Academic literature on the topic 'Reported English use'
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 'Reported English use.'
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 "Reported English use"
1
Zielinski, Beth, and Elizabeth Pryor. "Comprehensibility andeveryday English use." 25 years of Intelligibility, Comprehensibility and Accentedness 6, no. 3 (August 4, 2020): 352–79. http://dx.doi.org/10.1075/jslp.20011.zie.
Full textAbstract:
Abstract In this longitudinal study we tracked change in comprehensibility and English use over a 10-month period in 14 L2 English learners (8 beginner, 6 intermediate) settling in Australia. They were interviewed 4 times during the 10 months as part of a larger longitudinal study. English use was reported at each interview using a language map and excerpts from recordings of Interviews 1 and 4 were rated for comprehensibility. Intermediate participants tended to be more comprehensible and maintain a higher level of English use over time than the beginners. Exploration of individual variation revealed a range of comprehensibility outcomes, the variable and non-linear nature of English use trajectories, and a possible relationship between comprehensibility change and English use for some participants. Important methodological implications for future studies relate to the measurement of comprehensibility and English use, the speech samples used for comprehensibility ratings, and the importance of individual variation.
2
Cheung, Andrew K. F. "The use of reported speech and the perceived neutrality of court interpreters." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 2 (September 22, 2014): 191–208. http://dx.doi.org/10.1075/intp.16.2.03che.
Full textAbstract:
A mock trial, with two-way consecutive interpreting between Cantonese and English, was used to test perceptions of a court interpreter’s neutrality when interpreting into Cantonese in reported rather than direct speech. Monolingual Cantonese speakers played the part of witnesses using the interpreter. Three groups were created: a control group (16 participants), receiving interpretation of all English utterances into Cantonese in direct speech; and two experimental groups (17 participants each). The experimental groups received interpretation with occasional switches to reported speech. These were introduced by third person pronouns (e.g., “he said”) for one group (the ‘pronoun group’), and by professional titles (e.g., “the judge said”) for the other group (the ‘title group’). Participants afterwards completed a questionnaire, assessing neutrality and alignment on a 5-point Likert scale. The title group not only perceived the interpreter to be aligned with the English speakers, but also gave a significantly different assessment of neutrality from the control group. The pronoun group perceived the interpreter to be aligned with them, but did not differ significantly from the control group in their perception of neutrality. Use of pronouns or professional titles in the reporting clauses thus affected the interpreter’s perceived neutrality differently.
3
Cheung, Andrew K. F. "The use of reported speech by court interpreters in Hong Kong." Interpreting. International Journal of Research and Practice in Interpreting 14, no. 1 (April 6, 2012): 73–91. http://dx.doi.org/10.1075/intp.14.1.04che.
Full textAbstract:
This is a corpus-based study that investigates instances in which court interpreters in Hong Kong deviate from using direct speech and the first person, notwithstanding the requirement to use both of these when rendering statements made by witnesses or defendants. Quantitative data indicate that court interpreters do adhere to this requirement when interpreting Cantonese into English, but deviate from it when interpreting English into Cantonese. These data suggest that the use of reported speech and/or of the third person has identification functions that help Cantonese-speaking witnesses and defendants follow court proceedings and serve the pragmatic function of adding illocutionary force to interpreted utterances. Data from interviews with interpreters and legal professionals suggest that some latitude is exercised and tolerated when interpreters deviate from using direct speech and/or the first person when the target language is Cantonese. The findings indicate that court interpreters in the corpus observe strict professional guidelines by using direct speech most of the time, but occasional deviation from the direct approach suggests that court interpreters are able to make discretionary decisions to facilitate communication.
4
Bikelienė, Lina. "THE USE OF THEN IN LITHUANIAN LEARNERS’ ENGLISH." Verbum 8, no. 8 (January 19, 2018): 104. http://dx.doi.org/10.15388/verb.2017.8.11349.
Full textAbstract:
In linguistic literature, learner language has been extensively analysed from various perspectives. A number of studies have reported on the differences between non-native and native learner English. The former has been repeatedly characterised as showing the overuse of the features associated with spoken English (Gilquin and Paquot 2007, 2008; Russell 2014; Yoon 2015). Though in linguistic analysis, due to its polyfunctional nature, ‘then’ has been addressed under a number of various labels, from the quantitative perspective it is reported to be characteristic of spoken English (Biber et al. 1999). The present study, limited to the analysis of non-native language data, aims at determining the roles of language mode and text genre on the use of ‘then’ in the Lithuanian learners’ English. Using quantitative and qualitative approaches three corpora representing the spoken (LINDSEI-LIT) and written (LICLE-VU-LIT and CALE-LIT) English produced by the Lithuanian students were analysed. While the results indicate a direct correlation between language mode and the use of ‘then’, the role of genre proved to be less unequivocal.
5
Gunnarsson, Tina, Alex Housen, Joost Van de Weier, and Marie Källkvist. "Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 1–21. http://dx.doi.org/10.17011/apples/2015090101.
