Theories: L

A · B · C · D · E · F · G · H · I · J · K · L · M · N · O · P · R · S · T · U · V · W · Z · 0-9

• L2 Motivational Self System - Dörnyei's account of second-language motivation as the pull of an ideal L2 self, the pressure of an ought-to L2 self, and the learner's immediate L2 learning experience.
• Labov's five-segment theory of language makes style the function of grammar - The note reports Labov's new, then-unwritten theory of language, in which "style the function of grammar" — grammar itself carries the stylistic work of an utterance.
• Labov's monitor model: monitoring as attention paid to speech form on a continuum - Labov's model, developed from observed variation in first language speech, treats monitoring as attention paid to the form of speech, which can be paid in greater or lesser degrees.
• Language Acquisition Theory - Competing accounts of how children acquire language — behaviorist/learning-theory, nativist, and social-interactionist — converge on the view that acquisition depends on both an innate biological read
• Language function framework for describing bilingual children's communicative functions in home settings - The study applies "a language function framework" to provide "a descriptive analysis of the communicative functions performed by these children." It organizes analysis of home language use around the
• Language related episodes (LREs) as the operationalization of noticing in L2 writing - The article situates its method within research that operationalizes noticing and related concepts as language related episodes (LREs), citing studies such as Qi & Lapkin (2001) and Swain & Lapkin (19
• Language socialization perspective on combined language and occupational skills training - The article interprets participants' learning through a language socialization lens, in which language learning, sociocultural knowledge, and social interaction are interdependent.
• Languaging in the Content Areas (LICA) as a unifying thesis for post-elementary reading instruction - LICA is proposed as "a working title for a potentially unifying thesis" for post-elementary school reading, meant to unify terms like "secondary school reading", "contentreading", and "comprehension/s
• Larsen-Freeman's tri-part grammatical framework: form, meaning, and pragmatics - The bibliography describes, citing Larsen-Freeman (1991), a proposed solution to debates over use and disuse of grammar teaching: a tri-part grammatical framework presented as a pie chart.
• Latent interpretation classes as a representation of differential interpretation of vague quantifiers - This framework represents individual differences in how respondents interpret vague quantifiers of behavioral frequency as variability between latent interpretation classes, rather than as continuous
• Latent State Trait (LST) decomposition of test disengagement over repeated administrations - The study applies a Latent State Trait (LST) model to decompose an individual's relative standing at each test occasion into two components.
• Law-related education defined as citizenship education for a constitutional democracy - The digest defines LRE as education for citizenship rather than specialized legal training.
• Lawson's problem-solving definition of pragmatism as applied to Washington - The article recounts Bill Lawson's account of pragmatism, which locates "solving basic life problems" as fundamental to the tradition and requires a pragmatist to understand the problem being solved a
• Layers of Necessity Model - The Layers of Necessity Model, developed by Tessmer and Wedman, proposes that designers create multiple layers of instructional design activities depending on the particularities of different design s
• Learner Positioning System (LPS): a GPS-like system positioning each learner with a learner profile, learning map, and resource bank - The paper envisions Learner Positioning Systems, analogous to a geographic GPS, that help learners position themselves in their learning.
• Learner variability and jagged profiles as the foundation for personalized learning - The paper's organizing framework is that no average learner exists: each learner has a distinctive profile of strengths and challenges, so instruction must be designed for variability rather than the
• Learner variability as a multidimensional construct spanning cognitive, social, emotional, and background factors - The survey defines "learner variability" as a construct covering the abilities students have and the challenges they bring to learning.
• Learner-Centered Paradigm of Education - The learner-centered paradigm replaces a time-fixed, group-based, sorting-oriented school system with one that holds attainment constant and lets pace and path vary to fit each learner.
• Learner-centered reinterpretation of the CoI framework placing learner presence at the intersection of the three presences - The authors propose a graphic reinterpretation of the original CoI framework in which learner presence replaces educational experience at the center of the overlapping teaching, social, and cognitive
• Learner-centred facilitation of adult language learning - The guide adopts Carl Rogers' view that "we cannot teach a person anything directly; we can only facilitate his or her learning" as its organising framework for adult language teaching.
• Learning cycle instructional model: exploration, concept introduction, concept application - The guide grounds its activities in the learning cycle, a sequence science educators have identified as "an effective means for learning concepts and processes of science" that is "also...
• Learning engineering: educators take research and turn it into classroom solutions using engineering problem-solving processes - Learning engineering, as described in this report, applies engineering problem-solving processes to problems of educational practice: Uncapher described 'the synergy around design thinking and science
• Learning readiness as an operationalization of self-regulated learning (SRL) - The article grounds the WEC's learning readiness construct in self-regulated learning theory, which it defines as "the ability to regulate cognition, behaviours, and emotions to achieve academic goals
• Learning styles theory as a theoretical framework for K-12 assessment and instruction - The article discusses learning styles theory as its theoretical framework for examining how students are classified by preferences for taking in, processing, and demonstrating information in education
• Learning theories frame interdisciplinary discovery in the studio - The article grounds its interdisciplinary course schedule in multiple learning theories that focus on exploratory learning environments.
