302sr200xx.

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This review article summarizes the content of existing websites devoted to second language research (SLA) and indicates areas that need to be improved. Resources relevant to varieties of work that take place under the heading of ‘second language research’ are surveyed and evaluated based on their utility for the researcher. Websites that are essentially pedagogical in nature or that address the needs of second language teachers rather than researchers have been excluded. The sites reviewed fall under the categories ‘Institutional or professional sites’, ‘Sites maintained by individuals’, ‘On-line journals’ and ‘Sites for occasional visitation’. The conclusion of this review is that the most informative sites for SLA research are created by private individuals, and that professional or organizational sites generally have less to offer the serious researcher.
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Chidarikire, Sherphard, Merylin Cross, Isabelle Skinner, and Michelle Cleary. "Navigating Nuances of Language and Meaning: Challenges of Cross-Language Ethnography Involving Shona Speakers Living With Schizophrenia." Qualitative Health Research 28, no. 6 (2018): 927–38. http://dx.doi.org/10.1177/1049732318758645.

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For people living with schizophrenia, their experience is personal and culturally bound. Focused ethnography enables researchers to understand people’s experiences in-context, a prerequisite to providing person-centered care. Data are gathered through observational fieldwork and in-depth interviews with cultural informants. Regardless of the culture, ethnographic research involves resolving issues of language, communication, and meaning. This article discusses the challenges faced by a bilingual, primary mental health nurse researcher when investigating the experiences of people living with schizophrenia in Zimbabwe. Bilingual understanding influenced the research questions, translation of a validated survey instrument and interview transcripts, analysis of the nuances of dialect and local idioms, and confirmation of cultural understanding. When the researcher is a bilingual cultural insider, the insights gained can be more nuanced and culturally enriched. In cross-language research, translation issues are especially challenging when it involves people with a mental illness and requires researcher experience, ethical sensitivity, and cultural awareness.
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Norton, Bonny, and Margaret Early. "Researcher Identity, Narrative Inquiry, and Language Teaching Research." TESOL Quarterly 45, no. 3 (2011): 415–39. http://dx.doi.org/10.5054/tq.2011.261161.

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Macaro, Ernesto, and Trevor Mutton. "Developing language teachers through a co-researcher model." Language Learning Journal 25, no. 1 (2002): 27–39. http://dx.doi.org/10.1080/09571730285200071.

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Edwards, Emily, and Anne Burns. "Language Teacher-Researcher Identity Negotiation: An Ecological Perspective." TESOL Quarterly 50, no. 3 (2016): 735–45. http://dx.doi.org/10.1002/tesq.313.

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Potocka, Dorota, and Halina Sierocka. "HE ESP TEACHER AS RESEARCHER." Studies in Logic, Grammar and Rhetoric 34, no. 1 (2013): 175–88. http://dx.doi.org/10.2478/slgr-2013-0029.

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Abstract The field of language teaching, both TESOL and ESP, is undergo- ing rapid changes. It is responding to new educational trends and paradigms and institutions face new challenges connected with changes in the curriculum, national tests and student needs. As a result, language teachers need to update their professional knowledge by taking on new roles, such as those of teacher- researcher. The purpose of this paper is to present new developments in the area of general language teaching research, with a particular focus on meth- ods of qualitative research that might be found useful while examining certain aspects of teaching in the field of ESP, such as case studies, action research, interviews or observations. The presentation of research methods is followed by a review of research practice focused on pedagogical issues published in re- cent years in ESP journals, such as English for Specific Purposes, The Asian ESP Journal or Journal of English for Academic Purposes. Of major interest are articles on Legal English. The article concludes with suggestions for further study.
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Dissertations / Theses on the topic "Language researcher"

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Lee, Sue Mei. "Cultural work in language and literacy : reflections of a researcher as a cultural worker /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270691&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Tian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.

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Thesis advisor: C. Patrick Proctor<br>Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García &amp; Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang &amp; Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Thanos, Theresa Siemer. "Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585205349866026.

