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Journal articles on the topic 'Northern Sotho language – Study and teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

L. Mphela, Kgabo, Mphoto J. Mogoboya, and Sekgaila J. Chokoe. "A case for the use of Northern Sotho as an Official Indigenous Language in Capricorn District Municipality, Limpopo Province." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (2020): 265–89. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a12.

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This paper strives to make a case for the use of Northern Sotho as an indigenous official language in the post-apartheid South Africa. It contends that though Northern Sotho is constitutionally accorded the status of an official language in the new South Africa, it is marginalised in its practical everyday use as other languages still dominate it. The paper utilised Capricorn District Municipality in Limpopo Province as a case study that is grounded on the Qualitative research approach. It is, furthermore, underpinned by Ethnolinguistic Vitality and Afrocentric theoretical assumptions. Sampled

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Bosman, Nerina, and Elsabé Taljard. "A Cross-Linguistic Study of BLOOD Metaphors in Afrikaans and Northern Sotho." Language Matters 52, no. 1 (2021): 3–29. http://dx.doi.org/10.1080/10228195.2020.1854331.

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Pretorius, W. J. "Die hiërargiese ontwikkeling en grammatiese kenmerke van die Noord- Sotho werkwoordstam -ba." Literator 26, no. 3 (2005): 107–30. http://dx.doi.org/10.4102/lit.v26i3.239.

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The hierarchical development and grammatical features of the Northern Sotho verb stem -ba The objective of this article is to describe the synchronic grammatical features of the Northern Sotho verb stem -ba as well as to indicate the diachronic developmental process of this language form. A lack of sufficient knowledge in this regard exists due to the fact that very little information can be obtained from any publication or research project. The focus of this article is particularly on the structural and semantic characteristics of -ba when functioning as an auxiliary verb stem in word group c

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Fyvie, Lauren, Jessica Anderson, Caylin-Jade Kruger, Mia le Roux, and Jeannie van der Linde. "The outcome of a developmental screening tool (PEDS) in English and Northern Sotho: A comparative study." Language Matters 47, no. 3 (2016): 415–26. http://dx.doi.org/10.1080/10228195.2016.1196718.

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Taljard, Elsabé. "Corpus-based linguistic investigation for the South African Bantu languages: a Northern Sotho case study." South African Journal of African Languages 26, no. 4 (2006): 165–83. http://dx.doi.org/10.1080/02572117.2006.10587279.

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Vorster, Jan, and Gerard Schuring. "Language and Thought: Developmental Perspectives on Counterfactual Conditionals." South African Journal of Psychology 19, no. 1 (1989): 34–38. http://dx.doi.org/10.1177/008124638901900106.

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Work by Alfred Bloom, suggesting that the lack of a distinct counterfactual marker in Chinese has as a cognitive correlate the inability or unwillingness of Chinese speakers to think counterfactually, elicited a would-be replication and refutation from Terry Kit-Fong Au. Capitalizing on Au's radical modifications of the original experimental design, Bloom was able to turn Au's refutation into a strengthening of his own position. In the present study developmental data from English, Afrikaans and Northern Sotho children, supplemented by data from English and Afrikaans adults, were used to quest

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Chinaza, Solomon Ironsi. "Strategies for student engagement in remote online learning. A case study of Northern Cyprus." Runas. Journal of Education and Culture, no. 2 (December 18, 2020): 18–31. http://dx.doi.org/10.46652/runas.v1i2.19.

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In unprecedented times like this when societies are experiencing lockdowns, social, and physical distancing, remote online learning becomes the only option for most educational institutions. There is a need for English Language Teaching practitioners to devise strategic means either through technology or without to meaningfully engage the students. This study examines learners’ engagement strategies used during remote online learning at Northern Cyprus. To achieve this, a mixed research design was used to elicit information from 63 ELT teachers who were purposively chosen for this research. A

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Gao, Siyi. "Integrating Multimedia Technology into Teaching Chinese as a Foreign Language: A Field Study on Perspectives of Teachers in Northern California." Journal of Language Teaching and Research 10, no. 6 (2019): 1181. http://dx.doi.org/10.17507/jltr.1006.06.

