Relevant bibliographies by topics / Pedagogical Implication

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical Implication'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Pedagogical Implication.'

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 "Pedagogical Implication"

1

Setiyadi, Ag Bambang. "Language Learning Strategies: Classification and Pedagogical Implication." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 1 (August 31, 2015): 15. http://dx.doi.org/10.15639/teflinjournal.v12i1/15-28.

Full text
Abstract:
Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et.al., 1978; Fillmore, 1979; O'Malley et.al.,1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3- month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia. Factor analyses, accounting for 62.1%, 56.0%, 41.1% and 43.5% of the varianceof speaking, listening, reading and writing measures in the language learningstrategy questionnaire, suggested that the questionnaire constituted threeconstructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43% of the variance in the posttest English achievement scores. An analysis of variance of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future re-search are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Nam, GeeHo. "Mencius's Self-cultivation Theory and Its Pedagogical Implication." Journal of Education & Culture 19, no. 4 (December 2013): 5–32. http://dx.doi.org/10.24159/joec.2013.19.4.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

이유리 and Seungchul kwak. "Implication of Pedagogical Content Knowledge(PCK) for Special Education." Journal of Special Children Education 13, no. 3 (September 2011): 21–47. http://dx.doi.org/10.21075/kacsn.2011.13.3.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Alam, Md. "Prototyping Mass Nouns from Students’ Perspective: A Pedagogical Implication." Advances in Social Sciences Research Journal 7, no. 1 (January 13, 2020): 76–99. http://dx.doi.org/10.14738/assrj.71.7607.

Full text
Abstract:
This paper investigates ESL learners’ prototyping mass nouns as a grammatical category. The study is supported by the theory of prototype developed by Rosch in 1970s which plays a wide role in graded categorization of the existent entities in the world. With an expected inspiration from the theory, the prototyping of vocabulary received research attention especially in the pedagogical world. Promisingly, this study seeks to extend the theory to explore a lexico-grammatical category i.e. “mass nouns” from learners’ perspective. Actually, the study was directed to find out which prototypical feature ESL students exploit to prioritize some mass nouns as prototypical examples over some other mass nouns, and how far students’ experientially and pedagogically perceived “prototypes” of mass nouns help them to correctly grouping up nouns as in mass category. The study was focused on shedding some light on a few pedagogical tips and implications in some likely challenging contexts of teaching mass nouns. The study reveals that ESL students shortlist ‘liquids’ (such as water, milk, wine, juice etc.) ‘gases’(such as hydrogen, oxygen etc.), ‘abstract ideas’ (such as childhood, anger, safety, knowledge etc.), ‘powdered substances’ (such as sand, sugar etc.), and some ‘natural entities’ (such as heat, sunshine etc.) as “prototype of mass nouns” which all are un-individuated and sometimes intangible - meaning uncountable - while the learners recognize ‘non-countable’ status as the most important prototypical feature of mass nouns. And, the students isolated ‘rice’, ‘wheat’, ‘hair’, ‘grass’ , ‘cotton’ and ‘coal’ as less prototypical mass nouns based on their intrinsic sense that these mass nouns are plural and they even can be individuated. However, the study reflects that the students’ perceived prototypes are not sufficient as they selected and considered many of mass nouns as so distant members as countable. It was further found that contextual type shifts of mass-count nouns, arbitrary sematic distributions to lexis, cross-linguistic approach to mass nouns, intrinsic and realistic conception, superordinate-subordinate influence, and perception of enumerating status etc. account for students’ this surprise selection of a number of mass nouns as opposite category i.e. count nouns. If pedagogues are non-responsive to these factors and fail to redefine their approaches to mass noun teaching, it is most likely to lead to learners’ grammatical inaccuracy resulted from their determiner-number-mass noun mismatch.
APA, Harvard, Vancouver, ISO, and other styles
5

Eun, Eun-Suk. "Critique on the Formal Validity and Pedagogical-Epistemological Implication of Bayesian Model for “Pedagogical Inference”." Journal of the New Korean Philosophical Association 105 (July 31, 2021): 181–204. http://dx.doi.org/10.20433/jnkpa.2021.07.181.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ojha, Gaurav. "Holistic Orientation in Education: Transformative Art of Including, Connecting and Balancing." Journal of Transformative Praxis 1, no. 1 (October 3, 2020): 36–49. http://dx.doi.org/10.3126/jrtp.v1i1.31759.

