Hi everyone,
In Australia, we have a local edition of ‘An introduction to language’ by
Fromkin et al., with the phonetics chapter focussed on Australian English
pronunciation. Is there a British English edition I’m not aware of? Or
something similar?
I don’t teach introductory linguistics, but I was about to recommend my
English language students consult an introductory linguistics text before
they take my module on linguistic typology. What would you recommend?
Thanks,
Adam
--
Adam Schembri, PhD https://bham.academia.edu/AdamSchembri
<https://latrobe.academia.edu/AdamSchembri>
Department of English Language and Applied Linguistics | University of
Birmingham | Edgbaston | Birmingham | B15 2TT | United Kingdom |Tel :
+44 121 414 8123| Twitter: @AdamCSchembri
On 20/05/2017, 00:03, "Teaching Linguistics on behalf of TEACHLING
automatic digest system" <[log in to unmask] on behalf of
[log in to unmask]> wrote:
>There is 1 message totaling 1111 lines in this issue.
>
>Topics of the day:
>
> 1. TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>
>----------------------------------------------------------------------
>
>Date: Fri, 19 May 2017 16:19:03 +0000
>From: Yoji Hashimoto <[log in to unmask]>
>Subject: Re: TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>
>Dear Dave (and everyone else),
>
>Hello.
>
>In the past few years, I have been getting my Japanese language students
>to write weekly individual journals within a group project whereby groups
>of Japanese language students from an Australian university engage in an
>online collaboration project with their respective group counterpart
>students from Japan, who are studying English language. It’s not
>linguistics class that I’m talking about here – rather, it's a language
>class, but hopefully some elements may be relevant to your subject.
>
>The group project is given 20% weighting within the subject, and the six
>journals, submitted mostly on a weekly basis over five weeks are given 1%
>each (hence the weekly journals would have a combined 6% total weighting,
>and the remaining 14% will go for the final presentation etc.). Each
>journal consists of a few multiple choice questions relating to their
>progress and planning (both as group and as individual) as well as brief
>reflective and forward planning comments, I expect my students to spend
>between 5 and 10 minutes to fill out each journal sheet.
>
>The purposes of these journals are two-fold: for students to monitor and
>plan their own progress (both as individuals and as groups); and for me
>to have a bird-eye view of their progress so I can assist them or
>intervene where necessary. It takes very little time for me to check
>them (less than a minute for people who are doing OK; and less than
>two-three minutes for those students who may require some
>help/encouragement).
>
>Students are given full 1% for each journal entry (both online and
>hard-copy submissions accepted) so long as: the deadline is adhered to;
>and the journal content is relevant to the project.
>
>The initial submission is to be submitted as a group ie. one (and only
>one) sheet to be submitted from each group. The subsequent five sheets
>shall be submitted by individual students, but they would touch upon both
>individual and group progress/planning/reflection/self assessment.
>
>The low %-age point given to each journal reflects the little effort
>required (if having to be regular and constant) on the part of the
>students.
>
>I cannot agree more to Nick’s comments:
>>> We don't get students gaming/faking it, because it is such a low
>>>stakes piece of assessment.
>>> What it does help with is to identify students who need more support
>>>at an early stage in the unit.
>
>
>My experience in the past few years indicates that these journals are
>useful for both the students and myself and serve their above-mentioned
>purposes. It is particularly interesting and makes for useful
>feedback/intervention tool when it becomes evident through them that
>students from the same group have different views/understandings about
>their own groups and group-mates.
>
>Due to their nature, these journals are pretty much free from faking, I
>guess.
>
>Since the journal questions also ask students about their group activity
>progresses, they are constantly reminded that they are strongly
>encouraged to work well with their fellow group members. I am hoping
>that this would have positive impacts on the group ethos.
>
>
>The format of the journals are more or less very similar from week to
>week, and I suspect that makes some students fill out some of the
>sections without reflecting as much as I would like them to in later
>weeks, so I am thinking I should perhaps try to jazz them up each week,
>and jolt students' brain a bit to get “real answers” that would serve the
>journal purposes.
>
>
>Hope these may make some sense and be useful.
>
>And last, but not least – thanks Dave for running this fantastic mailing
>list. ^!^y
>
>Best wishes,
>Yoji
>
>+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:
>Yoji HASHIMOTO, PhD
>
>Lecturer in Japanese
>School of Humanities
>University of Tasmania
>Private Bag 41 Hobart
>Tasmania 7001 Australia
>
>E-mail: [log in to unmask]<mailto:[log in to unmask]>
>
>
>On 16/05/2017 8:00 am, "Teaching Linguistics on behalf of TEACHLING
>automatic digest system"
><[log in to unmask]<mailto:[log in to unmask]> on behalf of
>[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
>There are 5 messages totaling 668 lines in this issue.
