Individual versus pair work on L2 speech acts: production and cognitive processes

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

This article presents a rudimentary model of collaboration with the aim to understand the conditions under which groups of scientists will endogenously form optimal collaborative groups. By analyzing the model with computer simulations, I uncover three lessons for collaborative groups. First, in reducing the cost borne by scientists from collaborating, one benefits the members of the group. Second, increasing the number of potential collaborative partners benefits all those involved in a collaborative group. Finally and counter intuitively, this model suggests that groups do better when scientists avoid experimenting with new collaborative interactions.

This chapter discusses the implications of Spinoza’s concept of individual bodies, as introduced in the definition of individuum in the physical digression. It begins by showing that this definition allows for an extremely wide application of the term; accordingly, very different sorts of physical entities can be described as Spinozistic individuals. Given the quite distinct use of the terms divisibilis and indivisibilis in his metaphysics, however, the chapter argues that the physical concept of individuality is not universally applied in the Ethics but reserved for physical or natural-philosophical considerations. The chapter concludes with a discussion of the problem of collective individuals. It is argued that, while societies or states are described as individual bodies, they do not constitute individual group minds in the strict sense of the term for Spinoza. This in turn indicates that minds are not individuated in the same way as bodies.

Groups are often said to bear responsibility for their actions, many of which have enormous moral, legal, and social significance. The Trump Administration, for instance, is said to be responsible for the U.S.’s inept and deceptive handling of COVID-19 and the harms that American citizens have suffered as a result. But are groups subject to normative assessment simply in virtue of their individual members being so, or are they somehow agents in their own right? Answering this question depends on understanding key concepts in the epistemology of groups, as we cannot hold the Trump Administration responsible without first determining what it believed, knew, and said. Deflationary theorists hold that group phenomena can be understood entirely in terms of individual members and their states. Inflationary theorists maintain that group phenomena are importantly over and above, or otherwise distinct from, individual members and their states. It is argued that neither approach is satisfactory. Groups are more than their members, but not because they have “minds of their own,” as the inflationists hold. Instead, this book shows how group phenomena—like belief, justification, and knowledge—depend on what the individual group members do or are capable of doing while being subject to group-level normative requirements. This framework, it is argued, allows for the correct distribution of responsibility across groups and their individual members.

Active educational methodologies promote students to take an active role in their own learning, enhance cooperative work, and develop a collective understanding of the subject as a common learning area. Cloud Computing enables the learning space to be supported while also revolutionizing it by allowing it to be used as a link between active methodology and students’ learning activities. A Cloud Computing system is used in conjunction with an active methodology to recognize and manage individual, group, and collective evidence of the students’ work in this research. The key hypothesis shown in this work is that if evidence management is made clear and evidence is consistently and gradually presented to students, their level of involvement will increase, and their learning outcomes will improve. The model was implemented in a university subject of a first academic year using the active Flipped Classroom methodology, and the individual, group and collective evidence is constantly worked with throughout the implementation of a teamwork method.

Property is pervasive, and yet we organization scholars rarely discuss it. When we do, we think of it as a black-boxed concept to explain other phenomena, rather than studying it in its own right. This may be because organization scholars tend to limit their understanding of property to its legal definition, and emphasize control and exclusion as its defining criteria. This essay wishes to crack open the black box of property and explore the many ways in which possessive relations are established. They are achieved through work, take place as we make sense of signs, are invoked into existence in our speech acts, and travel along sociomaterial networks. Through a fictionalized account of a photographic exhibition, we show that property overflows its usual legal-economic definition. Building on the case of the photographic exhibit, we show that recognizing the diversity of property changes our rapport with organization studies as a field, by unifying its approaches to the individual-vs.-collective dilemma. We conclude by noting that if theories can make a difference, then whoever controls the assignment of property – including academics who ascribe properties to their objects of study – decides not only who has or who owns what, but also who or what that person or thing can be.

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.