Academic literature on the topic 'Language Lecturer'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Language Lecturer.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Language Lecturer"
1
Jubaidah, Siti, and Rusfandi Rusfandi. "AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (2020): 51–62. http://dx.doi.org/10.21067/jibs.v6i2.3784.
Full textAbstract:
Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process. However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.
2
Budiarthana, I. Wayan, I. Putu Gede Budayasa, and Ayu Gede Willdahlia. "Sistem Informasi Monitoring Perkuliahan Pada Sekolah Tinggi Ilmu Kesehatan (STIKES) Bali." Jurnal Sistem Informasi dan Komputer Terapan Indonesia (JSIKTI) 1, no. 3 (2019): 119–30. http://dx.doi.org/10.33173/jsikti.24.
Full textAbstract:
The Bali Institute of Health Sciences (STIKES) is a higher education institution in the health sector. Education in an institution needs to be monitored especially the lecture process. At present, the process of monitoring lectures is carried out by recording into paper documents. Several problems arise, namely at the end of each semester staff who perform lecture attendance recapitulation must open a sheet per lecturer attendance form sheet. Then from the lecturer attendance form, the staff in charge must type back into the Microsoft Excel application. This resulted in 2 problems, namely the occurrence of delays in reporting and the difficulty of monitoring lectures by Puket I. From these problems a system is needed that is able to provide information on the presence of lecturers and is able to present information on lecture activities in realtime.
 The design of this system is translated through Data Flow Diagrams and built using PHP language, for display using CSS, and database using MySQL. Testing this system uses blackbox testing. The lecture monitoring information system can display information about the implementation of lectures for Chairperson I Assistant in real time and can facilitate STIKES Bali staff in conducting lecturers' attendance.
3
Siegel, Joseph. "Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use." Language Learning in Higher Education 10, no. 1 (2020): 73–91. http://dx.doi.org/10.1515/cercles-2020-2005.
Full textAbstract:
AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
4
Supriatna, Encep. "Penggajian Berbasis Mobile di Universitas Ma’soem." INTERNAL (Information System Journal) 3, no. 1 (2020): 51–64. http://dx.doi.org/10.32627/internal.v3i1.95.
Full textAbstract:
Design a Mobile Based Lecturer Payroll Information System at Ma’soem University to provide solutions to several lecturers who have limited time so they do not have time to fill in lecturer attendance after completing lectures so that it affects the work of the finance and curriculum sections,The approach method used is an object-oriented approach (object oriented) which consists of object-oriented analysis (OOA), and object-oriented design (OOD). The system development method used is prototype. While the author's modeling system uses Unified Modeling Language (UML).With the design of the lecturer payroll information system, it is expected to facilitate lecturers in completing attendance and seeing details of their income, the finance department does not have to work overtime to make lecturer salary reports, and the curriculum section is more facilitated in controlling lecturer performance.
5
Qodri, Muhammad. "PERFORMANCE OF ARABIC EDUCATION LECTURERS IN DEVOTION OF LANGUAGE LEARNING." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 2 (2019): 272–87. http://dx.doi.org/10.15408/a.v6i2.12310.
Full textAbstract:
This article aims to find out how the performance of lecturers in designing, implementing and evaluating learning language proficiency courses. This article uses a descriptive qualitative approach. data collection through interviews, observation, and documentation. Data collected using snowball sampling techniques and data collected were analyzed through the steps of data reduction, data presentation, and drawing conclusions. The findings of this article are: performance of Arabic education lecturers faculty of Tarbiyah in devotion of language learning that lecturer has not maximized the potential in giving lectures, coupled with the preparation of SAP courses that are lacking this is seen in 1) the design of learning made by lecturers listening and reading in the form of SAP, only briefly explains about several components, namely the identity of the course, learning outcome indicators, lecture method, assessment, and bibliography, mentions several reading sources used in the listening learning process and reading, 2) the implementation of learning include: preliminary activities, core activities, and closing activities, 3) the evaluation of learning outcomes is an activity of measuring the level of success and ability of students in the learning process.
6
Mubarak, Mahfuz Rizqi, Ahmadi Ahmadi, and Noor Amalina Audina. "KOMBINASI STRATEGI BERNYANYI DAN BERMAIN: UPAYA DALAM MENUMBUHKAN MOTIVASI MAHASISWA TADRIS BIOLOGI (TBG) DALAM PEMBELAJARAN BAHASA ARAB." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 3, no. 1 (2020): 15–31. http://dx.doi.org/10.17509/alsuniyat.v3i1.23996.