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Santos, Thiago Jorge Ferreira. "A linguagem revelando o desenvolvimento do pesquisador na prática da Iniciação Científica." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05082016-132904/.

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Esta pesquisa teve como objetivo compreender o processo da Iniciação Científica (IC) enquanto um dispositivo de formação do pesquisador na graduação, analisando especificamente o modo como os textos produzidos ao longo da IC podem revelar o desenvolvimento do aluno-pesquisador. Dentre as pesquisas já realizadas sobre a IC, observamos que elas não mostraram a relação entre o pensamento a linguagem nesse percurso formativo. Por isso, tivemos, como objetivos específicos, verificar quais as marcas textuais que nos permitem compreender essa prática científica e de formação por meio da relação entre a linguagem e o pensamento. Para tanto, partimos da teoria do Interacionismo Social (VIGOTSKI, 2001, 2007, 2009) e de estudos contemporâneos acerca da teoria vigotskiana (FRIEDRICH, 2012), sobretudo da noção de funções psicológicas superiores linguagem e pensamento e sua relação na formação dos conceitos científicos. Em seguida, baseamo-nos na corrente do Interacionismo sociodiscursivo (BRONCKART, 1999, 2006, 2008a, 2008b, 2008c, 2009, 2011), que é uma atualização contemporânea do Interacionismo social e que tem entre seus objetivos estudar o papel da linguagem no desenvolvimento humano e na construção de saberes, com base emVigotski e outros autores. Como dados de pesquisa coletamos os textos que, obrigatoriamente, os estudantes devem produzir no contexto da IC, na Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Assim, foram coletados projetos de pesquisa, relatórios finais, apresentações orais de pesquisa com os respectivos resumos de três estudantes do curso de Letras, na habilitação de Português/Francês. Esses dados foram analisados por meio dos níveis de análise textual e discursiva proposta por Bronckart (1999) e os resultados foram discutidos por meio dos sistemas linguageiros, assim como abordados por Bronckart (2008b) e Bota (2011), pelos quais toda produção linguageira sofre três tipos de restrições: social (incluem-se aqui os mecanismos enunciativos como as vozes e as modalizações), psicológica (restrições impostas pelo uso dos tipos de discurso) e lingüística (restrições impostas pelo uso dos conectores e da coesão verbal e nominal). Como resultado da pesquisa, encontramos uma dinâmica específica entre os tipos de discurso e o gênero textual produzido, pois, a cada etapa da pesquisa, os gêneros determinavam a escolha de determinado tipo de discurso. Também verificamos que a coesão nominal pode nos fornecer resultados importantes para a análise do posicionamento do autor empírico no texto, ou seja, a emergência de um posicionamento de pesquisador. Ademais, encontramos dois tipos de vozes no decorrer da Iniciação Científica: a voz do estudante e a voz do pesquisador. A primeira, identificada nos projetos de pesquisa, tem a função de organizar a pesquisa segundo uma ideia central advinda da experiência das estudantes enquanto graduandas em Letras, na habilitação de Português/Francês. A segunda voz, delimitada nos textos finais das pesquisas, o relatório final e a apresentação oral, é a voz do pesquisador, a qual busca a regularidade nos resultados das pesquisas e os nomeia, dando-lhes um contorno conceitual por meio de uma generalização.<br>This research aimed to understand the process of Scientific Initiation as an educational device in the undergraduate courses, analyzing specifically how the texts produced over the Scientific Initiation can reveal the development of student-researcher. Among the research already conducted on the Scientific Initiation, we found that they did not show the relationship between language and thought. So we had, as specific objectives, to check which textual markers allow us to understand this scientific educational practice through the relationship between language and thought. The theories that underlie our study are the Social Interactionism (VIGOTSKI, 2001, 2007, 2009) and the contemporary studies of Vigotskian theory (FRIEDRICH, 2012), especially the notion of higher mental functions \"language\" and \"thought\" and their relationship in the development of scientific concepts. We also rely on the Socio-Discursive Interactionism (BRONCKART, 1999, 2006, 2008a, 2008b, 2008c, 2009, 2011), which is a contemporary branch of social interactionism and which has among its objectives to study the role of language in human development and in the construction of knowledge, based on Vigotski and other authors. As research data,we collected texts that students must produce in the context of Scientific Initiation at the Faculty of Philosophy, Letters and Human Sciences, at the University of São Paulo. So we collected research projects, final reports and oral presentations with their abstracts of three students of Letters, students of Portuguese/French languages. These data were analyzed by levels of textual and discourse analysis proposed by Bronckart (1999) and the results were discussed through the language systems concept conceived by Bronckart (2008b) and Bota (2011), by which all language production suffers three types of constraints: social (they include the enunciative mechanisms such as voices and modalizations), psychological (restrictions imposed by use of the types of discourse) and linguistic (restrictions imposed by use of connectors and verbal and nominal cohesion). As a result of the research, we found a specific dynamic between the types of discourse and the produced genre, because in every stage of the research, the genres determined the choice of a particular type of discourse. We also found that the nominal cohesion can provide us with important results for the analysis of the empirical author positions in the text, so the emergence of a researcher position. Furthermore, we find two types of voices during the scientific initiation: the voice of the students and the voice of the researcher. The first, identified in the projects, is used toto organize the research according to a central idea arising from the experience of students in the Undergraduate courses in Letters (Portuguese/ French). The second voice, found on the final texts of the research, the final report and the oral presentation, is the voice of the researcher, which seeks regularities in search results and names them, giving them a conceptual outline through a generalization.
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Strickland, Clyde William. "Grant Proposal Writing: A Case Study of an International Postdoctoral Researcher." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1691.