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This field study investigated the current use of multimedia technology in teaching Chinese as a foreign language in Northern California, as well as the barriers and challenges that TCFL teachers have encountered in their practice. An online survey was developed to collect data from 75 local TCFL teachers in Northern California. Findings indicated that most teachers felt they were competent enough in using multimedia technology. About half of the TCFL teachers had never received formal training on multimedia skills, even though they did not view a lack of training opportunities as a major barri

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Burat, Gülsen, and Çise Çavuşoğlu. "TEACHERS’ PERCEPTIONS ON USING FIRST LANGUAGE IN NORTHERN CYPRUS EFL CLASSROOMS." Near East University Online Journal of Education 3, no. 2 (2020): 11–41. http://dx.doi.org/10.32955/neuje.v3i2.242.

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The use of the first language (L1) in English as a Foreign Language (EFL) classes has been a controversial topic in the field. There are several approaches towards using L1 in EFL classrooms; While some teachers claim that L1 should not be used, others think that it has an important role in facilitating EFL learning. The present study aimed at investigating EFL teachers’ perceptions about using L1 and the cases in which they do so in the context of state schools in northern Cyprus. In addition, possible differences in their perceptions and practices based on age, gender, first language, level

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Posthumus, L. "Wetenskaplike woordidentifikasie en -klassifikasie in Bantoetale met besondere verwysing na Zoeloe." Literator 22, no. 2 (2001): 133–54. http://dx.doi.org/10.4102/lit.v22i2.366.

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Scientific word identification and classification in Bantu languages with special reference to Zulu Despite the fact that Van Wyk’s word theory (1958) is the only scientifically justified word theory for Bantu languages, his work has not had the expected impact on the study of Bantu languages (especially the Nguni languages). This is partly due to the fact that his thesis was written in Afrikaans and is inaccessible to many Bantu language scholars. Secondly, this state of affairs is due to the fact that his treatise is highly theoretical and that the principles have not been applied exhaustive

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Zaidi, Syed Faiz. "Project-Based English Language Instruction: A Study of Secondary School Learners in India." ELT Worldwide: Journal of English Language Teaching 1, no. 1 (2014): 31. http://dx.doi.org/10.26858/eltww.v1i1.840.

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The idea of Project-Based Learning (PBL) is based on a holistic instructional strategy, which is becoming more meaningful in today’s society as teachers increasingly teach groups of young learners having different learning styles and ability levels. These learners primarily come from the northern part of India and have not been properly exposed to the learning of English because of varied linguistic, cultural, schooling and social backgrounds. The study aims at assessing the effectiveness of PBL in teaching young learners (14-16 years of age) Aligarh Muslim University, India. The methods emplo

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H. S. Hassanein, Osama. "Investigating Competency‐Based Learning Implementation at the Northern Border University (NBU): A Descriptive Analytical Study." Arab World English Journal 12, no. 2 (2021): 3–21. http://dx.doi.org/10.24093/awej/vol12no2.1.

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Competency-Based Learning implementation has become a necessity at the Northern Border University (NBU), the kingdom of Saudi Arabia (KSA). However, there are still a lot of implementation challenges that need to be faced. In an attempt to overcome some of these challenges, this study conducted to identify the awareness level of competency-based learning among EFL faculty and to assess the extent to which faculty teaching practices, as well as EFL course descriptions, are supportive to competency-based learning at the NBU? The descriptive-analytical method was used in this study. The study sam

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Gűrsoy, Salih, and Naciye Kunt. "Acculturation of university students in Northern Cyprus." Culture & Psychology 25, no. 2 (2018): 146–60. http://dx.doi.org/10.1177/1354067x18808213.