Full textAbstract:
This study aims to explore the process of lecturing Arabic by implementing a combination of singing and playing strategies. As for the main problems in this study are: (1) what is the process of implementing a combination of singing and playing strategies in Arabic lectures for Tadris Biology Study Program students? (2 how do their perceptions of the results of Arabic lectures by combining the two strategies?. This research uses a descriptive qualitative approach with triangulation techniques. The results of this study indicate that the implementation of a combination of singing and playing strategies uses the following steps: (1) The lecturer started the Arabic lecture by singing Arabic songs that the Lecturer got while still teaching Arabic at the Al-Azhar Pare Institute, Kediri, East Java, (2) The lecturer explained the theme of the material and the purpose of the lecture to be held, (3) The lecturer implemented the "Memory Game" which was adopted from the book "99 Games in Arabic Language Learning. Researchers also found that 80.6% (29 students) and 19.4% (7 students) of the 36 TBG study program students who participated in lectures gave very positive responses.
7
Saputra, M. A. Ade, Amrifan Saladin Mohruni, and Irsyadi Yani. "WORK SCHEDULING PROGRAM DESIGN FOR LECTURE ATTENDANCE CONTROL AND LECTURER WORKLOAD CALCULATION WITH FINGERPRINT AND RFID IDENTIFICATION DEVICE." Indonesian Journal of Engineering and Science 2, no. 3 (2021): 001–10. http://dx.doi.org/10.51630/ijes.v2i3.24.
Full textAbstract:
The essential factor in achieving a good learning process is discipline in the lecture process. Students and lecturers are encouraged to be disciplined and active participants in the lecture process, allowing the Lecturer's principal duty of transforming and disseminating science and technology to become more concentrated. Furthermore, to eliminate overlapping lecture schedules, lecture hours, and lecture venues that do not meet needs, it is easier for stakeholders to monitor and regulate lecturers' and students' lecture attendance so that quick and accurate decision-making can be done. To establish discipline in school utilizing biometric identification technology (fingerprints) and Radio Frequency Identification (RFID) technology, developing application software to make it easier to manage work schedules is required. The Work Scheduling program is an online application built with the PHP programming language, MySQL database, and fingerprint and RFID identification support devices that are expected to be effective and efficient tools in the process of scheduling lectures and recording lecture attendance of students and lecturers, making it easier to publish lecture schedules.
8
Tyagunova, Tanya, and Christian Greiffenhagen. "Closing seminars and lectures: The work that lecturers and students do." Discourse Studies 19, no. 3 (2017): 314–40. http://dx.doi.org/10.1177/1461445617701992.
Full textAbstract:
Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
9
Bielikova, O., S. Dytiuk, and O. Tesalovskaya. "Rhetorical culture as an integral component of pedagogical masterpiece." New Collegium 4, no. 102 (2020): 118–21. http://dx.doi.org/10.30837/nc.2020.4.118.
Full textAbstract:
The article deals with structural compounds of lecturer's rhetorical culture, its role in forming of professionaly oriented person. Lecturer's cultural and language literacy forms a style of pedagogical communication, a culture of his speaking behavior, and that exerts influence on learning process, on forming students' skills, on their personalities.
 The theoretical bases of diagnostics and determination of the results of the formation of professional competencies of language training lecturer`s for foreign citizens as the actual pedagogical problem in universities of technical profile were investigated and substantiated. In the conditions of socio-economic changes in Ukraine, the improvement of higher professional education system, in the process of introducing new requirements and standards of education, there are significant transformations in the system "lecturer-to-student". Changes in the first place concern perception of lecturer, the system of role expectations regarding the leading qualities of the lecturer changes.
 Strengthening the attention to the issues of diagnosing the level of proficiency of language training lecturers of professional competences, as a modern trend requires not only scientifically based tools for continuous measurement, analysis and improvement of evaluation of educational results of students' professional training, but also a new look at the system of pedagogical diagnostics. System diagnostics based on a competent approach should become a key and crosscutting component of monitoring the quality of vocational training of language training specialists in universities of technical profile.
10
Nurpahmi, Sitti, Muhammad Asfah Rahman, and Kisman Salija. "Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University." Journal of Language Teaching and Research 9, no. 3 (2018): 620. http://dx.doi.org/10.17507/jltr.0903.23.