Full text
Abstract:
This study explores holistic orientation in education reflecting on practice-based accounts of educators with emerging pedagogical insights and implication conceptualized within transformative learning theory. Similarly, this study explores holistic orientation in education with a reflective praxis that advances collaborative self-narrative research incorporating personal reflections of educators seeking to nurture transformed ways of including, connecting and balancing in their pedagogical practices. In this study, educators with holistic orientations place emphasis on inner lives, balance, exploring dynamics of interconnections, trustful and authentic relationships, dialogues, concern and care as transformative initiatives in their pedagogical practices. Based on the guiding metaphor that what you see depends upon how you look, this article offers both descriptive and reflective insights into pedagogical reflections of educators that exemplify holistic orientations as a practical implication for transformative learning. The findings of this article indicate holistic orientations in education as a resonance educators experience and explore between why they teach and how they teach. More importantly, together with further implications for transformative research and education policy, this study aims to recreate possibilities for transforming educational practices with transformed ways of being, balancing, and relating of educators.
APA, Harvard, Vancouver, ISO, and other styles
7

Nur Ijabah, Nur Ijabah. "Problems on Students’ Narrative Writing, SFL Analysis and Pedagogical Implication." International Journal of English and Literature 8, no. 3 (2018): 15–30. http://dx.doi.org/10.24247/ijeljun20182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Bo Chao, and Hua Gao. "China English and its Pedagogical Implication on EFL in China." Advanced Materials Research 271-273 (July 2011): 1053–58. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1053.

Full text
Abstract:
This paper discusses the definition, characteristics of China English and its inevitability of being accepted as a new member of the world Englishes, elaborating the pedagogical implication of the recognition of China English in China’s EFL.
APA, Harvard, Vancouver, ISO, and other styles
9

박경은. "Grammaticalization of /naa/ - /lang/ in Thai and its Pedagogical Implication." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 23, no. 2 (February 2017): 31–56. http://dx.doi.org/10.22473/kats.2017.23.2.002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Irawati and Abdul Halim. "Pedagogical Implication of a Short Story: Language and Local Wisdom." IOP Conference Series: Earth and Environmental Science 175 (July 24, 2018): 012152. http://dx.doi.org/10.1088/1755-1315/175/1/012152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Pedagogical Implication"

1

Nagatomi, Ayumi. "Pedagogical implications of negative questions in Japanese." Connect to this title online, 1999. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=osu1116614736.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Taft, William Orville. "Pedagogical implications of hermeneutical philosophy in education." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272272.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Blackmore, Ashley. "REVITALIZING LINGUISTIC RELATIVITY: Pedagogical Implications in language teaching." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17882.

Full text
Abstract:
The linguistic relativity hypothesis (LRH), otherwise known as the Sapir-Whorf Hypothesis (SWH), has been passionately debated over the last 60 years. It has undergone a renewed upsurge in scientific, anthropological and social interest. Several attempts have been made to prove or disprove the moderate version of the theory without producing conclusive results. This study analyses the history of the LRH and attempts to clarify its uses and limitations pertaining to ESL discourse in Swedish upper-secondary schools. Pedagogical implications of the study indicate that, if the LRH is correct, there could be a colossal, logistical impact on the national testing of semantic information in English studies which would have to be addressed in order to effectively and fairly assess every student based on their individual, cognitive skills and culturally influenced knowledge of language.
APA, Harvard, Vancouver, ISO, and other styles
4

Bedard, Gabriel. "Deconstructing whiteness, pedagogical implications for anti-racism education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ46174.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

Full text
Abstract:
Thesis (Ph.D.) -- University of Western Sydney, 2005.
"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
APA, Harvard, Vancouver, ISO, and other styles
6

Suzuki, Misako. "Refusing requests in Japanese: analysis and pedagogical implications." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116602981.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ngubane, Nomalungelo I., B. X. S. Ntombela, and S. Govender. "The nature and pedagogical implications of English first additional Language writing among FET phase learners in the Pinetown district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1807.