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This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced understanding of how the acculturation process is experienced, and what role cultural and motivational factors play. The findings of this study reveal that

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Mukhallafi, Turki Rabah Al. "Using Artificial Intelligence for Developing English Language Teaching/Learning: An Analytical Study from University Students’ Perspective." International Journal of English Linguistics 10, no. 6 (2020): 40. http://dx.doi.org/10.5539/ijel.v10n6p40.

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As time passes on, machines are becoming more and more complex, fast-processing and intelligent. Being exactly like humans deducting, inferring and making decisions is still away, however some remarkable gains in the application of Artificial Intelligence (AI) techniques and machine learning have been recently recorded. Therefore, the current study seeks to examine strategies for effectively applying artificial intelligence (AI) applications to teach/learn English according to the university students&rsquo; point of view. The study adopts the analytical descriptive approach in order to stu

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Guangcun, Zhao. "An Investigation Report of the Status Quo and Training Demands of Rural Primary English Teachers in North Anhui Province." English Language Teaching 11, no. 12 (2018): 38. http://dx.doi.org/10.5539/elt.v11n12p38.

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Through questionnaires and statistical analysis, it is found that the status quo and training needs of rural primary English teachers in northern Anhui Province are as follows: (1) Teachers are young, female and hold concurrent posts in English teaching; (2) Most teachers have a strong desire to participate in the training, but fail to do so due to heavy workload of the course, or lack of the opportunity to go out to participate in higher level training; (3) Their ideal trainers are excellent front-line English teachers, and eager to get trained in education concepts, teaching skills and techn

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Sanfelici, Aline, and Eduardo Diniz de Figueiredo. "Perceptions of teachers about their practices after a PARFOR language and culture education course." BELT - Brazilian English Language Teaching Journal 9, no. 2 (2019): 364. http://dx.doi.org/10.15448/2178-3640.2018.2.31776.

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This study addresses the need for more research into the education of English language teachers in PARFOR programs. Through the analysis of questionnaire and interview data, we investigate the perceptions and reported practices of teachers who were enrolled in a language and culture PARFOR course in 2012 (in a northern state) in relation to their teaching practices after completion of the program. The results indicate that since the end of the course, some participants have shown a growing level of awareness towards working with an intercultural approach, which has reflected upon their practic

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17

Palazzo, Anna. "An Experience of Integrated E-Learning in the Teaching of the Italian Language for Immigrated People." International Journal of Digital Literacy and Digital Competence 8, no. 4 (2017): 1–14. http://dx.doi.org/10.4018/ijdldc.2017100101.

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The article discusses the planning and carrying out of a research project concerning the teaching of the Italian language for immigrated people. First of all, the dimensions of the phenomenon of immigration from non-EU countries in Italy and in Europe is reported (mostly from Northern and Central Africa and the East), and its evolution during last years is described, with a special attention to the change in the policy of reception and hospitality. Secondly, the theoretical framework for the virtual learning environment to be adopted to support the teaching of Italian language is highlighted.

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Edmonds-Wathen, Cris. "Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers." Australian Journal of Indigenous Education 44, no. 1 (2015): 48–58. http://dx.doi.org/10.1017/jie.2015.9.

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Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching conte

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19

Taiwo, Famogbiyele O. "Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones." Frontiers in Education Technology 1, no. 1 (2018): 24. http://dx.doi.org/10.22158/fet.v1n1p24.

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<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research

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20

Assadi, Nabil, Tareq Murad, and Mahmood Khalil. "Training Teachers’ Perspectives of the Effectiveness of the “Academy-Class” Training Model on Trainees’ Professional Development." Theory and Practice in Language Studies 9, no. 2 (2019): 137. http://dx.doi.org/10.17507/tpls.0902.03.

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This study attempts to examine the effect of the new “Academy-Class” teacher training model on trainees’ professional development according to the training teachers’ perspectives. The participants were 60 training teachers who trained student teachers from the Arab sector from different departments (English, mathematics, science, and Arabic) who were in their third year of studies in the College of Sakhnin for Teacher Education in northern Israel. The training teachers who were chosen to participate in the “Academy-Class” program were from different teaching training schools. The research ques

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21

Nguyen, Viet anh. "Challenges of the introduction of the Common European Framework of Reference for Languages at foreign-language universities in Vietnam." Linguistica 54, no. 1 (2014): 471–84. http://dx.doi.org/10.4312/linguistica.54.1.471-484.

