We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015-2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as…

As the disseminator of information, news media play a vital role in the public speech community. Especially the mainstream English media in China, which not only carefully design the topic, content, and framework of news to broadcast information but also construct cultural identity and build China's image. Exemplified by a piece of news from…

"Focus on form" (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners' attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach--"focus on forms" (FonFs)--where…

This article reviews research on the effects of conversational style on learning. Studies of conversational style have variously investigated "personalization" through changing instances of first-person address to second or third person, including sentences that directly address the learner; including more polite forms of address; and…

This article critically reviews the extant literature on scientific creativity and metaphorical thinking. Metaphorical thinking is based on a conceptual transfer of relationships or mapping, from a well-known source domain to a poorly known target domain, which could result in creative outcomes in sciences. Creativity leads to products that are…

Notes that, since fictional discourse need not reflect prevailing systems of meaning and norms or values, readers gain detachment from their own presuppositions; by constituting and formulating text-sense, readers are constituting and formulating their own cognition and becoming aware of the operations for doing so. (FL)

Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

Examines the development of epistemic modality, with particular attention to how French children (four, six, and eight year olds) evaluate the conditions of use for modal expressions marking certainty and uncertainty. Results show that four and six year olds attribute certainty more often than eight year olds. (44 references) (GLR)

Descriptions of educational practice offer an array of important, but typically hidden dimensions of meaning which provide potentially rich resources for understanding the practices. This paper illustrates: (1) how analysis, interpretations, and assessments interpenetrate what appear to be descriptions and suggest how readers can tease out these…

This study explored how asynchronous discussion supported by a Web-based learning system facilitated collaborative learning. The participants in this study consisted of the instructor, facilitators, and the students in a master's level course at a university in the south. Different sources of evidence were used in the study (individual/group…

An interview with David Olson concerning his current research on the relation between the oral conversational language of preschool children and the formalized language of written texts. (RAE)

Illustrates the existence of meanings in conversation that are not based on the listener's interpretations by analyzing the conversations from a family therapy session. Transcripts of the conversations are appended. (HTH)

Surveys the long-standing, diversified tradition of European research on text and discourse and cites the main sources and overview works in the field. (FL)

This paper advocates the view of readability as an interaction between text structure and the cognitive processes and structures possessed by a reader. A simulation model of prose comprehension that yields predictions of both propositional recall and text readability based on the frequencies of different processing events is discussed. The paper…

To determine whether argument is logical, this paper reviews the empirical literature on perception, memory, and reasoning. It finds cognitive processes to be inferential, thus supporting the assumption that argument is logical. It notes, however, that a cognitive view of argument must be taken to appreciate this logicality, because people…