Full textAbstract:
Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some international research on the L2 and L3 writing process among bilinguals, the L2/L3 writing process of bilingual and multilingual individuals in the Swedish context remains unexplored (Tholin 2012). This study, carried out in a Swedish secondary school, focuses on 131 bi- and multilingual students’ (age 15-16) self-reported languages of thought while writing an essay in English, which is a non-native language. Drawing on the translanguaging framework (Blackledge & Creese 2010; García 2009) and a model of the L2 writing process (Wang & Wen 2002), the questionnaire data of the present study reveal that the participants’ L1 is reported to be heavily activated during the L2 writing process, particularly at the prewriting, planning stage. Additionally, the emergent bilingual participants who grew up as monolinguals (L1 Swedish) report a greater tendency to transition to thinking in the target language (English, their L2) once they have reached the actual writing stage than some of the emergent trilingual participants who grew up as bilinguals (of Swedish and another L1, used primarily in the home). On the basis of these findings, we suggest a need to move away from the monolingual teaching practices common in Swedish schools, allowing space for students to translanguage as they are engaging with writing tasks in a non-native language.
6
Arua, Arua E. "Botswana English." English World-Wide 25, no. 2 (December 22, 2004): 255–72. http://dx.doi.org/10.1075/eww.25.2.05aru.
Full textAbstract:
The paper discusses some of the syntactic and lexical features of Botswana English. The syntactic features are the tag questionisn't it?and the conversational tagis it?, the exclamationSharp!, the indefinite pronoun phrasethe other one, the dangling modifier, the inversion of auxiliary verb and subject in reported questions, the redundant use of personal / reflexive pronouns, the use of the negative auxiliarydon't,the conflation of the English adjectivesorryand the Setswana adverbialhoo!,the use of the subordinating conjunctionwhichand the modal auxiliarycan be able.The lexical items discussed include Setswana words that have been borrowed and/or translated into English and words such ascondomise,diarise,shameandbrigadewhich have been formed through the processes of derivation and semantic extension. The lexical and syntactic features are those which the researcher has observed, over a six-year period, to be in frequent and widespread use in Botswana.
7
Lee, Juyeon, and Michael Heinz. "English Language Learning Strategies Reported By Advanced Language Learners." Journal of International Education Research (JIER) 12, no. 2 (April 1, 2016): 67–76. http://dx.doi.org/10.19030/jier.v12i2.9629.
Full textAbstract:
The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.
8
Sundqvist, Pia, and Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden." ReCALL 26, no. 1 (January 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.
Full textAbstract:
AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
9
Datta, Sumit, Vincy Nelson, and Sony Simon. "MOBILE PHONE USE PATTERN AND SELF REPORTED HEALTH PROBLEMS AMONG MEDICAL STUDENTS." Journal of Evolution of Medical and Dental Sciences 5, no. 21 (March 14, 2016): 1116–19. http://dx.doi.org/10.14260/jemds/2016/259.
Full text
10
Dewaele, Jean-Marc. "British ‘Bollocks’ versus American ‘Jerk’: Do native British English speakers swear more – or differently – compared to American English speakers?" Applied Linguistics Review 6, no. 3 (September 1, 2015): 309–39. http://dx.doi.org/10.1515/applirev-2015-0015.
Full textAbstract:
AbstractThe present study investigates the differences between 414 L1 speakers of British and 556 L1 speakers of American English in self-reported frequency of swearing and in the understanding of the meaning, the perceived offensiveness and the frequency of use of 30 negative words extracted from the British National Corpus. Words ranged from mild to highly offensive, insulting and taboo. Statistical analysies revealed no significant differences between the groups in self reported frequency of swearing. The British English L1 participants reported a significantly better understanding of nearly half the chosen words from the corpus. They gave significantly higher offensiveness scores to four words (including “bollocks”) while the American English L1 participants rated a third of words as significantly more offensive (including “jerk”). British English L1 participants reported significantly more frequent use of a third of words (including “bollocks”) while the American English L1 participants reported more frequent use of half of the words (including “jerk”). This is interpreted as evidence of differences in semantic and conceptual representations of these words in both variants of English.
Dissertations / Theses on the topic "Reported English use"
1
Cundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.
Full text
2
Tang, Yu-ping Echo. "Self-reported strategy use while reading in English and Mandarin, a study of four ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62563.pdf.
Full text
3
Simasangyaporn, Nantikarn. "The effect of listening strategy instruction on Thai learners' self-efficacy, English listening comprehension and reported use of listening strategies." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68649/.