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Thesis (M.A.)--Indiana University, 2008.<br>Title from screen (viewed on June 3, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla Connor, William V. Rozycki, Thomas A. Upton. Includes vita. Includes bibliographical references (leaves 95-99).
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Takala, Sauli, and Bernd Voss. "Guest editors’ introduction." De Gruyter, 2014. https://tud.qucosa.de/id/qucosa%3A71280.

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This special issue of Language Learning in Higher Education is devoted to the field of language testing and assessment, an area often underrated in higher education, where other concerns tend to be more in the focus of attention. Our call for papers made clear that our aim was “to cover a wide range of interrelated themes, in theory and practice, such as assessment and self-assessment, formative and summative assessment, performance standards and standard setting, use and impact of tests, tailoring and developing tests for special purposes, backwash effects (desirable/undesirable), quality issues and ethical concerns. Also considered would be contributions dealing with programme assessment and evaluation . . .” In other words, we were inviting contributions from a wider range of perspectives than is often associated with this field. As a result, the 12 articles selected and presented here cover a rather wide variety of issues often more concerned with the users of language tests, i.e. with those who have to apply them, to develop them within their own institutional constraints, and to interpret and defend the results, than with full-time researchers talking to full-time researchers.
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Burton, Fredrick Ray. "The reading-writing connection : a one year teacher-as researcher study of third-fourth grade writers and their literary experiences /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726282507663.

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Humphrey, Bryan, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Insider Research, the Process and Practice: Issues arising from professionals conducting research within their own working environments." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.122119.

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This thesis explores the chaotic, dynamic, ambiguous, complex and confusing world of the insider researcher. The proliferating species of insider researcher is common in public sector organisations and is particularly prevalent among post-graduate students who have combined study with work. Insider researchers range from the in-house researcher employed to conduct research to those who are conducting research in addition to their normal duties. This thesis, through five illustrative case-studies, discusses, reflects upon, explains, and clarifies the possibilities, limitations and the issues arising from a consideration of the practice of professionals conducting research in the large government education system in Victoria. The central focus of this thesis, that of exploring issues arising from professionals conducting research in their own working environments, has an importance that hitherto has had little direct recognition in the qualitative education research literature. And yet the practice of insider research is common and has a potentially large impact on the nature of the decision making process in public sector organisations. This relative invisibility in the social research literature of a discussion of issues relating to insider research demands to be made more visible. It is both useful and necessary to explore the particular possibilities, conditions and challenges of insiders conducting research in public organisations as the practice of insider research contines to grow. This thesis adds to the literature by locating insider research in a discussion of the wider soial context of ideology, culture, relationships, politics, language and meaning, and the decision-making process.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.