Full textAbstract:
This paper investigates the implementation of bilingual based instruction in teaching English for Academic purposes at Islamic University. It was investigated by using case study with single case study at Indonesian Islamic University. The findings showed that the lecturer used English and Indonesian as a language interaction. The functions of Indonesian used by the lecturer were to translate, clarify, explain, lexical gap, address specification, and address affection. The lecturer sometimes alternated her language unconsciously. Lecturer’s language functions not only as language instruction but also as language source. This bilingual based instruction facilitated more exposure to the students; therefore the students can imitate lecturer’s language, then they can practice the language, finally, they can acquire the language.
Dissertations / Theses on the topic "Language Lecturer"
1
Mntuyedwa, Vuyokazi Julia. "Task-based design for lecturer-student communication in teaching Xhosa as a second language." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1526.
Full textAbstract:
Thesis (MA (African Languages))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa
that characterize lecturer-student conversations in tertiary context as regards
problems of some individual students assuming the Task-based Theory of second
language learning and teaching. The study is motivated by the need that exists for
the development of specific purposes language courses for African languages like
Xhosa in South Africa in the light of the constitutional provision for multilingualism
and the advancement of the African languages. The introduction of multilingualism
and the advancement of the status and use of the African languages are also
specified in the National language policy for Higher Education. In order to commence
on the kind of research on syllabus design required for quality second language
courses for Xhosa within tertiary context the nature of lecturer-student
communication relating to the problems of individual students is investigated in this
study. The study focuses in particular on the issue of task design, i.e. the features
posited by Pica et al (1993) relating to the interactant relationship between the
participants, the interactant requirement (one-way or two-way), the communication
goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one
or several outcome options). The analysis of the Xhosa communication tasks is of
crucial significance for syllabus design, course design and pedagogic task design for
task-based language teaching.<br>AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake
in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die
probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde
onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die
behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir
Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening
wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale.
Die invoer van veeltaligheid en die bevordering van die status en gebruik van die
Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys.
Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig
kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student
kommunikasie buite die klas, betreffende die probleme van individuele studente
ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van
taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die
deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die
kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een
of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale
belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde
taalonderrig.
2
Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
Full textAbstract:
This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
3
Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.
Full textAbstract:
This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
4
ALBUQUERQUE, Cinthya Tavares de Almeida. "Discurso de professores de letras: A profissionalidade em contextos de inovação e mudanças." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/15776.
Full textAbstract:
Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:44:52Z
No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5)<br>Made available in DSpace on 2016-03-08T18:44:52Z (GMT). No. of bitstreams: 2
license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5)
Previous issue date: 2016-06-26<br>O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível.<br>Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.
5
Matsubara, Shigeki, Tomohiro Ohno, and Masashi Ito. "Text-Style Conversion of Speech Transcript into Web Document for Lecture Archive." Fuji Technology Press, 2009. http://hdl.handle.net/2237/15083.
Full text
6
Marquard, Stephen. "Improving searchability of automatically transcribed lectures through dynamic language modelling." Thesis, University of Cape Town, 2012. http://pubs.cs.uct.ac.za/archive/00000846/.
Full textAbstract:
Recording university lectures through lecture capture systems is increasingly common. However, a single continuous audio recording is often unhelpful for users, who may wish to navigate quickly to a particular part of a lecture, or locate a specific lecture within a set of recordings.
A transcript of the recording can enable faster navigation and searching. Automatic speech recognition (ASR) technologies may be used to create automated transcripts, to avoid the significant time and cost involved in manual transcription.
Low accuracy of ASR-generated transcripts may however limit their usefulness. In particular, ASR systems optimized for general speech recognition may not recognize the many technical or discipline-specific words occurring in university lectures. To improve the usefulness of ASR transcripts for the purposes of information retrieval (search) and navigating within recordings, the lexicon and language model used by the ASR engine may be dynamically adapted for the topic of each lecture.
A prototype is presented which uses the English Wikipedia as a semantically dense, large language corpus to generate a custom lexicon and language model for each lecture from a small set of keywords. Two strategies for extracting a topic-specific subset of Wikipedia articles are investigated: a naïve crawler which follows all article links from a set of seed articles produced by a Wikipedia search from the initial keywords, and a refinement which follows only links to articles sufficiently similar to the parent article. Pair-wise article similarity is computed from a pre-computed vector space model of Wikipedia article term scores generated using latent semantic indexing.
The CMU Sphinx4 ASR engine is used to generate transcripts from thirteen recorded lectures from Open Yale Courses, using the English HUB4 language model as a reference and the two topic-specific language models generated for each lecture from Wikipedia.
