Journal articles: 'Stephen Krashen'

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Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.37132/isl.v0i2.7.

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Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.24310/revistaisl.vi2.10947.

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Wang, Marian. "Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended." Language Teacher 37, no. 1 (January 1, 2013): 25. http://dx.doi.org/10.37546/jalttlt37.1-5.

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Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>. JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.

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Febriani, Suci Ramadhanti, Wildana Wargadinata, and Zainul Arifin. "The Philosophy of Language Acquisition in Stephen Krashen's Theory based Multiple Intelligences Classroom." International Journal of Arabic Language Teaching 3, no. 01 (June 4, 2021): 1. http://dx.doi.org/10.32332/ijalt.v3i01.2417.

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Language acquisition and language learning among scientists tend to be different. This is based on the fact that the language acquisition process is supported unconsciously and is limited to a certain time. Meanwhile, the language learning process can be done consciously and is not limited by time. Through these two arguments, according to Stephen Krashen the acquisition process has certain characteristics. He believes that language acquisition can be obtained in adults. Based on this information, the researcher wants to describe and analyze the philosophy that encourages Stephen Krashen to develop a theory of language acquisition through classroom management based on Multiple Intelligences. This study used a qualitative research design with a case study method at SD Plus Al-Kaustar Malang, Indonesia. Data collection included observation, interview and documentation study through an analysis technique consisting of three steps; data collection, reduction and conclusion. The results showed that the philosophical background built in the theory of Stephen Krashen based on Multiple Intelligences is a empiricism philosopgy. This is known through the process of language acquisition which is formed through an adequate language environment carried out by the sensory experiences of students with the help of their cognitive thinking processes. These findings indicate that language acquisition can be done through a good environmental design even though it has passed the age limit for first language acquisition.

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Arifn, Muhammad Syamsul, and Mohammad Syifaurrosyidin. "Nadzariyyātu Stephen Krashen An Ta’līm Mahārati Al-Kalām." LISANUDHAD 7, no. 2 (December 17, 2020): 165. http://dx.doi.org/10.21111/lisanudhad.v7i2.6750.

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Bailey, Francis, and Ahmed Kadhum Fahad. "Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning." Arab World English Journal 12, no. 2 (June 15, 2021): 540–50. http://dx.doi.org/10.24093/awej/vol12no2.36.

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Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

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Callegari, Marília Oliveira Vasques. "Reflexões sobre o modelo de aquisição de segundas línguas de Stephen Krashen: uma ponte entre a teoria e a prática em sala de aula." Trabalhos em Linguística Aplicada 45, no. 1 (June 2006): 87–101. http://dx.doi.org/10.1590/s0103-18132006000100006.

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Baseando-se em algumas das principais idéias levantadas pelo lingüista norte-americano Stephen Krashen em seu Modelo do Monitor, este artigo se propõe a analisar criticamente alguns conceitos presentes nessa teoria e, principalmente, verificar de que forma o professor de línguas estrangeiras pode beneficiar-se das cinco hipóteses levantadas ao longo de seu estudo, durante as aulas de língua estrangeira em contextos formais de aprendizagem.

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Trottier, Michel N. "Towards a Sociocultural Perspective on Korean English Villages: A Reply to Stephen Krashen." International Journal of Pedagogies and Learning 4, no. 1 (January 2008): 71–91. http://dx.doi.org/10.5172/ijpl.4.1.71.

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Ramahlo, Michelle. "On starting to teach using CI." Journal of Classics Teaching 20, no. 39 (2019): 45–50. http://dx.doi.org/10.1017/s2058631019000072.

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According to Second Language Acquisition (SLA) theory, developed by Stephen Krashen, the way humans acquire languages is through receiving input, usually aural, that is understandable; this is termed ‘Comprehensible Input’ (CI). Think, for example, of a parent talking to their child: when they ask the child, ‘Do you want milk?’, the milk is visible, tangible. The child understands that they are being offered milk. Parents don't just say this once, they offer it hundreds, even thousands of times. According to this hypothesis, the input (the parent talking) is comprehensible (the child understands it); the brain is trained to automatically make meaning.

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Raimes, Ann. "Writing: Research, Theory, And Applications. Stephen D. Krashen. Oxford: Pergamon Press, 1984. Pp. vi + 49." Studies in Second Language Acquisition 8, no. 2 (June 1986): 234–37. http://dx.doi.org/10.1017/s0272263100006197.

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Sharma, Alex. "Krashen, Stephen S. Writing: Research, Theory and Applications. Pergamon: 1984Krashen, Stephen S. Writing: Research, Theory and Applications. Pergamon: 1984. Pp. 49. $8.75." Canadian Modern Language Review 42, no. 1 (December 1985): 135–37. http://dx.doi.org/10.3138/cmlr.42.1.135.