>
>Topics of the day:
>
> 1. weekly learning diaries
> 2. TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46) (4)
>
>----------------------------------------------------------------------
>
>Date: Mon, 15 May 2017 00:49:20 +0000
>From: Nick Wilson <[log in to unmask]<mailto:[log in to unmask]>>
>Subject: Re: weekly learning diaries
>
>Hi Dave (and everyone else),
>
>I use weekly learning diaries with my first years. These aren't as an
>accompaniment to a project, they are more of a way of encouraging
>participation and providing a means of gauging their understanding of
>course content. This is the first year I have used them, and our semester
>isn't yet over. It's also the first time the unit has run (note: I am
>using the Australian terminology here, a unit is what would be referred
>to as a module in the UK).
>
>In the unit I organise, which is called Language Myths and Realities,
>students get 2 lectures per week, with every lecture being a lecture on a
>different myth about language (e.g. text messaging makes you illiterate,
>women talk more than men, etc.). Each lecture is given by a different
>lecturer (we have 17 lecturers in all on this unit). Anyway, the students
>are assessed by three main assignments weighted as follows:
>
>10% short essay on linguistics in the media
>30% data collection and analysis task
>30% essay on a language myth
>
>The rest (20%) is made up of 10 entries in their online learning journal.
>In this they are required to write 100-200 words on anything covered
>during the week in the lectures or reading that has interested them.
>Ideally they should relate this to their experience, but I've found that
>many don't actually do this, probably because they aren't directed to
>explicitly enough.
>
>So each entry is worth 2% of their unit mark. This is marked quite
>simply: if it is relevant, it gets a mark. If it is on time (i.e. before
>Monday of the following week) it gets another mark. If it is not relevant
>to the topic it gets no marks. All we are trying to do with this is to
>encourage the students to start thinking about the topics and to start
>writing. We don't always comment on the entries online, unless someone
>has misunderstood something, in which case it is a good opportunity to
>put them right.
>
>The tutors read the entries from their students prior to the tutorial
>each week, and this forms the basis of discussion in class. Thus, it is
>not too labour intensive to assess as we read them as our tutorial prep,
>and I find this really helps with making the class interactive. I have
>one tutorial of 28 students (!) and reading/marking these takes me about
>20mins for all of them.
>
>We don't get students gaming/faking it, because it is such a low stakes
>piece of assessment. What is does help with is to identify students who
>need more support at an early stage in the unit.
>
>I can't really comment on how well this would work for a group project,
>so I will leave that to other..
>
>On reflection, I've found this to be a useful activity, but I'm going to
>change the other pieces of assessment and reconsider the relative
>weightings for next year. I also think the focus of what is asked for
>needs to be made more specific to the students' own experience, as some
>students end up just parroting back the main points of the lecture.
>
>Hope that helps/is of interest,
>
>Nick
>
>Dr Nick Wilson
>orcid.org/0000-0002-8496-3933
>https://mq.academia.edu/NickWilson
>Lecturer in Sociolinguistics
>Department of Linguistics
>Macquarie University, NSW 2109, Australia
>
>-----Original Message-----
>From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of
>Dave Sayers
>Sent: Monday, 15 May 2017 12:40 AM
>To: [log in to unmask]<mailto:[log in to unmask]>
>Subject: weekly learning diaries
>
>Hi folks,
>
>Does anyone have any experience of using these? I'm thinking about this
>as a possible accompaniment to a group project in a first year module. It
>would enable individual students to demonstrate more transparently their
>individual contributions, while also hopefully encouraging a steadier
>pace of work throughout the project, avoiding a rush job at the end. They
>would be formally graded as part of the overall assessment.
>
>Concerns include:
>- What weighting should this receive, relative to the group project?
>- How difficult/labour intensive would this be to assess each week?
>- How susceptible is it to gaming/faking?
>- Might it work against the group ethos if they're having to write
>individually all the way through the project?
>
>And so on. Anyone's experiences - positive, negative, whatever - very
>much appreciated!