Three standard metrics – Perplexity, Word Error Rate and Word Correct Rate – are used to evaluate the extent to which the adapted language models improve the searchability of the resulting transcripts, and in particular improve the recognition of specialist words. Ranked Word Correct Rate is proposed as a new metric better aligned with the goals of improving transcript searchability and specialist word recognition.
Analysis of recognition performance shows that the language models derived using the similarity-based Wikipedia crawler outperform models created using the naïve crawler, and that transcripts using similarity-based language models have better perplexity and Ranked Word Correct Rate scores than those created using the HUB4 language model, but worse Word Error Rates.
It is concluded that English Wikipedia may successfully be used as a language resource for unsupervised topic adaptation of language models to improve recognition performance for better searchability of lecture recording transcripts, although possibly at the expense of other attributes such as readability.
7
Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.
Full textAbstract:
Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American history, and yet considered to be "the most active and creative pattern and word formation in the American language" (Meyer, 1975). Distinctly colloquial, idiomatic and varying in shades of literalness and figurativity, phrasal verbs are largely dominant in casual usage, such as conversation, while the Latinate verbs of English are dominant in formal usage, such as in making reports (McArthur 1989). While foreign educators and their students, such as from Chinese countries, are found to emphasize English study for formal and academic purposes, the acquisition of phrasal verbs may not be considered instrumental to the purposes of the students coming to the United States in pursuit of academic degrees.
Because of the pervasiveness of phrasal verbs in spoken English language, and because of the largely conversational nature of American lectures, this study is intended to answer the following research questions:
1. In university classrooms, are the phrasal verbs spoken by native English speaking lecturers?
2. Are figurative phrasal verbs in academic lectures significantly greater in frequency than non-figuratively classified phrasal verbs in the academic lectures?
3. Do certain academic subjects tend to generate a significant increase in the number of phrasal verbs spoken by instructors, of either figurative phrasal verbs, or the more literal non-figuratively classified phrasal verbs?
8
Arden-Close, Christopher. "The language of chemistry lectures to non-native speakers of English." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256367.
Full text
9
Yoo, Jae-Hwa. "Sources et Ressources de la langue d'écriture de Pascal Quignard : essais de lectures coréennes." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030020.
Full textAbstract:
Pascal Quignard se fait l’écho dans sa littérature : « Va à la source de la langue et non pas à la langue ». La source, l’origine quignardienne, est l’ab-origine qui n’a ni forme, ni modèle. C’est un monde inconnu, inconnaissable. En ce sens, Pascal Quignard recherche la langue naturelle et non pas la langue maternelle. Cette thèse intitulée « Sources et Ressources de la langue d’écriture de Pascal Quignard :essais de lectures coréennes » s’intéresse donc à la langue qui n’appartient qu’à la nature. La notion de nature pourrait être formulée comme suit : « Natura, mère, et notre ultime idem ». L’homme fatigué par la langue et par la civilisation veut s’en retourner à la nature, à la nudité, et à la source, où il s’abreuve. La source de la langue qui se rattache à la langue naturelle est un monde plus singulier, plus originel, et plus universel, puisqu’il est inhumain, non-verbal et non-linguistique. C’est ainsi que son intérêt se porte davantage vers l’art des images que vers l’art des discours. Quignard n’explique pas mais illumine. Il s’intéresse plutôt à la Physis, à la Natura qu’au Mundus. Il aime quand la « langue touche directement au corps ». Quignard préfère, à travers elle, atteindre à la sensation plutôt qu’à l’émotion. C’est en cela que résident la force et la merveille de la littérature de Quignard, qui ne poursuit pas la belle langue, mais qui conserve une vitalité dans la pauvreté et dans la nudité mêmes de sa langue. Cette étude sur la littérature de Pascal Quignard devra sans cesse évoquer la vitalité. On sait que l’art n’est guidé que par la passion : c’est le premier éclat du bouton, le premier débordement. C’est la joie originelle, l’essence de la vie et de l’art<br>Pascal Quignard echoes in his literature:« Go to the source of language and not to the language ». The source, the quignardian’s origin, does not have neither shape nor model. This world is unknown and unknowable. This way, Quignard is seeking for the natural tongue and not for the mother tongue. This thesis entitled « Sources and Resources of writing language of Pascal Quignard: Attempt of Korean readings » is then focused on the language that only belongs to nature. The notion of nature could be expressed as followed: «Natura, mother, and our last idem». The man frazzled by language and civilization wants to go back to nature, to nudity, to the source where he can quench his thrist. This source of language, linked to the natural language, is a more singular, more original and universal world since it is unhuman, nonverbal and non-linguistic. Therefore, this is how Quignard shows more interest in the art of images than in the art of speeches. He does not explain but enlightens. He’s rather interested in Physis, in Natura than in Mundus. He loves when «language directly reaches the body». Quignard favours, through language, to affect to the sensation even more than to the emotion. This is where lies the strength and the wonder of Quignard’s literature that does not pursue fine language, but instead wants to preserve a certain vitality in the core of the poverty and the nudity of his own language. Our study about Quignard’s literature ought to constantly call to mind vitality. We understand that way why Quignard’s writing is so astonishing. It is known that Art is only guided by passion: it is the first blooming of the bud, the first overflowing. It’s the original, the essence of life and art
10
Holtmeier, Matthew. "Sigma Tau Delta Lecture Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7823.