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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Fachini, Sônia Regina Victorino. "A posição do investigador: reflexões sobre ética, método e análise." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/13623.

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Made available in DSpace on 2016-04-28T18:22:40Z (GMT). No. of bitstreams: 1 Sonia Regina Victorino Fachini.pdf: 802817 bytes, checksum: 1adc7e92028b8c6355f9ec15a4884a22 (MD5) Previous issue date: 2013-05-24<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This paper presents a reflection on the position of the investigator before ethics, method and analysis undertaken in studies that involve subject and language. The idea that language can be measured has allowed researchers, even with language training, to assume a position that empowers them to define in advance what will be accepted as "right" or "wrong", eliminating, thus, the life of language, its richness and unpredictability, aspects that could not be disregarded in relation to a subject and the language that inhabits him. The argument referred to in this thesis takes side of the subject and takes on a conception of language away from that which assumes it is independent of the speaker and subject to controlling and measuring. Due to previous work done based on Neuroscience, something on the order of the singular, the heterogeneous could be "heard" by this researcher. This "clean singular in the statistical treatment of results (obtained through the construction of controlled instruments - standardized tests) put pressure by suspending the comfort zone of the investigator, supported by the ideal of science. Therefore, this paper turns the focus to the position of the investigator before the language and to whom conceives it as science. Issues related to ethics, methods and analyzes were addressed. It is important to say that the affiliation to the "Acquisition, Pathology and Language Clinic" group led by Maria Francisca Lier-DeVitto at LAEL PUCSP- opened space for a reflection that involves a scientific thinking about language, a reflection which may include the treatment of symptomatic outputs. This meeting enabled a discussion about science, about experimentation and experiments, issues worked on this thesis<br>Este trabalho traz uma reflexão sobre a posição do investigador frente a ética, método e análise assumida em trabalhos que envolvem sujeito e linguagem. A ideia de que a linguagem possa ser medida tem permitido a pesquisadores, mesmo com formação linguística, assumir uma posição tal que os autoriza a definir, de antemão, aquilo que será admitido como certo ou como errado , eliminando, dessa forma, a vida da linguagem, sua riqueza e imprevisibilidade, aspectos que não poderiam ser desconsiderados em relação a um sujeito e à língua que nele habita. A discussão encaminhada nesta tese toma partido do sujeito e assume uma concepção de linguagem afastada daquela que a supõe independente do falante e passível de controle e mensuração. Foi por realizar trabalho anterior assentado nas Neurociências, que algo da ordem do singular, do heterogêneo pôde ser escutado por esta pesquisadora. Esse singular higienizado no tratamento estatístico dos resultados (obtidos por meio da construção de instrumentos controlados - testes padronizados) fez pressão, suspendendo a zona de conforto do investigador, sustentada pelo ideal de ciência. Por isso, este trabalho gira o foco para a posição do investigador frente à linguagem e ao que concebe como ciência. Questões relacionadas a ética, métodos e análises foram abordadas. Importa dizer que a filiação ao grupo Aquisição, Patologias e Clínica de Linguagem , liderado por Maria Francisca Lier-DeVitto, no LAEL-PUCSP, abriu espaço para uma reflexão que implica um pensamento científico sobre a linguagem, uma reflexão que pode incluir o tratamento de produções sintomáticas. Esse encontro possibilitou uma discussão sobre ciência, sobre experimentação e experimentos, questões estas trabalhadas na tese
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Books on the topic "Language researcher"

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Blakeslee, Ann M. Becoming a writing researcher. Lawrence Erlbaum Associates, Publishers, 2006.

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Rankin, Virginia. The thoughtful researcher: Teaching the research process to middle school students. Libraries Unlimited, 1999.

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Children learning through literature: A teacher researcher study. Heinemann, 1990.

