Relevant bibliographies by topics / Sentence completion exercises

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Academic literature on the topic 'Sentence completion exercises'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Sentence completion exercises"

1

Pica, Teresa, and Gay N. Washburn. "Negative Evidence in Language Classroom Activities." ITL - International Journal of Applied Linguistics 141-142 (January 1, 2003): 301–44. http://dx.doi.org/10.2143/itl.141.0.2003192.

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This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.
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2

Sitompul, Anita, Kammer Tuahman Sipayung, and Jubil Sihite. "The Analysis of Reading Exercise in English Textbook Entitled Pathway to English for The SENIOR High School Grade X." Jurnal Suluh Pendidikan 7, no. 1 (2019): 10–13. http://dx.doi.org/10.36655/jsp.v7i1.111.

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This study is aimed to analyze the types of Reading Exercises on the English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The objective of the study is to find out the types of reading exercises on English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The design of the study is descriptive qualitative research. The qualitative data were obtained by the steps that mentioned in the procedure of the research, i.e. reading, identification, classification and simplification. The researcher analyzed the exercise in three steps,identifying the topic, clutser the topic, draw explanation. The object of the study is the reading exercises created by Th. M. Sudarwati and Eudia Grace entitled by Pathway To English and published by Erlangga, 2017. The data was collected only by taking documentary analysis. It means that the writer document reading exercises on students� English textbook and analyzed its types of reading exercises. The final result of this study shows that are five types of reading exercises on the English textbook they are Types of reading exercise are Matching Test, True/ False Reading Test, Multiple Choice item test, Completion item tests, and Long and Short answer questions. The result of reading exercise analysis shows that there are controlled exercise and guided exercise. In controlled exercises the researcher didn�t find exercise in Pathway to English textbook. And in guided exercises there are find in multiple choice in vocabulary 2 exercise. Matching cued word matching 3 exercise, matching picture cued sentence 1 exercise, vocabulary matching 5 exercise, matching selected response fill in vocabulary 7 exercise. True or false 3 exercise, completion item in the following of text 1 exercise, completion are in the text itself 9 exercise. In short answer question 6 exercise, long answer question 8 exercise. But, the researcher didn�t find exercise in multiple choice contextualized vocabulary / grammar and multiple choice vocabulary / grammar.
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3

KHODADADİ, Soulmaz. "The effect of direct and indirect written corrective feedback on Iranian EFL learners’ grammatical accuracy in sentence completion exercises." Dil ve Dilbilimi Çalışmaları Dergisi 17, no. 1 (2021): 315–26. http://dx.doi.org/10.17263/jlls.903423.

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4

Merino, Daniela Fernanda Guano, Marcelo Eduardo Allauca Peñafiel, Enrique Jesús Guambo Yerovi, and Luis Alberto Veloz Andrade. "El Aprendizaje Significativo Como Estrategia De Estimulación De La Escritura Del Idioma Inglés En Educación General Básica." European Scientific Journal, ESJ 13, no. 19 (2017): 128. http://dx.doi.org/10.19044/esj.2017.v13n19p128.

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The objective of the present investigation was the analysis of the use of strategies of significant learning in order to stimulate writing in the English language, which affect the development of the writing skill causing low performance and deficient level of knowledge in the students of sixth and seventh years of general basic education. The bibliographic information on significant learning sustains the importance of the use of didactic material in the processes of assimilation and interaction when acquiring educational skills and competences. They facilitate the connection to preexisting mental schematics in order to incorporate knowledge that generates significant learning. The methods used were deductive-inductive, documentary and applied bibliography, which allowed the collection of information through observation sheets. The results showed that the cognitive processes are inadequate due to lack of didactic material to develop and stimulate the writing of the English language. Due to this worksheets were designed and applied that contain grammatical structure, vocabulary, completion exercises, active memorization, spelling, word classification, sentence formation, short sentences and long with positive and negative answers; use of demonstrative adjectives, possessive pronouns, classification of nouns; all this to stimulate writing and a base of knowledge in the learning of English as a second language.
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5

Simanungkalit, Wiwin Sulastri, Kammer Tuahman Sipayung, and Harpen Silitonga. "AN ANALYSIS ON WRITING EXERCISES IN ENGLISH TEXTBOOK FOR GRADE SEVEN ENTITLED "WHEN ENGLISH RINGS A BELL"." Jurnal Suluh Pendidikan 7, no. 1 (2019): 14–23. http://dx.doi.org/10.36655/jsp.v7i1.113.

