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| Subject: on to final paper | |
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Author: angelina |
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Date Posted: 08:25:21 08/30/10 Mon Ok friends, I´ve reviewed what we had and made some changes..see if you agree.Also I think the answer to question 3 could maybe bring more information.Don´t have time to do anything more so if you do, go ahead!!!!Ah!!! There´s something missing: the justification for the simulated abstract.kisses Conference: Definition: a prearranged meeting for consultation or exchange of information or discussion (especially one with a formal agenda). Conferences are usually organized either by a scientific society or by a group of researchers with a common interest. Larger meetings may be handled on behalf of the scientific society by a Professional Conference Organiser . The meeting is announced by way of a "Call For Papers" or a Call For Abstracts, which lists the meeting's topics and tells prospective presenters how to submit their abstracts or papers. These papers are usually peer reviewed by members of the program committee or referees chosen by them. In unit 3 we explored conferences and professional meetings where academics and experts gather to share (mostly) oral information about their work and to promote further advancement in their fields and disciplines. We saw that these conferences are usually filled with various presentations, and most of them tend to be short and concise, with time span of about 10 to 30 minutes, while others are longer, lasting sometimes up to an hour or an hour and a half, that is the case of keynote speeches or keynote addresses. According to the Wikipedia, “the term Key Note comes from the practice of a cappella, often Barbershop singers, playing a note before singing. The note played determines that key in which the song will be performed, thus the term Key Note”. This meaning gives the idea that a keynote in public speaking is probably the principal underlying theme. At academic conferences, the keynote address or keynote speech is delivered to set the underlying tone and summarize the core message or most important revelation of the event. But what is the role of “keynote speakers”, and who are invited to be keynote speakers? Keynote speakers are usually people who are well known for their expertise in a particular field, or who have wide names recognition due to other accomplishments. They are often selected to raise interest in a particular event, such as a conference or large meeting sponsored by a corporation or association, and draw attendees to attend that program. What is believed is that they will probably raise enthusiasm among prospective attendees for a meeting or conference and give more credibility to the organization or association. Great keynote speakers should be able to communicate effectively with their audience and should be able to hold the attention of the audience for the duration of their keynote address. A well chosen Keynote speaker can contribute a lot to a successful meeting and help to make it dynamic, productive, informative and memorable. Although many speakers are honored to attend the event and may earn publicity in their own right for their presentation, for larger or corporate sponsored events, an honorarium or speakers fee is generally paid. What type of communication sessions are there in conferences? Besides the keynote speeches we have referred to above, papers, colloquia, poster sessions, forums, workshops, plenary sessions, speaker sessions, receptions, social events, interactive sessions, seminars, exhibitions, and web conferences are some common types of sessions that take place in conferences. Some of them bring all conference participants together under the theme proposed by the main presenter (plenary sessions, speaker sessions, and exhibitions). In others, like the social events (breakfast, tea etc) , hot topic talks and breakout sessions the attendees get together in smaller groups of colleagues and discuss a current topic of interest with a speaker, leading expert or facilitator. In these kinds of sessions they have the opportunity to ask questions, make comments and engage in discussions. They are interactive sessions. Workshops are also considered interactive sessions. The presenters give short statements before involving the audience in some type of activity. When workshops are successful participants usually leave the room motivated. A poster session or poster presentation is the presentation of research information by an individual or representatives of research teams, with an academic or professional focus. It combines text and graphics to make a visually pleasing presentation. It can take place in one large room, several smaller rooms, or even on a balcony. Then, as viewers walk by, the poster should quickly and efficiently communicate the research. Colloquia are longer sessions that usually take from 60 to 120 minutes in which important pieces of information are brought and discussed. New types of virtual conferences or sessions are nowadays totally compromised with new media and technological tools and may be useful in these events as: interactive sessions, exhibitions, conference calling and web conferences. Some of these sessions can be accessed trough the internet. The sessions are broadcast online to registered members and sometimes can be watched by other members of the community located anywhere in the world. 