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Gökcan, Mustafa, and Derya Çobanoğlu Aktan. "Investigation of the variables related to TEOG English achievement using Language Acquisition Theory of Krashen." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (April 29, 2018): 531–66. http://dx.doi.org/10.14527/pegegog.2018.021.

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In this study, the effects of students’ attitude towards English, foreign language anxiety, exposure to English, school type (i.e. state or private), parents’ English proficiency and education level on the students’ English achievement in TEOG exam are investigated. To achieve this goal, a multiple indicators and multiple causes (MIMIC) model has been developed, and tested based on Stephen Krashen’s language acquisition theory and the literature. According to the research results, attitudes towards English, school type, amount of English exposure, parents’ education level and English proficiency have meaningful and positive effects on English proficiency, while language anxiety has a meaningful but negative effect on it. Moreover, it was found that the effects of parents’ education level and English proficiency and the students’ attitudes towards English on English proficiency are mediated by exposure to English. Therefore, Krashen’s second language acquisition theory stating that those who have positive attitudes towards English will seek more comprehensible input and so will be more exposed to English and consequently will acquire English more is validated.

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Chu, Edward Y. W. "What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum?" Journal of Second Language Studies 2, no. 1 (April 18, 2019): 93–118. http://dx.doi.org/10.1075/jsls.18002.chu.

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Abstract Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches, Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school managers/L2 policy makers need to actively revamp the curriculum.

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Zahra, Mahnoor, Tanveer Hussain, and Deeba Shahwar. "Role of Technology in Developing Oral Fluency among Intermediate Students." Global Regional Review V, no. I (March 30, 2020): 442–59. http://dx.doi.org/10.31703/grr.2020(v-i).48.

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Use of technology develops learner oral fluency, as well as their other learning skills. The recent research is on the role of modern technology in developing oral fluency of English among the students of intermediate level. The objective of the paper is to answer the question, what role technology plays in developing the oral fluency of learners? This study has been built on the hypothesis that technology has a positive influence on oral fluency, as by using technology learners enhance their oral fluency. In order to check our hypothesis this study used the quantitative data through questionnaire from 200 students (both male and female) aged between 17-19 years, at intermediate level from Government Emerson College Multan and Government Degree College Multan. The framework employed in this study is the input hypothesis by Stephen Krashen (1977). The hypothesis that technology plays positive role in developing oral fluency among students is proved in conclusion.

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Bovshik, A. S. "Dostoevsky on Twitter: Twitterfiction as a Learning Tool in SLA." Язык и текст 7, no. 1 (2020): 99–100. http://dx.doi.org/10.17759/langt.2020070109.

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The article examines the benefits of twitterfiction, a relatively new form of literary production, as a means of second language acquisition in the context of recreational reading. Pushed forward by the influential American educational researcher Stephen Krashen, free voluntary reading (FVR) has been proven to be an extremely powerful factor in developing various aspects of second language competence and getting students committed to reading more. This paper attempts to evaluate both quantitative and qualitative complexity measures of twitterfiction as in the case of TWITTERATURE by Alexander Aciman and Emmett Rensin to better understand the educational potential of the above type of prose. Readability formulas such as the Gunning Fog index and the Coleman-Liau index are deployed to evaluate the structural complexity of the text. ‘Attentive reading’, being a subjective factor in many ways, is a tool we apply to assess the text on the levels of semantics and pragmatics. The research concludes that twitterfiction, as demonstrated in the book, is an adequate ESL supplementary material alongside comics, graphic novels and level 4 graded readers.

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Rosyid, M. Fairuz. "PENGEMBANGAN BĪ’AH LUGHAWIYYAH OLEH HIMPUNAN MAHASISWA JURUSAN PENDIDIKAN BAHASA ARAB DI IAIN PEKALONGAN." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 4, no. 1 (June 15, 2020): 25–40. http://dx.doi.org/10.15575/jpba.v4i1.8185.

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This article aims to develop the bī'ah lughawiyyah carried out by the Student Association of the Arabic Language Education Institute of the State Islamic Institute of Pekalongan. This research focuses on the bī'ah lughawiyyah model in terms of the purpose of the bī'ah lughawiyyah, the forms of activities, and the learning model in the bī'ah lughawiyyah. This research method is qualitative, using interviews, observation, and documentation techniques. Data were analyzed using Miles and Huberman analysis. The perspective in this study is the theory of language environment proposed by Stephen D. Krashen. The results of this study indicate that the development model of bī'ah lughawiyyah based on "the purpose of learning about language," "learning languages" and "curricular objectives." The form of activities is in the way of learning module, nahwu sharaf study, bī'ah lughawiyyah, ilqā' mufradāt, Muhādatsah, Insya' monthly, language mading, rihlah lughawiyah, art and competition (PARBARA). There are three learning models, namely, student learning models with lecturers, student learning models with tutors and student and student learning models.