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 This study is attempts Analysis on writing Exerciss In English Textbook Entitled �When English Rings a Bell�. The objectives of this research is to know the types of writing exercises in When English Rings a Bell textbook based on 2013 Curriculum. The research is content analysis design. The instrument for collecting data is documentary is taken from English textbook seventh grade students published by kemendikbud. After observing the textbook, matching with the 2013 Curriculum, the types of writing exercises of When English Rings A Bell Textbook the writer found four type there are is (a) Completing texts, (b) writing sentence dealing with grammar, (c) writing short functional text and (d) Developing vocabulary into sentence. The writer found the kinds practice of exercises there are Controlled exercises and Guided exercises, the result is are: arranging scrambled word into good sentences (not found in the textbook), completing texts/sentences (12,50%), writing sentences dealing with grammar (50%), writing short functional texts (18,75%), developing vocabulary into sentences (18,75%) so the types of writing exercises are dominant is writing sentences dealing with grammar (50%).
 
 Keywords : An Analysis, Writing Exercises, Textbook, 2013 Curriculum
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6

Stahl, Michael J., David W. Grigsby, and Anil Gulati. "Comparing the Job Choice Exercise and the multiple choice version of the Miner Sentence Completion Scale." Journal of Applied Psychology 70, no. 1 (1985): 228–32. http://dx.doi.org/10.1037/0021-9010.70.1.228.

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7

Givens, Charity. "Analyzing Writing Style and Adapting to a New Writing Culture: A Teaching Practice." Journal of Academic Writing 10, no. 1 (2020): 213–20. http://dx.doi.org/10.18552/joaw.v10i1.582.

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This teaching practice presents a classroom exercise completed in a first-year composition class at an English-medium private university in Lithuania. The course typically takes place in the second semester of the year and is required for all first-year students, who are multilingual but completing their university degree in English. The instructor, a US speaker of English who has a background in US composition studies, leads the exercise that consists of a writing style analysis that examines sentence length, word variety, and sentence emphasis, concluding with a discussion of how students can adapt their writing style to meet the needs of a new audience. The exercise aims to help students understand their writing style and what they need to know to adapt their style to fit the academic writing context in the university.
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8

Iwarsson, Jenny, David Jackson Morris, and Laura Winther Balling. "Cognitive Load in Voice Therapy Carry-Over Exercises." Journal of Speech, Language, and Hearing Research 60, no. 1 (2017): 1–12. http://dx.doi.org/10.1044/2016_jslhr-s-15-0235.

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Purpose The cognitive load generated by online speech production may vary with the nature of the speech task. This article examines 3 speech tasks used in voice therapy carry-over exercises, in which a patient is required to adopt and automatize new voice behaviors, ultimately in daily spontaneous communication. Method Twelve subjects produced speech in 3 conditions: rote speech (weekdays), sentences in a set form, and semispontaneous speech. Subjects simultaneously performed a secondary visual discrimination task for which response times were measured. On completion of each speech task, subjects rated their experience on a questionnaire. Results Response times from the secondary, visual task were found to be shortest for the rote speech, longer for the semispontaneous speech, and longest for the sentences within the set framework. Principal components derived from the subjective ratings were found to be linked to response times on the secondary visual task. Acoustic measures reflecting fundamental frequency distribution and vocal fold compression varied across the speech tasks. Conclusions The results indicate that consideration should be given to the selection of speech tasks during the process leading to automation of revised speech behavior and that self-reports may be a reliable index of cognitive load.
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9

Warisman, Sugeng. "الوقف والابتداء في سورة يس والاستفادة منهما في تعليم اللغة العربية". Rayah Al-Islam 2, № 01 (2018): 70–80. http://dx.doi.org/10.37274/rais.v2i01.33.