3- Can work presented at conferences be published? What are the common publication genres? Work presented at conferences can and should be published. EUROCALL, the European Association for Computer Assisted Language Learning aims to provide a European focus for the promulgation of innovative research, development and practice relating to the use of technologies for language learning. The works presented in the EUROCALL conferences can be selected and published in the ReCall Journal. ReCall Journal is a refereed-journal responsible to disseminate the conference information. It is published by Cambridge University Press on behalf of EuroCall. It is issued three times a year and it is available online to subscribers. The common genres published in the ReCall Journal are articles relating to theoretical debate on language learning strategies and their influence on practical courseware design and integration, as well as regular software reviews. Simulated communication proposal Study: “Reading strategy awareness of Arabic-speaking medical students studying in English” Skilled readers are often characterized as more metacognitively aware than less skilled readers. This study examined the extent of awareness about reading strategies among Arabic L1 medical students studying through the medium of English in a medical college in the Arabian Gulf. The focus of this study remained on comparing reading practices of less versus more proficient readers and also of Year One (pre-medical year) versus Year Four (pre-clinical year) students. A variety of tools (e.g. interviews, journals etc) were employed to capture the nature of strategic reading because it seems that more skilled L2 readers use strategies more frequently, in a more varied and orchestrated manner than less skilled readers. Results were then correlated with various measures of reading proficiency (e.g. test scores etc). The instrument used in this study was the SORS (Survey of Reading Strategies), a questionnaire adapted for use with L2 ESL readers from an instrument designed for measuring L1 English readers’ awareness of their academic reading strategies (the Metacognitive Awareness of Reading Strategies Inventory or MARSI). The study participants were: 108 Arabic-speaking medical students in Year One of their study and 52 in Year Four. Although Year Four students used more Metacognitive strategies than Year One students and also, Year One students used much more Support strategies related to translation than Year Four students, both years reported high use of all reading strategies and their rankings were highly correlated. Analyzing the results we see that the awareness of metacognitive strategies increases over the years of study, what guides us to conclude that the students’ ability to plan, monitor and evaluate their reading increases with their experience. Students in the later year reported using strategies more similarly, regardless of initial proficiency level and students with low initial proficiency in English showed to be more dependent on translation. Apart from test scores, there were a few significant differences in the reported reading strategy use of low and high proficiency students. Choice of conference and choice of communication format: The conference that better fits this simulated proposal is the AAAL (American Association for Applied Linguistics) because they welcome proposals in language and learner characteristics. The format chosen is poster because posters are for one-on-one discussion of research. Posters are especially effective for presenting results of empirical research if data can be presented visually (e.g. charts, graphs, tables) like in the present study. A block of time will be designated when presenters are available to discuss their posters. Prospective presenters are encouraged to consider posters because of the opportunity they provide for inclusion of more presenters and topics in the program and for extended discussion with other researchers. Keynote speaker: Frank Boers Associate Professor School of Linguistics and Applied Language Studies Qualifications BA Antwerp, MA Antwerp, PhD Antwerp Frank Boers teaches at Erasmus College University in Brussels. Until recently he was also head of the English Teacher Training Department at the University of Antwerp but he decided to let go of that post in order to spend more time with his two young children. Family duties are also the reason why he seldom shows his face at international conferences, but when he confirms his presence he tends to be a great attraction to attendees: his presentations are considered dynamic and motivational. He now does research into psycholinguistics and applied linguistics. He used to teach EFL, ESP, EAP, and various descriptive and applied linguistics subjects in Belgium. His initial research interests were in the field of lexicology (e.g. studies of polysemy) and semantics generally (e.g. studies of metaphor). Most of his recent research, however, concerns instructed second language acquisition, especially the teaching of L2 vocabulary and phraseology, and the potential merits of Cognitive Linguistics in that domain. His work has appeared in journals such as Applied Linguistics, Language Teaching Research and System, and in volumes published by, e.g., John Benjamin, Mouton De Gruyter and Cambridge University Press. He is co-author (with Seth Lindstromberg) of Optimizing a Lexical Approach to Instructed Second Language Acquisition (Palgrave Macmillan, 2009) and co-editor of two collective volumes in Mouton de Gruyter’s Applications of Cognitive Linguistics Series (2008 and 2010). He has a long list of publications and his work is considered of great importance to the The American Association for Applied Linguistics (AAAL) professional society whose members use a wide variety of theoretical frameworks and methodological approaches to address a broad range of language-related issues that affect individuals and society. Mainly all his work fit in the mission of AAAL, that is to facilitate the advancement and dissemination of knowledge and understanding regarding these language-related issues in order to improve the lives of individuals and conditions in society. Personal experience conclusion: One of our group members has attended a LAURELS conference and considers that one of the main things people enjoy about attending these conferences is the inspiration and current information they get from being around their colleagues in the field. She states she really learned and acquired new skills she could apply in her teaching job and in her life. 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| Re: on to final paper | Marcia | 14:31:32 08/30/10 Mon |