Full textAbstract:
This study aimed to explore the nature of self-efficacy among 161 Thai undergraduate EFL students through the investigation of the level of their self-efficacy and the relationship between their self-efficacy and their proficiency in listening comprehension. Learners’ attributions for success and failure, which might also influence their self-efficacy beliefs, were also explored. The second aim of the study was to examine whether a programme of listening strategy instruction could improve their level of self-efficacy, the level of their listening comprehension, and their reported use of listening strategies. Finally, the study examined whether learners from different levels of proficiency benefit from the strategy instruction in a similar manner. This research study is of a quasi-experimental, mixed method design, with one intervention group and one comparison group. Listening proficiency was measured by a free-recall listening task and a listening comprehension question task. The levels of self-efficacy and strategy use were elicited by a set of questionnaires. The manner of strategy use was also further investigated by using a stimulated-recall interview which required 14 participants to give a verbal account of how they had performed the previous listening tasks. These instruments were implemented at pre- and post-test data collection points before and after the intervention which lasted 12 weeks. The findings of the study indicate that, at pre-test, the level of self-efficacy among the participants was rather low but correlation analyses suggest a moderate relationship between self-efficacy and listening comprehension levels. Statistical analysis revealed that there was no statistically significant difference in how much the intervention and comparison groups improved their self-efficacy levels from pre-test to post-test. However, the intervention group participants improved their levels of listening comprehension significantly more than the comparison group participants on both the free-recall and the listening comprehension question task. This was true for both high and low proficiency learners. While a 2×2 ANOVA on the strategy questionnaire items did not indicate statistically significant changes in strategy use as a result of the intervention, a Hierarchical Cluster Analysis suggested that a greater number of the intervention group participants had positive behaviours at post-test than was the case at pre-test. The manner of the participants’ listening strategy use was further explored by looking at the frequency of strategies reported in the stimulated recall interview as well as the way in which strategy combinations were employed. At post-test, the intervention group reported a much higher level of hypothesis formation, hypothesis monitoring and hypothesis formation than at pre-test, which was not the case for the comparison group. Likewise, the intervention participants also reported greater use of word or chunk identification as well as being able to combine other strategies to compensate for gaps in their bottom-upskills. Thus, there was evidence that the intervention group had changed the way in which they employed listening strategies as a result of the intervention, while the comparison group showed much fewer changes. The study not only provides evidence of the potential benefits of strategy instruction for improving L2 listening comprehension, regardless of learners’ proficiency levels, but also has methodological implications, as the strategy analyses demonstrated the value of exploring strategy use through a qualitative approach.
4
Liu, Dongyue. "Language learning strategies among English majors in a Chinese technological institute : an investigation of self-reported strategy use and of six factors that may affect the results." Thesis, University of Newcastle Upon Tyne, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420025.
Full text
5
Kolbeck, Maike. "From word to land : early English reports from North America as worldmaking texts /." Frankfurt am Main [u.a.] : Lang, 2008. http://www.gbv.de/dms/bs/toc/547495234.pdf.
Full text
6
Collins, Scott. "Creating a Fog: Can Plain English Be Used to Mislead Investors?" Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/71.
Full textAbstract:
A recent growth in textual analysis research in the accounting and finance literature relies heavily on context to draw conclusions about the readability or sentiment of the text under study. Yet the complexity of the text used in the financial disclosure is also relevant in evaluating readability and sentiment. Experimental results in this dissertation thesis show that a change in annual report complexity is associated with a change in the probability that a subject will comprehend the information being communicated in the disclosure. Specifically, increasing the complexity of an annual report disclosure dampens the probability that a subject will understand good news disclosures and accentuates the probability that a subject will understand bad news disclosures. Experimental results in this dissertation thesis also demonstrate that a change in annual report complexity is associated with a change in the probability that a subject will be optimistic about the nature of the news being communicated in the disclosure. Specifically, an increase in the complexity of an annual report disclosure reduces the probability that a subject will be optimistic about neutral news disclosures, decreases the probability that a subject will be optimistic about good news disclosures, and increases the probability that a subject will be optimistic about bad news disclosures. Further, experimental results show that subjects utilize the Financial Statements, Management's Discussion and Analysis, and Business Data sections of the annual report more frequently than the Notes to Financial Statements section of the annual report. These results should be of interest to regulators, public corporations, and readers of annual report disclosures.
7
Ouayed, Abdul-Jabbar. "Manipulation of semantics and syntax : the use of emotive language in English and Arabic news reports and editorials with reference to translation." Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/1630/.
Full textAbstract:
Since language is an important means of communication between human beings, it is held that writers or speakers can affect their readers or hearers by using certain linguistic means. The manipulation of semantics and syntax, namely the use of emotive language, is seen as an affective means resorted to by text producers to influence the people's acceptance of the truth. Emotional language aims ultimately at persuading the addressee to accept the facts as they are presented by writers. It is regarded as a necessary condition for persuasion to be successful. This is due to the persuasive force of emotive meaning exerted upon the receiver. In addition, the employment of emotive language may be attributed to ideological considerations. This will be demonstrated in Chapter II. Emotiveness, as a means of persuasion, can be expressed by using certain devices such as repetition, intertextuality, word-order, figures of speech, intensifiers ... etc. These strategies will be discussed in detail with reference to translation in Chapter III. Furthermore, I must say that some of my remarks have been based on the findings of outstanding grammarians and linguists, and therefore, I have been obliged to quote from such works to substantiate my points of view. Before proceeding with the investigation, I must point out that the entire data of my work will be confined only to news reports and editorials both in Arabic and English, and for this end a number of articles have been used from official newspapers in both languages.
8
Bell, Stephanie. "Under Review: Source Use and Speech Representation in the Critical Review Essay." Thesis, 2012. http://hdl.handle.net/10012/6554.