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The teacher-researcher: How to study writing in the classroom. ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, 1985.

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Eli, Tucker-Raymond, and Braverman Tara, eds. Becoming a teacher researcher in literacy and learning: Strategies and tools for the inquiry process. Routledge, 2011.

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Language teaching research and language pedagogy. John Wiley & Sons Inc., 2011.

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Ellis, Rod. Language Teaching Research and Language Pedagogy. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118271643.

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Breznitz, Zvia. Brain Research in Language. Springer Science+Business Media, LLC, 2008.

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Avery, Jennifer S., and Matthew H. Stewart. Language learning: New research. Nova Science Publisher's, Inc., 2011.

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Ide, Arthur Frederick. Language learning: Theory & research. Monument Press, 2010.

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Book chapters on the topic "Language researcher"

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Lin, Angel M. Y. "Researcher Positionality." In Research Methods in Language Policy and Planning. John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118340349.ch3.

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Dikilitaş, Kenan, and Carol Griffiths. "Researcher Narratives." In Developing Language Teacher Autonomy through Action Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50739-2_10.

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Harding, Luke, and Benjamin Kremmel. "SLA Researcher Assessment Literacy." In The Routledge Handbook of Second Language Acquisition and Language Testing. Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-7.

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Lightbown, Patsy M. "From Language Learner to Language Learning Researcher." In Becoming and Being an Applied Linguist. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.203.08lig.

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Nochi, Masahiro. "Research ethics from the viewpoint of a Japanese qualitative researcher." In Research Ethics in Second Language Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-9.

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Qadir, Samina Amin. "Chapter 12. Researcher identity in the writing of collaborative-action research." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.28qad.

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Sfard, Anna, and Hamsa Venkat. "Researcher as Activist: A Conversation." In Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38824-3_7.

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Paltridge, Brian, and Sue Starfield. "Becoming a researcher in a global world." In Thesis and Dissertation Writing in a Second Language. Routledge, 2019. http://dx.doi.org/10.4324/9781315170022-2.

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Flores, Jorge J. García, Pierre Zweigenbaum, Zhao Yue, and William Turner. "Tracking Researcher Mobility on the Web Using Snippet Semantic Analysis." In Advances in Natural Language Processing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33983-7_18.

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Roberts, Celia, and Srikant Sarangi. "Hybridity in gatekeeping discourse: Issues of practical relevance for the researcher." In Language, Power and Social Process. Mouton de Gruyter, 1999. http://dx.doi.org/10.1515/9783110208375.4.473.

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Conference papers on the topic "Language researcher"

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Mandal, Prasanta, and Apurbalal Senapati. "A COVID-19 Corpus Creation for Bengali: In the Context of Language Study." In Intelligent Computing and Technologies Conference. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.115.9.

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A corpus is a large collection of machine-readable texts, ideally, that should be representative of a Language. Corpus plays an important role in several natural language processing (NLP) and linguistic research. The corpus development itself is a substantial contribution to the resource building of language processing. The corpora play an important role in linguistic study as well as in several NLP tasks like Part-Of-Speech (POS) tagging, Parsing, Semantic tagging, in the parallel corpora, etc. There are numerous corpora in the literature of different languages and most of them are created for a specific purpose. Hence it is obvious that a researcher cannot use any corpus for their particular task. This paper also focuses on an automated technique to create a COVID-19 corpus dedicated to the research in linguistic aspects because of the pandemic situation.
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Almazova, N. I. "Towards Textproductive Competences Of A Language Worker And Novice Researcher." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.11.

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Siahaan, Daniel, Achmad Maududie, Slamin, Agus Subekti, Prihandoko, and Hotniar Siringoringo. "A new approach for modeling researcher community based on scientific article metadata using natural language processing." In 2017 Seventh International Conference on Information Science and Technology (ICIST). IEEE, 2017. http://dx.doi.org/10.1109/icist.2017.7926790.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Khatun, Shafia, and Norsaremah Salleh. "Moderation Effect of Software Engineers’ Emotional Intelligence (EQ) between their Work Ethics and their Work Performance." In 9th International Conference on Natural Language Processing (NLP 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101412.