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In today’s globalized world, it seems necessary, or even indispensable for the teaching/learning of foreign languages to be based on international standards proposed by the Common European Framework of Reference for Languages (CEFRL). The present article deals with issues of integration of the CEFRL in the Vietnamese context by analyzing the results of a study of training programs at six universities specializing in foreign languages, which are based in three regions of the country (Northern, Central and Southern Vietnam). Despite some positive changes and the dynamism characteristic of the ap

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Kaymakamoglu, Sibel Ersel. "Examining the Guidance and Counselling Students’ Perceptions about English Language Learning Beliefs." Cypriot Journal of Educational Sciences 12, no. 2 (2017): 47–57. http://dx.doi.org/10.18844/cjes.v12i2.1877.

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Abstract Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. ‘Learner belief

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23

Daneshvari, Mohammad, and Mohammad Davoudi. "The Effect of Teaching Paragraph Writing in L1 on Iranian Adult EFL Learners’ Writing Ability." International Journal of Linguistics 8, no. 6 (2016): 214. http://dx.doi.org/10.5296/ijl.v8i6.10285.

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Despite the importance of writing in ESL/EFL contexts, too many youngsters do not learn to write well enough to meet the demands of school or the workplace. The present study strives to probe into the effect of teaching paragraph writing styles in the first language on the wiring proficiency of Iranian EFL learners. To conduct the study, a quasi-experimental design was used. The participants of this study were 40 male and female language learners learning English as the foreign language at the Oxford language institute in Bojnourd in the Northern Khorasan province of Iran who were divided into

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Kanoksilapatham, Budsaba, and Paweena Channuan. "EFL LEARNERS’ AND TEACHERS’ POSITIVE ATTITUDES TOWARDS LOCAL COMMUNITY BASED INSTRUCTION." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 504. http://dx.doi.org/10.17509/ijal.v7i3.9790.

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The new status of the English language as an international language (EIL) in the age of globalisation has contributed to a cultural change of focus in English language teaching (ELT). Instead of paying attention to cultural aspects of native English speakers as in traditional English instruction, cultural diversity now plays a key role in the teaching of culture in order to enhance leaners‟ intercultural awareness. To fill this need, this study aims to document EFL learners‟ and teachers‟ attitudes towards local community instruction in which young Thai students learned English whilst being en

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Li, Fan, Si Fan, Yanjun Wang, and Jinjin Lu. "Chinese University Students’ Experience of WeChat-Based English-Language Vocabulary Learning." Education Sciences 11, no. 9 (2021): 554. http://dx.doi.org/10.3390/educsci11090554.

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The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students’ language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students’ English-language lexical proficiency during the pandemi

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Salami, Is-haq. "The teaching of Arabic language by Zumratul - Muminiin of Nigeria: problems and prospects." Journal of Islamic Contemporary Studies 2, no. 1 (2021): 1–25. http://dx.doi.org/10.46722/jics.2.1.21a.

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There are numerous Arabic Literary groups in the Southern and Northern part of Nigeria concerning themselves with the spread of Arabic knowledge by establishing Arabic institutes for this noble cause. Among those groups is Zumratul- Muminiin instilling Arabic expertise in people without collecting fee as this is the norm to other Arabic groups. This group stands out among its equals with teaching Islamic knowledge and the rudiments of Arabic language coupled with technical ideas of establishing Arabic learning centre after their students complete tutelage under them, hoping to make them active

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Akalu, Sualih Mussa. "The Effect of Task-Based Language Teaching on Students’ Oral Communication Skills in EFL Classroom." Journal of English Education 5, no. 2 (2020): 104–16. http://dx.doi.org/10.31327/jee.v5i2.1327.