Full textAbstract:
This thesis features a qualitative study of student source use and speech representation in two corpora of review essays that acknowledges the complexity of classroom writing contexts and the rhetorical nature of school genres. It asks how students engage with the texts they review, for what reasons, and in response to what aspects of the writing context. When considered as a distinct genre of student assignment, review essays make for a particularly interesting study of source engagement because they challenge students to maintain an authoritative voice as novices evaluating the work of an expert. In addition, citation issues in the review assignment might not be as obvious to students or their instructors as they would be, for instance, in a research paper for which multiple sources are consulted and synthesized. The review essays interrogated in this study were collected with appropriate ethics clearance from two undergraduate history courses. The analysis is extended to a small corpus of published reviews assigned as model texts in one of these courses. The study features a robust method that combined applied linguistics and discourse analysis to tease out connections between the grammatical structures of speech reports and their argumentative roles. This method involved a recursive process of classifying speech reports using Swales’ (1990) concepts of integral and non-integral citation, Thompson and Yiyun’s (1991) classifications of speech act verbs, and Vološinov (1929/1973) and Semino and Short’s (2004) models of speech reporting forms. In addition, the analysis considered the influence of the writing context on the students’ citation practices and took into account theories of rhetorical genre and student identity. The results show connections between assignment instructions and the effective and problematic ways students engaged with the texts they reviewed, such as a correlation between a directive to reduce redundancy and the absence of in-text attributions. Most notably, this study offers a fluid set of descriptors of the forms and functions of speech reports in student coursework that can be used by students, educators, plagiarism adjudicators, as well as scholars of rhetoric and composition, to illuminate some of the methods and motives of student source use.
9
Kolodziej, Nancy J. "The relationship between informing parents of both the rationale and the reported benefits of using invented spelling and the parents' attitudes towards the use of invented spelling /." Diss., 2001. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3036267.
Full text
10
Cai, Mengyue. "Undergraduate EAL (English-as-an-Additional-Language) Students' Reported Use of Vocabulary Learning Strategies and its Relationship vis-à-vis Language Proficiency, Vocabulary Size, and Gender." Thesis, 2014. http://hdl.handle.net/1828/5850.
Full textAbstract:
In the field of second language vocabulary learning, numerous studies had been done
to investigate language learners’ use of vocabulary learning strategies, as well as
relationships between the use of vocabulary learning strategies and other individual
variables (e.g., personality, intelligence, major, learning style, etc.). To fill the gap in the
literature reviewed, the present study examined the use of vocabulary learning strategies
reported by 95 Chinese undergraduate engineering students, and relationships between
the use of vocabulary learning strategies and three key variables, i.e., language
proficiency, vocabulary size, and gender.
Results of this study indicated: 1) With a reported frequency of overall vocabulary
learning strategies use of medium, Chinese undergraduate engineering students use
determination strategies most frequently, while social strategies the least. 2) There is a
negative relationship between the use of overall vocabulary learning strategies reported
by Chinese undergraduate engineering students and their language proficiency. In terms
of the use of the five categories of vocabulary learning strategies, determination,
cognitive, and metacognitive strategies are positively correlated to Chinese undergraduate
engineering students’ language proficiency. While social and memory strategies are
negatively correlated. On the level of individual vocabulary learning strategies, ten
individual vocabulary learning strategies are significantly correlated with language
proficiency. 3) Chinese undergraduate engineering students’ use of overall vocabulary
learning strategies and vocabulary size are positively correlated. In terms of the use of the
five categories of vocabulary learning strategies, social strategies is negatively correlated
with vocabulary size while the remaining four categories are positively correlated. On the
level of individual vocabulary learning strategies, significant correlations are identified
between the use of three individual vocabulary learning strategies and vocabulary size. 4)
No significant difference is found between male and female Chinese undergraduate
engineering students on uses of overall vocabulary learning strategies, although male
Chinese undergraduate engineering students employ overall vocabulary learning
strategies more frequently than females. When analyzing the use of the five categories of
vocabulary learning strategies, male students employ social, memory, and cognitive
strategies more frequently than female students while female students employ
determination and metacognitive strategies more frequently. In terms of the gender
differences on the use of individual vocabulary learning strategies, female students
employ two individual vocabulary learning strategies more frequently than male students
at significant levels.
Findings of the present study illustrate Chinese undergraduate engineering students’
reported use of vocabulary learning strategies, as well as correlations between the use of
vocabulary learning strategies and language proficiency, vocabulary size, and gender. It
is recommended that English language teachers in China spending more time on
vocabulary learning strategies training and taking advantages of the individual
vocabulary learning strategies that can contribute to students’ language learning.Graduate
kellycai0913@gmail.com
Books on the topic "Reported English use"
1
Kathleen, McMillan, ed. Just write: An easy-to-use guide to writing at university. London: Routledge, 2007.
Find full text
2
W, Wood Merle, ed. Grammar and writing for job and personal use. Cincinnati, Ohio: South-Western Pub. Co., 1992.
Find full text
3
Writing power: Language use social and personal writing, academic writing, vocabulary building. White Plains, NY: Pearson Education, 2012.