>
>Thanks,
>Dave
>
>--
>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>Humanities, Sheffield Hallam University | www.shu.ac.uk Honorary Research
>Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>[log in to unmask]<mailto:[log in to unmask]> |
>http://shu.academia.edu/DaveSayers
>
>------------------------------
>
>Date: Mon, 15 May 2017 09:35:37 +0100
>From: Manel Herat <[log in to unmask]<mailto:[log in to unmask]>>
>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>
>We do a Language Journal at Liverpool Hope but this is an individual
>assignment and what students have to do is to find a real life
>situation that they have encountered that relates to what they have
>learnt on the course and apply one of the theories to discuss the
>situation. They have to do this every week but they're only assessed
>on 4 journal entries. Each week they get the opportunity to discuss
>their entries during seminar time and to think about whether they have
>used an appropriate theory. The journal entry is in two parts; first
>they have to describe the situation and secondly, they have to analyse
>the situation using an appropriate theory. They are allowed to write
>as much as they want for the situation, the analysis however, has to
>be 500 words. Hope this helps.
>
>Manel
>
>Sent from my iPad
>
>On 15 May 2017, at 00:05, TEACHLING automatic digest system
><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
>There is 1 message totaling 35 lines in this issue.
>
>Topics of the day:
>
> 1. weekly learning diaries
>
>----------------------------------------------------------------------
>
>Date: Sun, 14 May 2017 15:40:20 +0100
>From: Dave Sayers
><[log in to unmask]<mailto:[log in to unmask]>>
>Subject: weekly learning diaries
>
>Hi folks,
>
>Does anyone have any experience of using these? I'm thinking about this
>as a possible
>accompaniment to a group project in a first year module. It would enable
>individual
>students to demonstrate more transparently their individual
>contributions, while also
>hopefully encouraging a steadier pace of work throughout the project,
>avoiding a rush
>job at the end. They would be formally graded as part of the overall
>assessment.
>
>Concerns include:
>- What weighting should this receive, relative to the group project?
>- How difficult/labour intensive would this be to assess each week?
>- How susceptible is it to gaming/faking?
>- Might it work against the group ethos if they're having to write
>individually all
>the way through the project?
>
>And so on. Anyone's experiences - positive, negative, whatever - very
>much appreciated!
>
>Thanks,
>Dave
>
>--
>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>www.shu.ac.uk
>Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>[log in to unmask]<mailto:[log in to unmask]> |
>http://shu.academia.edu/DaveSayers
>------------------------------
>
>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>***************************************************************
>
>Date: Mon, 15 May 2017 07:12:13 -0400
>From: Rebecca Wheeler <[log in to unmask]<mailto:[log in to unmask]>>
>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>
>And what amount of grading load do y'all experience with your teaching
>journals? How many students in the class? I love these ideas, but am
>shuddering to think of such entries for my 70 students across two
>sections.
>
>Thx,
>Rebecca
>
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>Rebecca S. Wheeler, PhD
>Professor of English
>Fulbright Scholar, Tajikistan - 2016
>
>Department of English
>Christopher Newport University
>Newport News, VA 23606
>
>office: 757-594-8889
>cell: 757-651-3659
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>On May 15, 2017, at 04:35, Manel Herat
><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>We do a Language Journal at Liverpool Hope but this is an individual
>assignment and what students have to do is to find a real life
>situation that they have encountered that relates to what they have
>learnt on the course and apply one of the theories to discuss the
>situation. They have to do this every week but they're only assessed
>on 4 journal entries. Each week they get the opportunity to discuss
>their entries during seminar time and to think about whether they have
>used an appropriate theory. The journal entry is in two parts; first
>they have to describe the situation and secondly, they have to analyse
>the situation using an appropriate theory. They are allowed to write
>as much as they want for the situation, the analysis however, has to
>be 500 words. Hope this helps.
>Manel
>Sent from my iPad
>On 15 May 2017, at 00:05, TEACHLING automatic digest system
><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>There is 1 message totaling 35 lines in this issue.
>Topics of the day:
>1. weekly learning diaries
>----------------------------------------------------------------------
>Date: Sun, 14 May 2017 15:40:20 +0100
>From: Dave Sayers
><[log in to unmask]<mailto:[log in to unmask]>>
>Subject: weekly learning diaries
>Hi folks,
>Does anyone have any experience of using these? I'm thinking about this
>as a possible
>accompaniment to a group project in a first year module. It would enable
>individual
>students to demonstrate more transparently their individual
>contributions, while also
>hopefully encouraging a steadier pace of work throughout the project,
>avoiding a rush
>job at the end. They would be formally graded as part of the overall
>assessment.
>Concerns include:
>- What weighting should this receive, relative to the group project?