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The purpose of this study was to investigate the effect of context specific task-based language teaching approach on students’ oral communication skills. The study was conducted on grade 9 students of Addisalem Secondary school which is found in northern Ethiopia. For this purpose, quasi-experimental research design was employed. Two sections which contained 92 grade 9 students were selected using purposive sampling technique based on similarity of group identification test score. After identifying the control and experimental groups, speaking test (pre-and post-test) and students’ questionnai

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Hossain, Md Amir. "Difficulties of Learning English Language at the Secondary Level: A Case Study of Thakurgaon District." Journal of Education and Training 5, no. 2 (2018): 165. http://dx.doi.org/10.5296/jet.v5i2.13500.

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The aim of this paper is to examine the complexities of learning English Language among the SSC level learners of Lahiri High School under Thakurgaon District, a northern part of Bangladesh. Many students don’t receive Standard Education of English due to knowledgeable teachers, financial constraints, lack of multimedia project teaching and learning system, and lack of English Language Club. It aims to look at motivating the young learners so that they can be able to develop the basic knowledge of four skills despite depriving of ultra-modern facilities. For this purpose, the current researche

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Ahmed, Zahir Adam Daff-Alla. "Difficulties Encountered by EFL Students in Learning Pronunciation: A Case Study of Sudanese Higher Secondary Schools." International Journal of English Linguistics 7, no. 4 (2017): 75. http://dx.doi.org/10.5539/ijel.v7n4p75.

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This study aims at investigating the problems which have been encountered by higher secondary schools students when they try to learn English pronunciation. The problem of this study is that most of the higher secondary school students in Sudan produced incorrect pronunciation for many of English words. So this study is attempted to deal with problem to find the most suitable solutions for it. The participants are Sudanese students of higher secondary schools especially at Shikan locality in Northern Kordofan State. The researcher uses the descriptive analytical approach because it is suitable

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Stiga, Kalliopi, and Evangelia Kopsalidou. "Music and traditions of Thrace (Greece): a trans-cultural teaching tool." DEDiCA Revista de Educação e Humanidades (dreh), no. 3 (March 1, 2012): 145–64. http://dx.doi.org/10.30827/dreh.v0i3.7094.

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The geopolitical location as well as the historical itinerary of Greece into time turned the country into a meeting place of the European, the Northern African and the Middle-Eastern cultures. Fables, beliefs and religious ceremonies, linguistic elements, traditional dances and music of different regions of Hellenic space testify this cultural convergence. One of these regions is Thrace. The aim of this paper is firstly, to deal with the music and the dances of Thrace and to highlight through them both the Balkan and the middle-eastern influence. Secondly, through a listing of music lessons th

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Flores Delgado, Lizette Drusila, Irlanda Olave Moreno, and Ana Cecilia Villarreal Ballesteros. "The impact of role modeling on the professional identity of pre-service teachers." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 143–52. http://dx.doi.org/10.17509/ijal.v10i1.25024.

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Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practi

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Heaney, Liam F. "Promoting language learning in the primary classroom and beyond." Gifted Education International 28, no. 2 (2012): 161–70. http://dx.doi.org/10.1177/0261429411434987.

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The aims of this study were threefold. The first was to identify some of the key methodologies used by teachers to support the language learning of primary-aged children. There is a plethora of literature that discusses various language-teaching methodologies. Whilst educational ‘jargon’ is avoided, there are specific references to academic research and educational terminology that inform and extend the discussion. Every effort is made to link these references to classroom practice. The second aim was to explore how ICT (information and communications technology) can be used to enhance the lan

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Tseng, Chia-Ti Heather. "Teaching “Cross-cultural Communication” through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners’ Perspectives." English Language Teaching 10, no. 4 (2017): 22. http://dx.doi.org/10.5539/elt.v10n4p22.