Find full text
4
Really writing: Ready-to-use writing process activities for the elementary grades. 2nd ed. San Francisco, Calif: Jossey-Bass, 2006.
Find full text
5
Sunflower, Cherlyn. Really writing!: Ready-to-use writing process activities for the elementary grades. West Nyack, N.Y: Center for Applied Research in Education, 1994.
Find full text
6
Ready-to-use writing workshop activities kits. West Nyack, N.Y: Center for Applied Research in Education, 1985.
Find full text
7
Behrman, Carol H. Hooked on writing!: Ready-to-use writing process activities for grades 4-8. West Nyack, N.Y: Center for Applied Research in Education, 1990.
Find full text
8
Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. 2nd ed. New York: Pearson Longman, 2009.
Find full text
9
Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. 2nd ed. New York: Pearson Longman, 2009.
Find full text
10
Roskelly, Hephzibah. Everyday use: Rhetoric at work in reading and writing. New York: Pearson/Longman, 2005.
Find full textBook chapters on the topic "Reported English use"
1
Callahan, Laura. "Workers Report on Their Language Use." In Spanish and English in U.S. Service Encounters, 11–29. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619104_2.
Full text
2
Hur, Jung Won. "Mobile Technology Integration and English Language Learners." In Handbook of Research on Transformative Digital Content and Learning Technologies, 25–41. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch002.
Full textAbstract:
The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.
3
Hur, Jung Won. "Mobile Technology Integration and English Language Learners." In Early Childhood Development, 1049–65. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch052.
Full textAbstract:
The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.
4
Hasani, Masoumeh. "Mothers' Attitudes Toward the Use of CALL for Their Children's English Learning." In Computer-Assisted Language Learning, 1764–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch085.
Full textAbstract:
In this chapter the attitude of mothers to the use of computer-assisted language learning (CALL) in their children's language learning was investigated. 118 Iranian mothers were selected based on convenient sampling. Their attitude towards CALL was assessed by a 12-item questionnaire. The result of data analysis revealed that generally mothers have roughly positive attitudes towards CALL. Significant differences were reported when mothers with higher education were compared with those mothers who did not have university degrees. However, gender, age, and mother's profession did not have any role in their attitudes towards CALL.
5
Zengin, Buğra. "How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English." In Design Solutions for Adaptive Hypermedia Listening Software, 45–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7876-6.ch003.
Full textAbstract:
Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.
6
Shrestha, Prithvi. "Teacher Professional Development Using Mobile Technologies in a Large-Scale Project." In Adult and Continuing Education, 505–20. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch028.
Full textAbstract:
Mobile technologies have been influencing the field of education including language learning for almost a decade. The literature on mobile technologies for education reports a number of case studies that examine various aspects of mobile learning. However, the use of mobile technologies for teacher professional development, particularly in developing economies, is rarely reported. This paper presents a case study of the English in Action (EIA) project, a UK government funded English language development project in Bangladesh, and its use of mobile technologies which not only provides teachers with the ‘trainer in the pocket' that helps them achieve pedagogical changes in the classroom but also serves as a tool for improving their own English language competence. The article, in particular, reports on the design and implementation of audio and video teacher professional development materials for MP3 players and mobile phones. It also highlights implications for similar projects intending to deploy mobile technologies.
7
White, Eddy. "Developing Assessment Literacy Through Assessing Classroom Tests." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, 16–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6986-2.ch002.
Full textAbstract:
While the importance and lack of assessment literacy (AL) has been widely reported in the education and language teaching literature, tools and methods to help teachers actually develop competence in classroom assessment are much more limited. This chapter seeks to help fill that gap and provide tools and procedures for developing AL through teachers formatively assessing classroom tests developed (or adapted) by their peers. This chapter reports on a test review process developed by the author (and Assessment Coordinator) in an English center at an American university. It details a process started in 2012 and currently in use to review teacher-made tests in various programs. Importantly, the instruments and procedures themselves, as well as samples of their use, are provided and shared for possible use in developing AL in other contexts and programs. This report is unique in detailing a process of actually using formative assessment, by and for teachers, to help develop teacher's assessment competence.
8
Baetty, Baetty, and Michael Thomas. "English Language Learner Motivation in the Digital Technology Classroom." In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning, 184–207. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch009.
Full textAbstract:
This chapter investigates learner motivation in an English as a foreign language writing classroom in an Indonesian university. Its originality arises from the fact that no substantive studies have explored learner motivation in the digital classroom in Indonesian higher education. A mixed methods data collection process was conducted involving 144 students from three-year groups who responded to an online questionnaire. Two classes from Year 1 (47 students) were taken as a sample to observe the learning process between an existing group that was introduced to the learning of English writing through Edmodo. The other group used traditional materials for their writing tasks. The findings are significant in that the high levels of motivation reported by the students were not reflected in the way they completed their writing tasks as the use of technology affected their motivation in complex ways. In conclusion, the study encourages future research in Indonesia that measures English students' motivation and technology-mediated writing task performance through longitudinal studies.