>- How difficult/labour intensive would this be to assess each week?
>- How susceptible is it to gaming/faking?
>- Might it work against the group ethos if they're having to write
>individually all
>the way through the project?
>And so on. Anyone's experiences - positive, negative, whatever - very
>much appreciated!
>Thanks,
>Dave
>--
>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>www.shu.ac.uk
>Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>[log in to unmask]<mailto:[log in to unmask]> |
>http://shu.academia.edu/DaveSayers
>------------------------------
>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>***************************************************************
>------------------------------
>
>Date: Mon, 15 May 2017 14:22:55 +0000
>From: "Kuha, Mai" <[log in to unmask]<mailto:[log in to unmask]>>
>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>
>I also do pretty much what Manel describes, and I¹d say often about 3
>minutes per entry is enough. I complete a simple rubric in our online
>learning management system; since that explains the grade to the student,
>usually I just write a short comment. Many entries either fit into common
>patterns or (unfortunately) are short and not very substantial, so those
>are quick to grade. Then there is handful in which the student really
>grapples with some experience or demonstrates that some linguistic concept
>is not understood, so then it takes longer to craft a response or perhaps
>even modify plans for the next class meeting to convey something more
>clearly but I find that spending time on this is totally worth it.
>
>By the way, I used to get complaints about this course requirement,
>apparently because students have set expectations for what kind of thing a
>³journal² is; this label suggests to them less rigorous writing, so having
>to be analytical and integrate ideas from what they have read seemed
>unreasonable to them. I changed the name to ³field notes² and it is going
>over a lot better now :)
>
>Back to Dave¹s original question, a learning diary sounds intriguing, and
>I look forward to hearing how it works out for you if you implement it. A
>possible risk is that students may perceive it as being separate from the
>work they need to complete for the project itself, and therefore
>unnecessary.
>
>Mai
>--
>Mai Kuha
>Department of English
>Ball State University
>Muncie, Indiana, USA
>
>On 5/15/17, 7:12 AM, "Rebecca Wheeler"
><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
>And what amount of grading load do y'all experience with your teaching
>journals? How many students in the class? I love these ideas, but am
>shuddering to think of such entries for my 70 students across two
>sections.
>
>Thx,
>Rebecca
>
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>Rebecca S. Wheeler, PhD
>Professor of English
>Fulbright Scholar, Tajikistan - 2016
>
>Department of English
>Christopher Newport University
>Newport News, VA 23606
>
>office: 757-594-8889
>cell: 757-651-3659
>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
>On May 15, 2017, at 04:35, Manel Herat
><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>We do a Language Journal at Liverpool Hope but this is an individual
>assignment and what students have to do is to find a real life
>situation that they have encountered that relates to what they have
>learnt on the course and apply one of the theories to discuss the
>situation. They have to do this every week but they're only assessed
>on 4 journal entries. Each week they get the opportunity to discuss
>their entries during seminar time and to think about whether they have
>used an appropriate theory. The journal entry is in two parts; first
>they have to describe the situation and secondly, they have to analyse
>the situation using an appropriate theory. They are allowed to write
>as much as they want for the situation, the analysis however, has to
>be 500 words. Hope this helps.
>Manel
>Sent from my iPad
>
>----------------------------------------------------------------------
>Date: Sun, 14 May 2017 15:40:20 +0100
>From: Dave Sayers
><[log in to unmask]<mailto:[log in to unmask]>>
>Subject: weekly learning diaries
>Hi folks,
>Does anyone have any experience of using these? I'm thinking about
>this as a possible
>accompaniment to a group project in a first year module. It would
>enable individual
>students to demonstrate more transparently their individual
>contributions, while also
>hopefully encouraging a steadier pace of work throughout the project,
>avoiding a rush
>job at the end. They would be formally graded as part of the overall
>assessment.
>Concerns include:
>- What weighting should this receive, relative to the group project?
>- How difficult/labour intensive would this be to assess each week?
>- How susceptible is it to gaming/faking?
>- Might it work against the group ethos if they're having to write
>individually all
>the way through the project?
>And so on. Anyone's experiences - positive, negative, whatever - very
>much appreciated!
>Thanks,
>Dave
>--
>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>www.shu.ac.uk
>Honorary Research Fellow, Cardiff University & WISERD |
>www.wiserd.ac.uk
>[log in to unmask]<mailto:[log in to unmask]> |
>http://shu.academia.edu/DaveSayers
>------------------------------
>
>Date: Mon, 15 May 2017 11:43:26 -0700
>From: Robert Troyer <[log in to unmask]<mailto:[log in to unmask]>>
>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>
>Hi Dave,
>
>I only use weekly individual journals for students to document and reflect
>on experiences such as ongoing conversations with an international student
>English learner or English teaching practicum--i.e. individual learning.