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This study aims to investigate EFL learners’ perspectives for the effectiveness of content-based instruction in a cross-cultural communication course. The main objectives of this study are three-folds: (1) to examine students’ perspectives regarding the effectiveness of content learning; (2) to examine students’ perspectives regarding the effectiveness of language learning; and (3) to examine students’ perspectives regarding the effectiveness of cooperative learning and development of critical thinking. Sixty non-English major EFL students from a university in Northern Taiwan participated in t

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Laronde, Gerald, Katarin MacLeod, Katarin MacLeod, et al. "A Case Study Of The Integration Of Information And Communication Technology In A Northern Ontario First Nation Community High School: Challenges And Benefits." Journal of International Education Research (JIER) 13, no. 1 (2017): 27–34. http://dx.doi.org/10.19030/jier.v13i1.9963.

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A case study approach was used in examining Information and Communication Technology (ICT) use within a small First Nation high school in Northern Ontario. Quantitative and qualitative data was gathered from students, teacher, and the administrator, who participated in an online survey, followed by interviews on their use of ICT in education. How ICT was used in the classroom was examined as well as identifying the challenges and benefits. The students’ benefits included easier access to research through the Internet, facilitated organization through the use of Google drive, and the use of soc

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Browne, Emma, and Fiona Gibson Napaljarri. "Communities of Practice in the Warlpiri Triangle: Four Decades of Crafting Ideological and Implementational Spaces for Teaching in and of Warlpiri Language." Languages 6, no. 2 (2021): 68. http://dx.doi.org/10.3390/languages6020068.

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Warlpiri communities in Australia’s Northern Territory (NT) have long advocated for the inclusion of Warlpiri language, values and knowledge in their government-run schools. After the first bilingual programs were established in the NT in the 1970s, educators and community members from four Warlpiri communities formed a professional network known as the Warlpiri Triangle, a platform for meetings and professional development focusing on teaching and learning in and of Warlpiri language in schools. On these platforms, educators have consistently articulated the goal of the Warlpiri programs as m

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Li, Jing. "An Empirical Study of Chinese EFL Learners’ Understanding and Translation of Expressions of Multiplication Entailing “Times”." English Language Teaching 13, no. 6 (2020): 58. http://dx.doi.org/10.5539/elt.v13n6p58.

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The debate on how to understand such expressions of multiplication entailing &ldquo;times&rdquo; as &ldquo;n times more than&rdquo; and &ldquo;increase (by) n times&rdquo; has been on and off in China since the 1980s. A review of literature seems to suggest that despite early-stage divergence in understanding, there is a general consensus among the Chinese academia at present that the English word &ldquo;times&rdquo; entails the base number, and therefore expressions of multiplication like &ldquo;n times more than&rdquo; and &ldquo;increase (by) n ti

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Keengwe, Jared, Moussa Traore, and Gary Schnellert. "Using Instructional Technology Tools to Teach Informational Texts in Thailand." International Journal of Information and Communication Technology Education 8, no. 1 (2012): 35–43. http://dx.doi.org/10.4018/jicte.2012010104.

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This article examines the teaching of English as a Second Language (ESL) to medical personnel (nurses and doctors) in a hospital in Northern Thailand. The study shows that using technological devices like listening and comprehension CDs, tape recorders and the Internet to teach informational texts can help ESL learners overcome some of their learning difficulties. Evidence from the study suggests that such a pedagogical approach not only improves the comprehension of informational texts but also students’ mastery levels of spoken and written English. The findings also reveal that such a pedago

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Keskitalo, Pigga. "Place and space in Sámi education." Policy Futures in Education 17, no. 4 (2019): 560–74. http://dx.doi.org/10.1177/1478210319848530.

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This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools’ pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi

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Cao, Ruilan. "Improving English Pronunciation Teaching and Learning via Speech Corpora of Learners with Dialectal Backgrounds." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (2016): 90. http://dx.doi.org/10.3991/ijet.v11i04.5461.