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The purpose of this study is to find out the knowledge of Al-Waqaf and Al-Ibtida' on the letter of Yaasin, and applying it to the teaching of Arabic.The method of completing this study is based on a scientific approach, namely: descriptive analytical method. Then Al-Waqaf and Al-Ibtida' are divided into four parts: taam, kaafin, hasan, and qabiih. And taam is a sentence not related to the sentence after or before in terms of meaning and words, and if the connection is in terms of meaning without words then it is referred to as kaafin, then if the connection is in terms of meaning and words but the meaning of the sentence does not change then it is called hasan , then if the relevance in terms of meaning and words then changes the meaning of the sentence then it is called qabiih. Then the knowledge of Al-Waqaf and Al-Ibtida' can also be implemented in the teaching of Arabic, which can be implemented through dialog formulations or texts or some examples of exercises.
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10

Ahsanuddin, Mohammad, Moh Ainin, and Imam Asrori. "THE MAPPING OF ARABIC LANGUAGE LEARNING IN SENIOR HIGH SCHOOLS AND VOCATIONAL SCHOOLS IN MALANG REGENCY." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 1 (2019): 18–35. http://dx.doi.org/10.15408/a.v6i1.7308.

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This study aims to map the learning of Arabic in Senior High Schools and Vocational Schools in Malang Regency covering the aspects of 1) teacher qualification, 2) curriculum and development, 3) teaching materials, 4) teaching strategies, 5) instructional media, and 6) evaluation implementation. The research was conducted with a descriptive model. Of the population 183 Senior High School and Vocational Schools, 12 schools were taken using a cluster sampling. The data were collected using questionnaires filled by Arabic teachers in all sample schools. The data analysis was performed according to the steps a) identification of data, b) tabulation of data, c) data grouping, d) data quantification, and e) description of data. This study found (1) all Arabic teachers in Senior High Schools and Vocational Schools in Malang Regency have a standard qualification of Arabic teacher in school, (2) Senior High Schools and Vocational Schools in Malang Regency using the Ministry of Education and Culture KTSP curriculum which was elaborated by teachers into syllabus form and Lesson plans, (3) teaching materials used were in the form of textbooks and student worksheets with various titles and publishers, (4) reading and vocabulary learning was carried out with translation techniques; speaking skills were trained by giving students time to practice dialogue, and writing skills were trained through sentence exercises, copying texts, combining two sentences, and completing paragraphs; (5) teachers utilized instructional media, drawings, original objects, hearing, charts/scheme, or language lab; and (6) the majority of teachers evaluated the lessons at the end of each unit.
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Dissertations / Theses on the topic "Sentence completion exercises"

1

Langeveldt, Mareli. "Music, music therapy and identity : investigating how South African children from socio-economically deprived communities identify with music." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/31443.

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This dissertation profiles the way in which primary school children from socio-economically deprived communities in South Africa, specifically Heideveld and Eersterust, identify with music. The purpose of the study is to investigate how these children do, think, feel and talk about music and to explore the implications thereof for music therapist working in these specific or similar South African communities. The sentence completion responses of the children conveyed two ways in which they view identifying with music. The first is identifying with music and the second is using music as a tool through which one can identify with others. The way in which the children identify with music or through music in music therapy sessions, influences the therapeutic relationship as well as clinical interventions of the music therapist. Therefore, music therapists need to be sensitive to the way in which clients identify with music.<br>Dissertation (MMus (Music Therapy))--University of Pretoria, 2005.<br>Music<br>MMus (Music Therapy)<br>Unrestricted
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Books on the topic "Sentence completion exercises"

1

The art of self-discovery. Bantam Books, 1993.

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2

Staff, Learningexpress. 501 Sentence Completion Questions (Skill Builders in Focus for SAT Practice). LearningExpress, LLC, 2004.

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