>
>For group work, I assign a weekly notes and report performed as follows.
>
>Each week the group chooses a note-taker and a report-writer (rotating
>duties).
>
>The note-taker documents what happened in one or more group member
>meetings
>including the place, date, time, and names of everyone present. The
>note-taker passes the notes on (via a shared google drive) to the
>report-writer.
>
>The report-writer then produces a prose-paragraph report on what the group
>discussed or accomplished based on the notes and the report-writer's
>additions. This report is also stored in the shared drive which I also
>have
>access to.
>
>As long as they follow a strict file naming protocol (notes_date.x,
>report_date.x) it's easy to see whether or not they've been done each
>week,
>and you can tell by who the authors are whether the members are sharing
>the
>notes/reports responsibilities and attending meetings.
>
>Concerns:
>I would weight these notes and reports so that they are taken very
>seriously. Also for the first couple of weeks, I discuss them in class,
>refer to specific groups, and emphasize that these documents are my way of
>being involved in and keeping track of group work.
>
>These are quite easy to assess, length (amount of detail) being a simple
>measurement in addition to general quality.
>
>The fact that two group members contribute to each report should greatly
>reduce any tomfoolery.
>
>I do this two-part writing in order to avoid the last concern you mention.
>
>
>I've had great success with these, and when I introduce them I tell
>students about how when I had to start taking minutes of faculty and
>committee meetings, I wish that I had learned about and practiced this
>very
>practical skill in the past, and that writing up accurate, professional
>notes will be an important part of many careers.
>
>It's also very important to provide up front examples of poor and very
>good
>notes and reports--the same is true of individual learning journals. The
>first times I did both of these, I didn't have examples, so I only got a
>few really good ones. But when in future terms I gave out copies of the
>poor and very good ones and we discussed them, the overall quality vastly
>improved.
>
>So providing them with examples, and treating these things very seriously
>as direct communication between the students and you for the first few
>weeks are very important.
>
>Best,
>Rob
>
>Dr. Robert A. Troyer
>Associate Professor of Linguistics, Department of English, Writing, &
>Linguistics <http://www.wou.edu/las/humanities/english/index.php>
>Director, Office of International Student Academic Support
><http://www.wou.edu/wp/internationalsupport/>
>Western Oregon University <http://www.wou.edu/index.php>
>
>On Sun, May 14, 2017 at 4:01 PM, TEACHLING automatic digest system <
>[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
>There is 1 message totaling 35 lines in this issue.
>
>Topics of the day:
>
> 1. weekly learning diaries
>
>----------------------------------------------------------------------
>
>Date: Sun, 14 May 2017 15:40:20 +0100
>From: Dave Sayers
><[log in to unmask]<mailto:[log in to unmask]>>
>Subject: weekly learning diaries
>
>Hi folks,
>
>Does anyone have any experience of using these? I'm thinking about this as
>a possible
>accompaniment to a group project in a first year module. It would enable
>individual
>students to demonstrate more transparently their individual contributions,
>while also
>hopefully encouraging a steadier pace of work throughout the project,
>avoiding a rush
>job at the end. They would be formally graded as part of the overall
>assessment.
>
>Concerns include:
>- What weighting should this receive, relative to the group project?
>- How difficult/labour intensive would this be to assess each week?
>- How susceptible is it to gaming/faking?
>- Might it work against the group ethos if they're having to write
>individually all
>the way through the project?
>
>And so on. Anyone's experiences - positive, negative, whatever - very much
>appreciated!
>
>Thanks,
>Dave
>
>--
>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>www.shu.ac.uk
>Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>[log in to unmask]<mailto:[log in to unmask]> |
>http://shu.academia.edu/DaveSayers
>
>------------------------------
>
>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>***************************************************************
>
>
>University of Tasmania Electronic Communications Policy (December, 2014).
>This email is confidential, and is for the intended recipient only.
>Access, disclosure, copying, distribution, or reliance on any of it by
>anyone outside the intended recipient organisation is prohibited and may
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>necessarily the views of the University of Tasmania, unless clearly
>intended otherwise.
>
>------------------------------
>
>End of TEACHLING Digest - 15 May 2017 to 19 May 2017 (#2017-48)
>***************************************************************
|