• Learning trajectories for graph comprehension and covariational reasoning as frameworks for mathematics-in-science integration - The report articulates two learning trajectories framing mathematics in OpenSciEd investigations.
• Learning-centered learning: a construct resting on five philosophical learning assumptions - The article names and describes 'learning-centered learning,' a 21st-century construct that shifts educators' mindset from controlling teaching toward the learner and the learning process.
• Learning-environment aspects framework for early academic competence - The article organizes its review around aspects of the learning environment that it identifies as most closely tied to early academic success.
• Learning-related behaviors as a mechanism linking executive function to mathematics achievement - The article advances the account that children's learning-related behaviors, specifically task orientation, are a mechanism through which executive function relates to mathematics achievement.
• Least restrictive environment defined by two components: proximity to the regular educational environment and opportunity to interact with non-handicapped children - The report defines the LRE concept from P.L.
• Leitner Queue Network - The Leitner Queue Network is the article's stochastic model of a spaced repetition system, embedding an exponential forgetting curve in a network of queues, one per Leitner deck; it is "based on ideas
• Level of occupational aspiration (LOA) as a special instance of level-of-aspiration theory with expression levels and goal periods - The article develops LOA as a special instance of the general level-of-aspiration concept, taking the occupational prestige hierarchy as its continuum of difficulty.
• Levels of discourse taxonomy for student/computer interaction (L0, L1, L2) - The report models communication between a student and a machine as occurring at three levels of discourse.
• Lifespan, multidisciplinary scope framework of the How People Learn II study - The statement of task organizes the study around learning and learning contexts "across the lifespan (specifically, infancy and early childhood, middle childhood, adolescence and young adulthood, midd
• Lightbody's four-element framework of equality in community-engaged learning - Lightbody's (2017) framework structures equality in CEL around four interrelated elements: "power-sharing and rep- resentation, partnerships, bureaucracy, and funding and resources".
• Linguistic Threshold Hypothesis versus Linguistic Interdependence Hypothesis for ELL reading comprehension - The review presents two dueling hypotheses about English Language Learners' reading, discussed by Bernhardt and Kamil (1995).
• Listening as an active process of constructing meaning from a stream of sounds - The paper argues that although listening is classified as a receptive skill, it is not passive: "Listeners do not passively absorb the words, but actively attempt to grasp the facts and feelings in wh
• Littlewood's distinction between proactive and reactive autonomy - The article adopts Littlewood's (1999) two-level account of learner autonomy for East Asian contexts.
• Littlewood's division of advanced learners' communication needs into pragmatic and social needs - The article adopts Littlewood's model of advanced language learners' development, which divides communication needs into pragmatic needs, "the desire to communicate effectively in a pragmatic sense",
• Locus of Control - Locus of control is a person's generalized belief about whether their outcomes are caused mainly by their own effort (internal) or by forces outside their control such as luck, chance, or powerful oth
• Locus of control as a bipolar internal-external expectancy construct from Rotter's social learning theory - The article describes locus of control, following Rotter (1966), as "a generalized belief that certain factors control the events of one's life", conceptualized as "a bipolar continuum ranging from a
• Locus of control of reinforcement as a multidimensional, domain-specific construct rather than Rotter's unidimensional generalized expectancy - The article argues that Rotter's (1966) locus of control of reinforcement, originally "conceptualized by Rotter as a generalized expectancy variable," has been found to be multidimensional and should
• Logistic knowledge tracing (LKT): a symbolic notation framework for specifying logistic regression learner models - LKT is a theoretically motivated framework for systematic specification and evaluation of student models for adaptive instructional environments, built on logistic regression.
• Logistic Knowledge Tracing Models (LFA, PFA, KTM) - The survey's logistic branch covers Learning Factor Analysis, Performance Factor Analysis and Knowledge Tracing Machines.
• Long's interaction hypothesis - Long's claim that comprehensible input drives second language acquisition and that negotiating communication problems in conversation, through clarification requests, confirmation checks and recasts,
• Lowenfeld and Brittain's stages of art development parallel Piaget's stages of cognitive development - The article uses Lowenfeld and Brittain's (1987) stages of art development as a framework coinciding with Piaget's cognitive stages.
• Lyster and Ranta's six-category taxonomy of corrective feedback - The article adopts Lyster and Ranta's classification of corrective feedback, which the authors call "The most comprehensive taxonomy of corrective feedback." It distinguishes six categories: "explicit