Full text
Abstract:
A thesis submitted in fulfilment of the requirements of the degree Doctor of Philosophy in the Department of Curriculum and Instructional Studies, Faculty of Education, 2018.
Writing remains central to effective learning. It is through writing that learners are able to access knowledge, express their ideas and thoughts in different subjects across the curriculum. Through writing, learners are also expected to display the acquired knowledge in their assessments and examinations. Competency in writing is therefore crucial for learners, especially in the last three years of schooling, prior to them entering the demanding writing contexts of higher education. Despite this, writing continues to be a challenge for the majority of learners in South Africa, especially those learners writing in their second language in which they are not competent and confident. Thus, this calls for the special attention to how writing is taught and learnt, specifically at the FET levels. This study, therefore, investigated the nature and pedagogical implication of English First Additional Language Learners (EFAL) writing among Further Education and Training (FET) phase learners in the Pinetown District. Guided by the Socio-cultural Learning Theory, I observed the writing lessons, analysed the types of writing produced by learners and explored the quality of writing among FET learners to understand the extent to which the writing practices and pedagogy meet the expectations of the curriculum. Five FET schools in the Pinetown District were purposively selected to participate in this study. Underpinned by the qualitative framework, the study employed the interpretative paradigm to understand the human experiences of writing within the natural classroom contexts. To gain insights into the writing activities and classroom pedagogy, five writing lessons were observed and recorded using a video camera. To understand the types of writing and the quality of learners’ writing, learners’ written tasks were collected and analysed. Findings from the analysis of the sample of written tasks collected from the five schools indicated that learners produced different types of writing: narrative essays, formal letters, friendly letters, formal letters, obituaries, diary entries, directions, interviews, invitation cards and covering letters. The study also found that this is in line with the curriculum which suggests that learners should be exposed to different types of texts to develop their cognitive and creative writing skills. The study found ii that the learners’ writing contained recurring incorrect spelling, misuse of capitalisation, violation of punctuation rules and incorrect use of tenses. Even though the analysis of the learners’ written tasks revealed that such incorrect use of writing mechanics does not necessarily affect comprehension or meaning of the learners’ texts, they, however, affect the overall judgement of the learners’ writing. Data from classroom observations, lesson analyses and analysis of the curriculum show that, at most, the writing approaches used by the teachers were in line with the writing approach suggested by the curriculum. Findings from the analyses of the writing lessons indicate that teachers mostly used the question and answer method to teach writing in the five schools. This method entails the teachers controlling the interactions in the classrooms through nomination-response cycle. The findings from the analyses of lessons suggest that teachers creatively employed code-switching for pedagogical and pastoral purposes. The study found code-switching to enhance learners’ understanding and thus fulfils an academic purpose, especially in situations where switching to isiZulu explained concepts better. The study concludes that the effectiveness of any curriculum and pedagogy depends on the teachers’ knowledge and understanding of writing and approaches to writing. For the effective development of the learners’ writing, teachers must, firstly, understand their curriculum and implement it in their classrooms. Secondly, the researcher believes that successful teaching and learning of writing also depends on the effective instruction methods that embrace the socio-cultural learning perspectives. Lastly, the researcher found code-switching to be inevitable in second language writing classrooms where the teachers and learners are competent in more than one language. The study recommends collaborative writing activities in the learners’ Zone of Proximal Development (ZPD) and the recognition of learners’ home language for the learning of second language writing skills.
APA, Harvard, Vancouver, ISO, and other styles
8

Kanamaru, Tomoko. "The pedagogical implications of Yoshinao Nakada's Japanesse festival [electronic resource] : /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1163781496.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Secova, Maria. "Discourse-pragmatic features of spoken French : analysis and pedagogical implications." Thesis, Queen Mary, University of London, 2011. http://qmro.qmul.ac.uk/xmlui/handle/123456789/681.