9
Baker, John. "Executory interests under the Statute of Uses." In Baker and Milsom Sources of English Legal History, 156–94. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198847809.003.0005.
Full textAbstract:
This chapter shows how lawyers grappled with the effect of the Statutes of Uses and Wills on future interests in land, and the possibilities which they seemed to introduce for creating new kinds of estates in land. The legislation seemingly transformed land law by giving legal effect to a party’s wishes, in the first case by ‘executing the use’ and in the second by giving force to a testator’s ‘free will and pleasure’. Conveyancers thought for a time that this gave them the means of creating perpetual settlements of a family’s land. A number of leading cases reported by Coke show how perpetuity clauses were eventually outlawed by the judges, and how executory interests were to a limited extent subjected to principles of law. The chapter ends with Lord Nottingham’s formulation of a doctrine of perpetuities in 1682.
10
Dinh, Hanh. "Teachers' Uses and Beliefs in the Integration of YouTube Videos Into English Language Teaching." In Applications of CALL Theory in ESL and EFL Environments, 94–110. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch006.
Full textAbstract:
This empirical research study inquires as to whether teachers of English as a Second Language and teachers of English as a Foreign Language apply the technological tool–YouTube videos–into their English teaching with the same purposes and approaches. This chapter addresses a variety of activities that teachers in two different ESL and EFL contexts utilize to integrate YouTube videos into their English teaching. Ten teachers from a university in the USA (ESL context) and a university in Vietnam (EFL context) were recruited for this study. The results demonstrate similarities and the differences in the use of YouTube videos and how both ESL and EFL students agree with the potential applications of YouTube videos to maintain students' attention and make them feel motivated in the lesson content. Also reported in this chapter is that ESL teachers believe YouTube videos are a great tool for reflection activities and dealing with challenging content issues, whereas EFL teachers mainly use them as a native-speaking modeling in class for doing language drills and grammatical practice.
Conference papers on the topic "Reported English use"
1
Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.
Full textAbstract:
In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
2
Agerri, Rodrigo, and German Rigau. "Robust Multilingual Named Entity Recognition with Shallow Semi-supervised Features (Extended Abstract)." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/703.
Full textAbstract:
We present a multilingual Named Entity Recognition approach based on a robust and general set of features across languages and datasets. Our system combines shallow local information with clustering semi-supervised features induced on large amounts of unlabeled text. Understanding via empiricalexperimentation how to effectively combine various types of clustering features allows us to seamlessly export our system to other datasets and languages. The result is a simple but highly competitive system which obtains state of the art results across five languages and twelve datasets. The results are reported on standard shared task evaluation data such as CoNLL for English, Spanish and Dutch. Furthermore, and despite the lack of linguistically motivated features, we also report best results for languages such as Basque and German. In addition, we demonstrate that our method also obtains very competitive results even when the amount of supervised data is cut by half, alleviating the dependency on manually annotated data. Finally, the results show that our emphasis on clustering features is crucial to develop robust out-of-domain models. The system and models are freely available to facilitate its use and guarantee the reproducibility of results.
3
Ali, Raja Mahamade, Monica Zolezzi, and Ahmed Awaisu. "Exploration of Sleep Quality and Sleep Hygiene among QU students." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0181.
Full textAbstract:
Sleep is an important component of healthy lifestyles. Worldwide reports suggest that one in every three adults suffers from insomnia. University students are vulnerable to insomnia due to their stressful lifestyle and inconsistent sleeping schedules, which contribute to poor, sleep hygiene. The purpose of this study is to explore the prevalence of sleeping problems among university students in Qatar and to investigate factors contributing to insomnia development. A cross-sectional survey utilizing two validated sleep questionnaires, the Pittsburgh sleep quality index (PSQI) and the sleep hygiene index (SHI), were administered to Qatar University (QU) students in either English or Arabic. An online survey was sent to all QU students through e-mail. Descriptive and inferential statistics were used to analyse and report the findings. A total of 2,062 students responded to this survey. Most of the respondents were females, Qataris, and the majority of them belonged to the colleges of Arts and Sciences, Business and Economics or Engineering. Around 25% of the participating students reported previous use of sleep aids. The findings indicated that the majority of the students had poor sleep quality (69.7%) and poor sleep hygiene (79%). A positive association was found between sleep quality and sleep hygiene (r = 0.39; p < 0.0001). College distribution and marital status were shown to significantly influence sleep quality (p =0.031 and p=0.02 respectively). The regression analysis revealed that sleep hygiene had the greatest effect on sleep quality (accounting for 7% of the variance) and individuals with good sleep hygiene were 4 times more likely to have good sleep quality. The findings of this study suggest that poor sleep quality and inadequate sleep hygiene practices are common among university students in Qatar, both of which may have a negative impact on students’ academic performance which warrants further investigation in future studies.
4
Abdulrhim, Sara Hamdi, Sownd Sankaralingam, and Mohamed Izham. "The Impact of Pharmacist Care on Diabetes Outcomes in Primary Care Settings: An Umbrella Review of Systematic Reviews." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0174.