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In today’s world, software is being used in every sector, be it education, healthcare, security, transportation, finance and so on. As software engineers are affecting society greatly, if they do not behave ethically, it could cause widespread damage, such as the Facebook-Cambridge Analytica scandal in 2018. Therefore, investigating the ethics of software engineers and the relationships it has with other interpersonal variables such as work performance is important for understanding what could be done to improve the situation. Software engineers work in rapidly-changing business environments which lead to a lot of stress. Their emotions are important for dealing with this, and can impact their ethical decision-making. In this quantitative study, the researcher aims to investigate whether Emotional Intelligence (EQ) moderates the relationship between work ethics of software engineers and their work performance using hierarchical multiple regression analysis in SPSS. The findings have found that EQ does significantly moderate the relationship between work ethics and work performance. These findings provide valuable information for improving the ethical behaviour of software engineers.
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Farisiyah, Umi, and Zamzani Zamzani. "Languange Shift and Language Maintenance of Local Languages toward Indonesian." In International Conference of Communication Science Research (ICCSR 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.50.

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Azimi, Mohammad, and Mohammad R. K. Mofrad. "Use of a Social Networking Recommendation Engine in Science and Engineering Education for Accessible Discovery, Organization and Collaboration of Research Knowledge." In ASME 2010 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2010. http://dx.doi.org/10.1115/sbc2010-19596.

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The World Wide Web is the primary tool used by researchers in the field of science and engineering to share knowledge. Whether students or researchers are trying to share their own discoveries or learn from the discoveries of others, they rely on the Internet as a resource where this information is gathered. The use of the Web for the exchange of scientific knowledge has to date remained very static. Websites such as Google Scholar [1] and PubMed [2] help students and researchers by indexing published journal articles based on research topic, content and keywords but are limited in that they lack the capability to suggest and rank articles in a useful manner to those new to the field. Simply put, there is no shortage of efficient search algorithms to find specific articles but these algorithms cannot help a student or new researcher that is not familiar with the research area or the search terms that should be used. Furthermore, when the student or researcher’s primary language is not English, the task of finding appropriate articles becomes significantly more challenging. Our objective is to create a recommendation engine to assist students and researchers with the discovery and organization of scientific and engineering knowledge and to present it in a manner that allows effective discussion to take place. In addition, such a recommendation engine should be capable of providing the user with an assessment of their contribution to the social network not only based on the number and quality of articles submitted but also the discussions that the user contributed to.
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Reports on the topic "Language researcher"

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Bekmyrzaev, Nurbek. Language Policies of the Central Asian States. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, 2020. http://dx.doi.org/10.46950/202004.

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This work outlines the formation of state languages in the Central Asian countries, analyzes their functioning alongside the Russian language, draws conclusions and forecasts for the future, and provides recommendations for improving language policies. The publication is intended for young experts and consultants, researchers, decision-makers, as well as a wide range of readers interested in the policies of the Central Asian countries.
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Chipman, Susan. Language Research Sponsored by ONR. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada460995.

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Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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Joshi, Aravind K. Language Processing Research and Technology - New Directions. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada358329.

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Kantrowitz, Mark. Bibliography of Research in Natural Language Generation. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada274113.

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Sidner, C. Research in Knowledge Representation for Natural Language Understanding. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada152260.

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Mann, William C. What is Special About Natural Language Generation Research. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada460222.

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Cooper, Danielle, Cate Mahoney, Rebecca Springer, et al. Supporting Research in Languages and Literature. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.313810.

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del Valle Rojas, CF, D. Caldevilla Domínguez, and C. Pacheco Silva. The presence of Chilean women researchers in Spanish-language journals. Revista Latina de Comunicación Social, 2015. http://dx.doi.org/10.4185/rlcs-2015-1054en.

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Basili, Victor R., John D. Gannon, and Marvin V. Zelkowitz. Research in Programming Languages and Software Engineering. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada256341.

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