Full text
Abstract:
My research focuses on selected discourse features of spoken French, especially those typical of present-day youth language. The dissertation has two main parts: 1) Analysis of features typical of spoken language, based on my corpus of recorded data from young people aged 20 to 30, speaking to each other in spontaneous informal conversations. The analysis focuses particularly on features with discourse-pragmatic functions, including discourse markers, general extenders, presentational constructions and dislocated structures. I also address the question of how some of these typically spoken features develop in French youth language and the extent to which they may be considered innovative. 2) Discussion of the role of spoken language in foreign language teaching and learning, based partly on the results of a questionnaire for university learners of French as a foreign language aimed at investigating their knowledge of spoken features. This section addresses the question of whether features of spoken language generally, and of youth language in particular, are available to foreign learners.
APA, Harvard, Vancouver, ISO, and other styles
10

Mawlood, Aween Muhammad Ameen. "Animal idioms in English and Kurdish : with some pedagogical implications." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42285.

Full text
Abstract:
The primary and foremost objective of this particular study is to know the perspective of the comprehension and teaching of English idioms to Kurdish Learners. The study focuses on two major parts that make idioms difficult to Kurdish learners. Kurdish students encountered many difficulties while learning idioms and the teachers’ lacks of interest in this field have made it more difficult for the students to attain expertise in English idioms. One of the primary and significant problems that the students encountered comprehends the literal meaning. Therefore, teachers teaching English idioms are focusing more on using local language in their lectures to help the students understand the literal meanings of the idiom. In this study, the researcher has ensured to implement qualitative research method and analyse the perception of both, teachers and the students. The analysis of the students was based on pre and post-test, whereas, teachers were given an opportunity to respond to express their perception through open-ended questions. Furthermore, certain methods were used to know the depth of the research hence questionnaires were considered helpful and so interviewed. However, qualitative research method was used for this particular research as it serves the purpose of maximizing strength and reducing the weakness. Therefore, there was mix of questionnaire and interviews used in the study to combine data and as a result, qualitative research method brought objective, replicable, and generalized findings bringing out more numerical data or statistical information. The participants were ranged from 18-51 and older to carry out research. The survey consisted of thirteen questions divided into three different groups. The participants were asked to participate in this study so that data can be easily collected. In addition to this, interviews were also used to carry out research from almost seven universities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Pedagogical Implication"

1

Embi, Mohamed Amin. Computer-mediated communication: Pedagogical implications of Malaysian research findings. [Shah Alam]: Karisma Publications, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ramouz, Rabah Jamil Abu. Uses of translation and its pedagogical implications for language teaching. Salford: Univerity of Salford, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Central Institute of Indian Languages., ed. Bilingualism in a multilingual society: Psycho-social and pedagogical implications. Mysore: Central Institute of Indian Languages, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Badry, Fatima. Acquiring the Arabic lexicon: Evidence of productive strategies and pedagogical implications. Bethesda, Md: Academica Press, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Parr, Robert. Some linguistic features of a corpus of civil law reports and their pedagogical implications. München: Tuduv-Verlagsgesellschaft, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

The Nweh narrative genre: Implications on the pedagogic role of translation. Göttingen: Cuvillier, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, Ill: National Council of Teachers of English, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sotiriou, Peter Elias. The pedagogical implications of Hans-Georg Gadamer's hermeneutics: Alternatives for teaching students how to read and write. Lewiston: Edwin Mellen Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

School didactics and learning: A school didactic model framing an analysis of pedagogical implications of learning theory. Hove, East Sussex, UK: Psychology Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ishumi, Abel G. M. Teach all things to all men?: Revisiting a philosophical dictum of far-reaching sociological implications and pedagogical imperatives for today. Dar es Salaam: Dar es Salaam University Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Pedagogical Implication"