Full textAbstract:
Objective: To systematically review published systematic reviews (SRs) examining the impact of pharmacist interventions in multidisciplinary diabetes care teams on diabetes-related clinical, humanistic, and economic outcomes in primary care settings. Methods: PubMed, EMBASE, Scopus, Database of Abstracts of Reviews of Effects, Cochrane Library, Joanna Briggs Institute (JBI) Database, Google Scholar, and PROSPERO were searched from inception to 2018. Studies published in English evaluating the effect of pharmacist interventions on diabetes outcomes were included. Two independent reviewers were involved in the screening of titles and abstracts, selection of studies, and methodological quality assessment. Results: Seven SRs were included in the study. Three of them included only randomized controlled trials, while the rest involved other study designs. Educational interventions by clinical pharmacists within the healthcare team were the most common types of interventions reported across all SRs. Pharmacist’s interventions compared to usual care resulted in favorable significant improvements in hemoglobin A1c (HbA1c), fasting blood glucose, blood pressure, body mass index, total cholesterol, lowdensity lipoprotein, high-density lipoprotein and triglycerides in more than 50% of the SRs. Improvement in HbA1c was the mostly reported clinical outcome of pharmacist intervention in the literature (reported in six SRs). Pharmacist’s interventions led to significant cost-saving ($8–$85,000 per person per year), cost-utility, and cost-benefit (benefit-to-cost ratio range from 1:1 to 8.5:1) versus usual care. Pharmacist’s interventions improved patients’ quality of life (QoL) in three SRs; however, no conclusion can be drawn due to the use of diverse QoL assessment tools. Conclusion: Most SRs support the benefit of pharmacist care on diabetes-related clinical, humanistic, and economic outcomes in primary care settings. Improvements in diabetes outcomes can significantly reduce the burden of diabetes on the healthcare system. Hence, the incorporation of pharmacists into multidisciplinary diabetes care teams is beneficial and should be strongly considered by clinicians and health policymakers.
5
Sila Ahmad, Kham, Fay Sudweeks, and Jocelyn Armarego. "Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2166.
Full textAbstract:
This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015
6
Sumarni, Sumarni, and Farida Kartini. "Experience of Adolescent Mothers During Pregnancy: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.28.
Full textAbstract:
Background: Every year, around 14 million women and girls aged 15 to 19 (both married and unmarried) give birth. This age group might lead to negative outcomes of pregnancy and childbirth. This scoping review aimed to identify the outcomes of adolescent pregnancy and its contributing factors. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included Wiley Online Library, EBSCO, ProQuest, and PubMed databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 307 articles were obtained by the searched database. After the review process, seven articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Six articles from developing countries (Brazil, Mexico, Zambia, Malawi, and Romania) and one report from developed countries (Australia) met the inclusion criteria with qualitative, quantitative (cross-sectional), and descriptive studies. The existing studies stated that adolescent pregnancy had adverse effects on both mother and babies’ health and well-being. Young maternal age is associated with low parity, lack of prenatal care, premature, and low birth weight. Factors contributed to the increased adolescent pregnancy rate were early sexual initiation, low use of contraception, low educational level, low socioeconomic status, inadequate knowledge about sexual and reproductive health, and gender disparity. Conclusion: Young maternal age contributes to adverse pregnancy outcomes of both mothers and babies. Early sexual health education and health promotion on teenage girls may reduce the risk of adolescent pregnancy rates. Keywords: adolescent pregnancy, birth outcome, maternal age Correspondence: Sumarni. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: sumarnipino21@gmail.com. Mobile: +6282346354512. DOI: https://doi.org/10.26911/the7thicph.02.28
7
Harahap, Sarah Geltri, Cicylia Candi, and Adang Bachtiar. "Acceptance and Barrier in Using Telemedicine Health Services of Hospitals among Paediatric Outpatients: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.31.
Full textAbstract:
ABSTRACT Background: Utilization of the telemedicine application is an alternative option for paediatric health services without a direct visit to hospitals, especially in pandemic or disease outbreak conditions. The important telemedicine services, especially for paediatric patients, need to be tackled by stakeholders and hospital management teams. This study aimed to investigate the acceptance and barrier in using telemedicine health services of hospitals among paediatric outpatients. Subjects and Method: A systematic review was conducted by searching from ScienceDirect and Scopus databases. The keywords were “telemedicine OR patient paediatric”. The inclusion criteria were open accessed and English-language articles published between 2019 to 2020. The data were reported by PRISMA flow chart. Results: Nine articles met the inclusion criteria. Feasibility and the easiness to use of the application, cost-effectiveness, less travel time, easy access to medicine, and effective health services were the optimal services received by paediatric outpatients in using telemedicine. The limitations of telemedicine services were lack of physical and diagnostic examinations, information for socio-demographic and socioeconomic status, patient insurance coverage, direct care services, and privacy and confidentiality of patients. Conclusion: Not all the conditions of paediatric outpatients receive optimal health services through telemedicine. An innovative approach is needed to improve telemedicine’s available health services, especially for paediatric outpatients who need direct health care without visiting the hospitals. Keywords: telemedicine, paediatric outpatients, health services Correspondence: Sarah Geltri Harahap. Master Program of Policy and Health Administration, Faculty of Public Health, University of Indonesia. Email: sarah.geltri@ui.ac.id. Mobile: +6281375985375. DOI: https://doi.org/10.26911/the7thicph.04.31
8
Wulandari, Hanny, and Dwi Ernawati. "Effect of Early Menarche on Reproductive Health: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.26.