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Speech corpora play an important role in phonetic research and have been applied in daily life. Their application can be found in pronunciation teaching and learning. This article takes Jianghuai mandarin, a transitional dialect between northern and southern dialects in China, as an example to illustrate the necessity and procedures about the construction of an English speech corpus of learners with dialectal backgrounds. It shows that such corpus can be applied to help improve English pronunciation teaching and learning with its technical power in saving large audio data and its annotation wi

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Govindasamy, Manickavasagar, and Jariah Mohd. Jan. "EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES." Malaysian Journal of Languages and Linguistics (MJLL) 6, no. 1 (2017): 26–48. http://dx.doi.org/10.24200/mjll.vol6iss1pp26-48.

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Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such k

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Souza Pinto, Ana Carolina Nascimento, and Vera Menezes. "A pesquisa em linguagem, tecnologia e ensino de língua inglesa na região norte do Brasil: implicações para a formação de professores." Texto Livre: Linguagem e Tecnologia 12, no. 2 (2019): 80–97. http://dx.doi.org/10.17851/1983-3652.12.2.80-97.

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RESUMO: Este artigo apresenta uma metapesquisa sobre teses e dissertações sobre linguagem, tecnologia e uso de ferramentas digitais no ensino de língua inglesa, produzidas em programas de pós-graduação da Região Norte do Brasil. O objetivo principal é oferecer um panorama desse tipo de pesquisa nos últimos dez anos. Os dados foram coletados em plataformas digitais de pesquisa de teses e dissertações e foram encontradas apenas seis dissertações de mestrado. Analisamos os objetivos, as metodologias adotadas, bem como, os resultados apontados em cada trabalho. As pesquisas se baseiam predominante

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Laulertvorakul, Anant. "Paṭhamasambodhi in Nine Languages: Their Relation and Evolution". MANUSYA 6, № 1 (2003): 11–34. http://dx.doi.org/10.1163/26659077-00601002.

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Paṭhamasambodhi is widespread in at least 5 countries in Southeast Asia. Hundreds of manuscripts and not less than 10 versions have been discovered. They are composed in 4 languages: Pāli, Mon, Cambodian and Tai, including Tai vernaculars: Siamese Thai, Northern Thai Northeastern Thai, Lao, Tai Lue, and Tai Khoeun. The styles of composition dramatically vary between detailed enumeration and concision, prose and verse, translation in the style of nissaya and non-nissaya, single language and dual languages—Pāli and another language. The comparative study of the different versions, with emphasis

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Gezon, Lisa, and Alex Totomarovario. "Encountering the Unexpected: Appropriating the Roles of Researcher, Teacher, and Advocate in a Drug Study in Madagascar." Practicing Anthropology 30, no. 3 (2008): 42–45. http://dx.doi.org/10.17730/praa.30.3.g71k62j2n3nn7v15.

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As we learn and teach in introductory courses, one of the key assets of the anthropological perspective is the ability to remain flexible in order to accommodate the unknown, especially in fieldwork. Although Lisa Gezon had planned on conducting straight academic research in northern Madagascar this past summer (2007), this research unexpectedly allowed her also to embrace the roles of professor and advocate. Although Alex Totomarovario had planned on being mainly a research facilitator, he found himself directly engaged in research and faced with issues of advocacy—or at least expert status.

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Mukhallafi, Turki Rabah Al. "English in Saudi Arabia: Status and Challenges in The Light of Prince Mohammad Bin Salman’s Vision 2030." International Journal of English Linguistics 9, no. 4 (2019): 209. http://dx.doi.org/10.5539/ijel.v9n4p209.

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It is essential that educational institutions prepare students for the workforce especially when they are teaching English. In most Saudi Universities English Departments have been established in the Faculties of Arts, Languages, Education and Translation. However, recognition of the need for English in the Saudi educational system has not always been matched by acceptable educational outcomes. This is indicated by the inadequate number of well-trained and highly qualified teachers of English. Lack of recognition has hindered progress towards reaching the Kingdom Vision of 2030 that focuses on

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Bolourieh, Fariba, Fattaneh Bolourieh, and Farzaneh Bolourieh. "Boys’ and Girls’ different appreciation and application of Art." Contemporary Educational Researches Journal 5, no. 1 (2015): 17. http://dx.doi.org/10.18844/cerj.v5i1.11.