Full textBooks on the topic "Language Lecturer"
5
Marsh, George Perkins. Lectures on the English language. Routledge/Thoemmes Press, 1997.
Find full text
9
Omondi, Lucia Ndong'a. Language and life: A linguistic glance at Kenya : inaugural lecture. University of Nairobi, 1999.
Find full text
10
Phillips, G. R. E. 1936-, Taylor Andrew 1940-, and Edith Cowan University. International Centre for Landscape and Language., eds. Contrary rhetoric: Lectures on landscape and language. Fremantle Press in association with International Centre for Landscape and Language, Edith Cowan University, 2007.
Find full textBook chapters on the topic "Language Lecturer"
1
Teng, (Mark) Feng. "To Be or not to Be an ‘Old English Lecturer’: A Social Identity Theory Perspective." In Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0728-7_7.
Full text
2
Fulford, Tim. "Lectures and Publications." In Coleridge’s Figurative Language. Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21544-7_5.
Full text
3
Lewis, Marilyn, and Hayo Reinders. "Lectures." In Study Skills for Speakers of English as a Second Language. Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-137-10590-5_4.
Full text
4
Cooper, Robin. "Three lectures on situation theoretic grammar." In Natural Language Processing. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/3-540-53678-7_5.
Full text
5
Martínez-Villaronga, A., M. A. del Agua, J. A. Silvestre-Cerdà, J. Andrés-Ferrer, and A. Juan. "Language Model Adaptation for Lecture Transcription by Document Retrieval." In Advances in Speech and Language Technologies for Iberian Languages. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13623-3_14.
Full text
6
Müller, Dennis, Florian Rabe, Colin Rothgang, and Michael Kohlhase. "Representing Structural Language Features in Formal Meta-languages." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53518-6_13.
Full text
7
Castagna, Giuseppe. "A meta-language for typed object-oriented languages." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57529-4_43.
Full text
8
Lewis, Marilyn, and Hayo Reinders. "Life Beyond Lectures." In Study Skills for Speakers of English as a Second Language. Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-137-10590-5_11.
Full text
9
Nicoll, Hugh. "Seeking Autonomy in a Lecture Course." In Reconstructing Autonomy in Language Education. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230596443_10.
Full text
10
Quirino, Glaice K. S., Monalessa P. Barcellos, and Ricardo A. Falbo. "OPL-ML: A Modeling Language for Representing Ontology Pattern Languages." In Lecture Notes in Computer Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70625-2_18.
Full textConference papers on the topic "Language Lecturer"
1
Auzar, Auzar, and Hasnah Faizah. "Dysphemism in Speech Lecturer." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.71.
Full text
2
Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.
Full textAbstract:
Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne &amp; Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic &amp; Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
3
Zuhri, Fauris. "Increasing Performance of Lecturer through Podcasts in English Department." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.26.
Full text
4
Bourina, Helena, and Larisa Dunaeva. "JOB DESCRIPTION OF A FOREIGN LANGUAGE LECTURER IN THE MODERN UNIVERSITY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0013.
Full text
5
Suharyanti, Eka, Endah Kurtianti, and Muamaroh Muamaroh. "Rise of E-Learning and Covid-19 Pandemic: Lecturer and Students Adaptations on the English Language Teaching and Learning." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303697.
Full text
6
Pfennig, Anja. "Meeting diversity during the covid-19 pandemic in a fully online learning environment." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12793.
Full textAbstract:
Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.
7
Naumenko, Yulia, Lilia Vokhmina, and Ekaterina Budnik. "The Usage of the Flipped Class Model when Teaching International Students Theoretical Disciplines at the Philological Faculty." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3109.