Full textAbstract:
Background: Teenagers aged 15-19 encounter a disproportionate burden of adverse sexual and reproductive health outcomes, especially in low- and middle-income countries. The urgent ongoing efforts are needed to lead healthy, safe, and productive lives of teenage girls. This scoping review aimed to identify the association of early menarche with negative sexual and reproductive health outcomes. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, EBSCO, and Wiley databases. The keywords were “effect” OR “outcomes” AND “menarche” OR “menstruation” OR “menstrua” OR “menses” OR “early menarche” AND “reproductive health” OR “sexual reproducti” AND “sexual behavior” OR “sexual debut” OR “sexual partners” OR “unsafe sex” OR “unprotected sex”. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 116 full text articles was obtained. After the review process, nine articles were eligible. The data were reported by the PRISMA flow chart. Results: Four articles from developing countries (Nigeria, Malawi, Philippine) and five articles from developed countries (France, United States of America, England, Australia) met the inclusion criteria with cross-sectional and cohort design studies. The existing literature showed that early menarche was associated with sexual and reproductive health (early sexual initiation, low use of contraception), sexually transmitted diseases (genital herpes, HIV), and other factors (income, education level, sexual desire). Conclusion: Early age at menarche may contribute to the increase vulnerability of girls into negative sexual and reproductive health outcomes. Quality comprehensive sexual education may improve the sexual and reproductive health and well-being of adolescents. Keywords: early menarche, reproductive health, adolescent females Correspondence: Hanny Wulandari. Universitas Aisyiyah Yogyakarta. Jl. Ringroad Barat No.63, Mlangi Nogotirto, Gamping, Sleman, Yogyakarta 55592. Email: hannywulandari11@gmail.com. Mobile: +6281249747223. DOI: https://doi.org/10.26911/the7thicph.02.26
9
Peldová, Petra. "Does genre influence the choice of evaluative lexicogrammatical patterns in British online newspaper discourse?" In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-9.
Full textAbstract:
This paper aims to analyse the use of evaluative adjectival lexicogrammatical patterns in selected British online newspaper discourse in terms of genre specification. It focuses both on the normalised frequency of the patterns as well as on the evaluative semantic groups of the adjectives embedded in the patterns analysed. The genres chosen for the analysis are politics and crime. 282 articles from six national British online newspapers (the Sun, the Mirror, the Express, the Guardian, the Telegraph, and the Independent) were downloaded to create the corpus. These were then analysed via Sketch Engine for the evaluative adjectival patterns introduced by Bednarek (2009). The adjectives found in the patterns were further examined and manually divided into semantic groups introduced by Collins COBUILD. The data were then compared in an attempt to identify discourse patterns and contrasts, and valuable insights were gained into the lexicogrammatical features studied. The analysis indicated that evaluative adjectival patterns are indeed embedded in newspaper stories and both the tabloids and the broadsheets employ these patterns more or less equally for the same genres. Both types of newspaper mainly embed patterns ‘v-link ADJ’ and ‘v-link ADJ prep’ in both genres. However, when broadsheets report on politics, the use of the 'it v-link ADJ finite/non-finite' pattern, can be considered marked.
10
Melani and Rusdi Noor Rosa. "Techniques Used by English Department Students of Universitas Negeri Padang in Translating Report Text." In Ninth International Conference on Language and Arts (ICLA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.028.
Full textReports on the topic "Reported English use"
1
Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Full textAbstract:
The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
2
Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.
Full textAbstract:
Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.
3
Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
4
Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
5
Singh, Chandni, Mark Tebboth, Jasmitha Arvind, and Yashodara Udupa. Representing Disasters and Long-term Recovery – Insights from Tamil Nadu. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/rdlrtn06.2021.
Full textAbstract:
This study focuses on disaster impacts and recovery in Tamil Nadu, drawing on insights from Chennai city and Nagapattinam district. The research is part of a larger three-year project called “Recovery with Dignity”, which examines the experiences of recovery in post-disaster situations across three states in India – Odisha, Tamil Nadu, and Kerala – and explores how recovery processes represent vulnerable populations. In this report, we focus on three key disasters in Tamil Nadu: the 2004 Indian Ocean Tsunami, the 2015 South India flood, and the 2018 Cyclone Gaja. Through these events, we examine how the ways disasters and their losses are represented shape recovery outcomes. The study uses a range of data, from a review of state policies in Tamil Nadu (2005-2019), an analysis of media articles published in English and Tamil (2004-2019), to interviews with disaster-affected people and secondary stakeholders. The findings indicate that disaster responses and outcomes are highly differentiated based on how disaster-affected people and their needs and losses are represented. To enable inclusive recovery, it is necessary to recognising the heterogenous nature of disaster impacts and acknowledge different ideas of what recovery means.