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Studying the way in which art is employed for learning languages by girls or boys will reveal the attitudes and beliefs of a society. The best way we can analyze the differences laying in between girls and boys in the real life is to observe them using art as a tool while learning. In this study the researcher has focused mainly on learning English as a second language. This study is an attempt to explore the status of gender differences when applying art. The main purpose is to provide an inclusive collection of gender differenceswhen applying art in order to learn the second language. As a w

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Krishnan, Saratha, Aizan Yaacob, and Arsaythamby Veloo. "METACOGNITIVE LISTENING STRATEGY TRAINING: EXPLORING ESL PRE-UNIVERSITY STUDENTS’ METACOGNITIVE AWARENESS AND THEIR PERCEPTION." Practitioner Research 2 (September 6, 2020): 83–102. http://dx.doi.org/10.32890/pr2020.2.5.

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This study examines pre-university students’ metacognitive knowledge and their perception after nine weeks of metacognitive listening strategy training. In total, 31 students were selected from four intact classes in a matriculation college located in the northern region of Malaysia. Students received 9 weeks of Metacognitive Strategy Training (MST) during their listening classes. Focus group interviews were conducted after the strategy training to elicit students’ metacognitive knowledge and their perceptions of MST. Students were divided into five groups for the focus group interviews. Thema

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Omar, Umazah, and Aizan Yaacob. "THE BENEFITS OF LEARNING MANAGEMENT SYSTEM (LMS) IN FACILITATING THE TESL TEACHER TRAINEES’ LEARNING." Practitioner Research 2 (September 6, 2020): 103–19. http://dx.doi.org/10.32890/pr2020.2.6.

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Learning Management System (LMS) is becoming an important platform for university students. The use of LMS in teaching and learning process which focuses on the content subject has provided a wider opportunity for the TESL teacher trainees not only to apprehend the content but also to apply them in real life contexts. The study aims to unveil the usefulness of LMS in TESL teacher trainees’ learning of the content subject which is Second Language Acquisition (SLA). 15 participants (12 female, and 3 male) from one of the Teacher Training Institutes in the northern region of Malaysia participated

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Ye, Jian-Hong, Nitiwat Watthanapas, and Yu-Feng Wu. "Applying Kahoot in Thai Language and Culture Curriculum: Analysis of the Relationship among Online Cognitive Failure, Flow Experience, Gameplay Anxiety and Learning Performance." International Journal of Information and Education Technology 10, no. 8 (2020): 563–72. http://dx.doi.org/10.18178/ijiet.2020.10.8.1425.

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The benefits of game-based learning have been confirmed by many studies, and it has also been proven to be a method that can bring meaningful learning to learners. However, its application in Taiwan’s higher education stage is still infrequent, and only few related studies. Therefore, this study uses Kahoot with an interactive response system (IRS) mechanism as one of the curriculum teaching tools. The research adopted purposive sampling method. Participants were students from two universities in northern Taiwan who took Thai language and culture courses. The total number of valid participants

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Hsiao, Cheng-hua. "Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums." Journal of Curriculum and Teaching 7, no. 1 (2018): 64. http://dx.doi.org/10.5430/jct.v7n1p64.

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Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in

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Kayaoğlu, Mustafa Naci, and Raşide Dağ Akbaş. "Prospective English teachers' habits and perceptions of online reading." Pegem Eğitim ve Öğretim Dergisi 4, no. 3 (2014): 19–34. http://dx.doi.org/10.14527/pegegog.2014.014.

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One of the basic language skills, reading is considered to be a key to improve critical thinking skills and to grasp different perspectives by experiencing changing nature of world. It is an inevitable fact that teachers, who are responsible for contributing to widen students' horizons and aid them to gain new insights, are still regarded as sources of knowledge even in such an environment surrounded by high technology facilities. Therefore, it is crucial to see whether, and/or how often, prospective English teachers are interested in online reading and what kind of perceptions, or feelings, t

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