語用論(Pragmatics)を考える

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

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Making Sense of Assessment Feedback in Higher Education

'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. 
This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Exploring the use of blogs as learning spaces in the higher education sector

I am a researcher and graduate student of American Indian descent (Stockbridge-Munsee/Mohican). I have always been very aware of the absence of other American Indian students in postsecondary education programs; have noticed the shortage of American Indians employed as educators, professors, or administrators; and am acutely aware of the number of American Indian populations excluded from qualitative or quantitative data sets as part of mainstream research agendas that are published on the state or national level. This is the beginning of my dissertation research journey, and the data that I have studied thus far demonstrates a ten-year failure of the traditional, Western, and public educational system in Wisconsin to nurture, graduate, and utilize Native Americans from birth through adulthood. This historical failure in the Wisconsin educational systems and organizations has left the First Children and the First People of this country far behind as compared to their other minority and white counterparts (Bowman ). The extent of how far and why they are behind is what I am determined to discover. Anecdotally speaking, I knew in my heart that the few Indians who did survive school accomplished this despite many barriers or whatever politically correct legislation was the popular rhetoric at the time. But in my head I needed to ascertain, scientifically document, and understand the factors that were responsible for this shameful record regarding the education of Native American students and their underrepresentation as professionals within the educational community. In a time of attempts to abolish affirmative action and hearing the promises of leaving no children behind, I have diligently tried to set aside time to conduct research Cultural Differences of Teaching and Learning

Cultural differences in teaching and learning

This article reviews research on the use of Web 2.0 technologies in second language learning. Its purpose is to explore the current state of research on this topic, to investigate the theoretical perspectives framing the current research, to identify some of the benefits of using Web 2.0 technologies in second language learning, and to discuss some of the limitations of existing research. The review of research found that blogs and wikis have been the most studied Web 2.0 tools, while others, such as social networking applications and virtual worlds, have been less frequently explored.  In addition, the most commonly investigated languages have been English as a Second/Foreign Language (ESL/EFL), Spanish, German and French. Considerably less research has been conducted on applying Web 2.0 technologies to less commonly taught languages, such as Arabic, Chinese, or Russian. Additionally, the language learning environments afforded by Web 2.0 technologies have greatly broadened the scope of topics explored in computer-assisted language learning (CALL):  from earlier research which tended to concentrate on the traditional four language skills, to more recent topics such as learners’ identities, online collaboration, and learning communities.  Although very few studies surveyed have actually examined students’ progress and learning outcomes associated with these tools, the most frequently reported benefit associated with Web 2.0 technologies is the favorable language learning environments they help to foster. Finally, this review found that much research on Web 2.0 technology and language learning is not clearly grounded in theory, and that a number of studies suffer from a set of common methodological limitations.

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as ‘Facebook’ and ‘Myspace’ are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students’ understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment.

This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students’ blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.

Peer feedback through blogs: Student and teacher perceptions in an advanced german class

Pragmatics for Language Educators: Virginia LoCastro, Routledge, New York/London, 2012, 331 pp., ISBN: 978-0-415-80116-4, €40.99 (paperback)

Exploring professional communication. Language in action

This paper argues that the field of interlanguage pragmatics – the study of L2 use and development – has neglected facework strategies that are directed towards the speaker rather than the hearer. These strategies serve to present particular identities and qualities of the speaker. This is exemplified through examples from L2 learners of German at three different levels of proficiency taking part in an argumentation task and retrospective interviews with thee learners. The analysis shows that, the lower learners’ level of proficiency is, the more likely it is that the organisation of the discourse and the use of epistemic verbs such as ‘ich denke’ (I think) are oriented towards the maintenance of a ‘good L2 speaker’ face. Learners in essence play the role of a language learner rather than the role imposed on them by the argumentative task, and ‘politeness’ towards the interlocutor is not at the forefront of their mind. As a consequence, the paper suggests that interlanguage pragmatics needs to integrate perspectives which see face management as more than the mere enactment of politeness.

Reframing one's experience: Face, identity and roles in L2 argumentative discourse

This book reviews and summarizes what we know about interaction in the Anglophone university classroom, drawing on publications from applied linguistics, education studies and psychology.

Classroom Interaction: The Internationalised Anglophone University

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