Full textAbstract:
One of the teaching models which stimulates and motivates students' studying activities is the flipped class, which “turns over” the traditional order of the material (a lecture - homework) vice versa. The purpose of this work is to present the effectiveness of the usage of the flipped class model when teaching international students’ theoretical disciplines in Russian at the philological faculty at Pushkin State Russian Language Institute. The traditional way of giving the material of theoretical disciplines to the international students didn’t show the high results: the students couldn’t master the material in full, didn’t understand texts of the lectures due to an insufficiently formed lexical stock and couldn’t do practical tasks and tests. The students met significant difficulties during the performance of the certification work. It became clear that the special preparative work must be done with the students before they begin to listen to lectures. So, the teaching and academic staff of the department (Department of Methodology of Teaching Russian as a Foreign Language) at the philological faculty decided to change the traditional way of giving theoretical lecture material in Russian for the international students into the flipped class teaching model. In 2019-2020 academic year the international students got the new formatted material under study within the theoretical discipline “Aspect study of the Russian Language in an international audience”. LMS Canvas was used as an educational platform, where the students got different tasks with video lectures, articles, questions, practical exercises. At the end of the term the students completed the certification work. And the high points which the students got for the work indicated the correctness of the chosen teaching model. Keywords: teaching international students, traditional format of teaching, flipped class teaching model, Russian and international audience
8
Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.
Full textAbstract:
Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
9
Wasfy, Tamer M., Hatem M. Wasfy, and Jeanne M. Peters. "On-Line University Physics Course Using Intelligent Virtual-Tutors, Virtual-Reality and Advanced Multimedia." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86755.
Full textAbstract:
A web-based self-paced university physics course, called the Virtual Physics Lab (VPL) is described. The VPL delivers both the lecture and lab components of a physics course using interactive virtual-reality simulations, high-end multimedia lectures and 2D/3D mini-games/exercises. The VPL’s interactive simulations are delivered in a video-game-like 3D photo-realistic virtual environment using real-time models to simulate typical physics experiments performed in the lab part of the physics course such as: frictional motion of a block on an inclined plane, vibrations of a mass-spring system and impact of particles. Students can change in real-time the parameters of the experiments and observe the effect on the experiment’s response and measurements. The multimedia lectures are delivered using a multimodal combination of speech and highlighted text delivered by near-photorealistic intelligent animated lip and gesture synched virtual tutors. The multimedia lectures include synchronized interactive 2D/3D animated illustrations and movies. A search engine and a hierarchical expert system allow the virtual tutors to answer natural-language questions and execute natural-language commands given by the student. Exercises in the form of mini-games that use relevant physics principles are used to increase the students’ interest in the material being taught and to test the student’s comprehension. The VPL’s interactivity and visually stimulating instruction will result in faster assimilation, deeper understanding, and higher memory retention by the students than traditional classroom/text-book instruction.
10
Reiners, Torsten, and Heinz Dreher. "Culturally-based Adaptive Learning and Concept Analytics to Guide Educational Website Content Integration." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3211.
Full textAbstract:
In modem learning environments, the lecturer or educational designer is often confronted with multi-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid embarrassment and harm to individual learners’ cultural sensibilities and, thus, provide the motivation for finding a solution using a specially designed feature, known as adaptive learning paths, for implementation in Learning Management Systems (LMS). Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be created, in which the specific cultural parameters can be recorded. According to the learner profile, a set of content filter tags can be assigned to the learning path for the relevant students. Example content filter tags may be “no sex” or “nudity ok, but not combined with religion”. Second, the LMS must have the functionality to select and present content based on the content filter tags. The design of learning material is presented via a meta-data based repository of learning objects that permits the adaptation of learning paths according to learner profiles, which include the cultural sensibilities in addition to prior knowledge and learning and categorized learning content - a detailed example is given.
Reports on the topic "Language Lecturer"
1
Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16841.
Full textAbstract:
In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
2
Professor Maggie Snowling on 'Dyslexia and Language Impairment'. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16289.
Full textAbstract:
Professor Maggie Snowling on 'Dyslexia and Language Impairment'. Recorded on 29 September 2017, and was organised by the Welsh ACAMH Branch as part of the conference, 'Dyslexia from assessment to intervention'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
3
Identifying and remediating children’s language difficulties – Professor Charles Hulme. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13554.
Full textAbstract:
Professor Charles Hulme, Professor of Psychology and Education, University of Oxford discusses children's language difficulties. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.
4
Professor Maggie Snowling – Reading and language – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.6856.
Full text