http://hdl.handle.net/2328/484 2013-05-04T19:45:54Z http://hdl.handle.net/2328/1519 Title: Emotion communication and language socialisation. [abstract]. Authors: Mrowa-Hopkins, Colette Marie; Strambi, Antonella Abstract: In this paper, we wish to discuss ways in which cross-cultural pragmatics research can contribute to a language socialisation perspective in second language teaching and learning. We provide some background to our research project on the study of self-disclosure and negative emotion communication among three cultural groups, drawing on data collected in Anglo-Australian, French and Italian films. Our project involved the elaboration of a model of the cultural script of anger display in interactions involving male friends, and the observation and analysis of non-verbal responses based on a small corpus. Description: Colette Mrowa-Hopkins, Antonella Strambi, social knowledge, non-verbal expression, teachers, students, learners 2006-01-01T00:00:00Z http://hdl.handle.net/2328/1516 Title: Socialising learners into emotion communication in a L2: Establishing a link between research data and classroom-based activities. [abstract]. Authors: Strambi, Antonella; Mrowa-Hopkins, Colette Marie Abstract: In this paper, we explore ways in which the results of our studies on emotion communication across cultures can be used as a starting point for material and activity design, within a language socialization approach. Starting from theoretical and pedagogical considerations, we will illustrate our rationale for material design, demonstrate some sample activities and suggest implementation strategies, as well as methods for evaluation. 2006-01-01T00:00:00Z http://hdl.handle.net/2328/857 Title: Learners' Perceptions of a Web-enhanced Learning Environment: Insights from a Longitudinal Study Authors: Strambi, Antonella Abstract: This article presents the results of a longitudinal study on the perceptions of a web-enhanced learning environment by a group of beginning-level students of Italian. A website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners' positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners' positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of web-enhanced learning in itself cannot be expected to promote and sustain learners' positive attitudes and motivation in the long term, and the more research is needed to explore effective ways of using web-based materials, particularly at introductory levels of competence in the target language. 2003-09-01T00:00:00Z http://hdl.handle.net/2328/667 Title: Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning Authors: Strambi, Antonella; Bouvet, Eric James Abstract: This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging. 2003-09-01T00:00:00Z