1

Pho, Phuong Dzung. "Pedagogical Implications." In Authorial Stance in Research Articles, 160–63. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137032782_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Phan, Ngan Le Hai. "Pedagogical implications." In The Place of English as an International Language in English Language Teaching, 140–52. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Devos, Nathan J. "Pedagogical Implications." In Educational Linguistics, 215–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22219-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Griffith, Bryant. "Pedagogical Implications." In NextGeners, 33–51. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-642-2_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mansfield, Jennifer. "Implications for articulating teachers’ professional knowledge development." In Pedagogical Equilibrium, 193–203. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Farrell, Angela. "Pedagogical implications and conclusions." In Corpus Perspectives on the Spoken Models used by EFL Teachers, 182–93. 1. | New York : Taylor and Francis, 2020. | Series: Routledge applied corpus linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780429425530-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lo, Noble Po-kan, and Billy Cheuk-yuen Mok. "Gaming Literacy and Its Pedagogical Implications." In Digital Humanities and New Ways of Teaching, 133–54. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1277-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Danesi, Marcel. "Experimental Mathematics: Overview and Pedagogical Implications." In Mathematics (Education) in the Information Age, 113–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59177-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

East, Martin. "Task-Based Teaching and Learning: Pedagogical Implications." In Second and Foreign Language Education, 85–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

East, Martin. "Task-Based Teaching and Learning: Pedagogical Implications." In Second and Foreign Language Education, 1–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_8-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Pedagogical Implication"

1

Sabiq, A. H., and Suparjo Suparjo. "Pedagogical Implication of Pesantren’s Cultural Values In English Language Teaching." In Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-10-2019.2291682.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Anggini, Canda Putri, and Eri Kurniawan. "ESP Students’ Recount Text from SFL Perspective: Pedagogical Implication Based on Students’ Writing Analysis." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Atcheson, Hana. "Ustálená slovní spojení v odborném psaném diskurzu: přehledová studie." In Učení a vyučování cizím jazykům ve výzkumu. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9822-2020-7.

Full text
Abstract:
The aim of the literary review is to map findings from corpus analysis composed of academic texts. Attention is paid to frequency and functional taxonomy of specific multiword expressions. Selected empirical studies agree in their claims on the importance of style characterisation while using discourse analysis of authentic texts and point to pedagogical implication of this research in teaching EAP.
APA, Harvard, Vancouver, ISO, and other styles
4

Subandi and Ali Mustofa. "Ideological and Hegemonic Implicatures of Japanese Male Registers Used by Japanese Young Women Speakers: Gender Based Analysis and Its Implication in Pedagogical Domain." In Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/steach-18.2019.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carolina, Calaras. "Psycho-pedagogical counseling of the family as a factor in streamlining intergenerational communication and relationships." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p226-230.

Full text
Abstract:
The article contains a theoretical study with practical implications, which shows the specifics and content of family psycho-pedagogical counseling, approached as a factor in streamlining intergenerational communication and relationships. The characteristics of psycho-pedagogical counseling, its dimensions (psychological and pedagogical) and basic aspects, which require the attention of the specialist in the family counseling process in order to harmonize communication and family relationships, were listed and explained in an original way.
APA, Harvard, Vancouver, ISO, and other styles
6

Chimuanya, Lily, and Christopher Awonuga. "PEDAGOGICAL IMPLICATIONS OF THE USE OF ENGLISH IN NIGERIA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1800.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gajdošíková, Pavla. "PHENOMENON OF ARCHITECTURE AND ITS PEDAGOGICAL IMPLICATIONS / RESEARCH PROBE: PATHS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Makri, Agoritsa, and Dimitrios Vlachopoulos. "PEDAGOGICAL IMPLICATIONS OF SOCIAL CONSTRUCTIVISM IN ONLINE EDUCATION: AN OVERVIEW." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gao, Xiaofang, Xin Chen, and Zhiming Song. "Varieties of English, Pedagogic Practice and Implications." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Baldassarre, Michele, Alessandro Barca, Lia Daniela Sasanelli, Mariella Tripaldi, and Valeria Ines Tamborra. "PEDAGOGICAL AND EDUCATIONAL IMPLICATIONS OF THE SCIENTIFIC PARADIGM OF EMBODIED COGNITION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2398.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Pedagogical Implication"

1

Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Pedagogical Implication' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography