Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom

[EN] Since Long's Interaction Hypothesis (Long, 1983) multiple studies have suggested the need of oral interaction for successful second language learning. Within this perspective, a great deal of research has been carried out to investigate the role of corrective feedback in the process of acquiring a second language, but there are still varied open debates about this issue. This comparative study seeks to contribute to the existing literature on corrective feedback in oral interaction by exploring teachers' corrective techniques and students' response to these corrections. Two learning contexts were observed and compared: a traditional English as a foreign language (EFL) classroom and a Content and Language Integrated Learning (CLIL) classroom .The main aim was to see whether our data conform to the Counterbalance Hypothesis proposed by Lyster and Mori (2006). Although results did not show significant differences between the two contexts, a qualitative analysis of the data shed some light on the differences between these two language teaching settings. The findings point to the need for further research on error correction in EFL and CLIL contexts in order to overcome the limitations of the present study.

Strategic Interaction and Conventions

The scope of the paper is the literature that employs coordination games to study social norms and conventions from the viewpoint of game theory and cognitive psychology. We claim that those two alternative approaches are complementary, as they provide different insights to explain how people converge to a unique system of self-fulfilling expectations in presence of multiple, equally viable, conventions. While game theory explains the emergence of conventions relying on efficiency and risk considerations, the psychological view is more concerned with frame and labeling effects. The interaction between these alternative (and, sometimes, competing) effects leads to the result that coordination failures may well occur and, even when coordination takes place, there is no guarantee that the convention eventually established will be the most efficient.

The role of personal involvement and responsibility in dictatorial allocations: A classroom experiment

Paper was revised on 2009-11-11.-- Published as article in: Rationality and Society (2009), 21(2), 1-24.

A rational fraction polynomials model to study vertical dynamic wheel-rail interaction

This paper presents a model designed to study vertical interactions between wheel and rail when the wheel moves over a rail welding. The model focuses on the spatial domain, and is drawn up in a simple fashion from track receptances. The paper obtains the receptances from a full track model in the frequency domain already developed by the authors, which includes deformation of the rail section and propagation of bending, elongation and torsional waves along an infinite track. Transformation between domains was secured by applying a modified rational fraction polynomials method. This obtains a track model with very few degrees of freedom, and thus with minimum time consumption for integration, with a good match to the original model over a sufficiently broad range of frequencies. Wheel-rail interaction is modelled on a non-linear Hertzian spring, and consideration is given to parametric excitation caused by the wheel moving over a sleeper, since this is a moving wheel model and not a moving irregularity model. The model is used to study the dynamic loads and displacements emerging at the wheel-rail contact passing over a welding defect at different speeds.