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Koondhar, Mansoor, Elizabeth M.A, Insaf A. Siming, and Tariq H. Umrani. "Language Learning Approaches: Unity in Diversity." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 34. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.34.

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This is a conceptual paper based on the existing literature related to three famous language learning theories; Audio-lingual Method, Communicative method and the hypotheses of Stephen D. Krashen. These three schools of thought are not usually seen as similar or it is not common to find much literature regarding these theories having any common traits. The individual criticism on each of these theories focuses on many of their individual aspects but not on similarities among these three. The researchers however, after studying these theories closely, have been able to extract some striking similarities in spite of all the commonly known differences. The aim of this paper is to invite more focus and more research on similarities shared by these apparently independent schools of thought and consequently exploit the maximum fruits of these powerful theories. The findings suggest that the multiple similarities among the three schools of thought under study can jointly be named as one very vividly common trait: stress on the communicative skills involving listening and speaking to be the key towards successful language learning.

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Patrick, Robert. "Comprehensible Input and Krashen's theory." Journal of Classics Teaching 20, no. 39 (2019): 37–44. http://dx.doi.org/10.1017/s2058631019000060.

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Over the last 20 years in the United States a curious and likely unpredictable movement has been evolving in the way that we teach Latin and ancient Greek. A set of pedagogical principles known as Comprehensible Input (hereafter CI) has become a vehicle of change affecting our classrooms, our professional organisations and our teacher training programs as well as our relationships with and our positions in world language organisations. These changes to the teaching of classical languages were unpredictable because at the outset CI represented a set of hypotheses and then principles that even their progenitor, Stephen Krashen, thought of as the way into acquiring modern languages while teachers of classical languages had constructed a fortified wall around themselves built on the notion that Latin and ancient Greek were uniquely different from modern languages and, therefore, required different approaches. In many iterations of this wall, only a select cadre of students was thought (and easily demonstrated to be) capable of or even interested in mastering classical languages. This article will examine very briefly what this wave of change has been like in the Latin classrooms and institutions of the US and examine in particular the principles of Comprehensible Input: what they propose, how they are being practised in Latin classrooms, and the obstacles they encounter as well as opportunities they afford Latin programs which intend to survive and thrive in the coming years.

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Rodríguez-Bohórquez, David. "El nuevo desafío de la enseñanza y el aprendizaje de lenguas extranjeras: integración de teorías." 593 Digital Publisher CEIT 6, no. 2-1 (March 16, 2021): 5–16. http://dx.doi.org/10.33386/593dp.2021.2-1.246.

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A través de este artículo se pretende establecer una relación entre dos importantes autores, Lev Vigotsky y Stephen Krashen, quienes desde sus teorías aportaron a los procesos asociados a la formación en lenguas extranjeras; esta relación se complementa con las posturas en la educación estructuradas a partir del pensamiento complejo propuesto por Edgar Morin. La revisión que se expone ha permitido establecer que los tres planteamientos apuntan a la construcción de un aprendizaje inmerso en un contexto, ya sea lingüístico, social o cultural; asimismo, se plantea la importancia de crear ambientes de aprendizaje en los cuales la lengua extranjera pueda ser utilizada y compartida en un ámbito social, de modo que se generen mejores procesos de adquisición de la lengua extranjera, teniendo como actores tanto a los docentes como a los estudiantes. En la contrastación de fuentes y mediante un análisis de educación comparada, se identifica la necesidad de promover el contexto social del uso real de la lengua, tener en cuenta el dinamismo de los procesos de pensamiento y lenguaje y como estos cambian al mismo tiempo que se desarrolla el individuo y finalmente la inclusión del componente afectivo tanto en la práctica docente como en la labor del estudiante.

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Mahnke, Kathleen. "THE NATURAL APPROACH: LANGUAGE ACQUISITION IN THE CLASSROOM, Stephen D. Krashen and Tracy D. Terrell. Oxford: Pergamon Press, 1983. Pp. vi + 191." Studies in Second Language Acquisition 7, no. 3 (October 1985): 364–65. http://dx.doi.org/10.1017/s0272263100005659.

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Everett, Laura. "DEVELOPING COMMUNICATIVE COMPETENCE IN A SECOND LANGUAGE. Robin Scarcella, Elaine S. Andersen, and Stephen D. Krashen. New York: Newbury House, 1990, Pp. xvii + 356." Studies in Second Language Acquisition 14, no. 04 (December 1992): 472. http://dx.doi.org/10.1017/s0272263100011372.

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Trylong, Vicki L. "Krashen, Stephen D. and Tracy D. Terrell. The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon Press, 1983Krashen, Stephen D. and Tracy D. Terrell. The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon Press, 1983. Pp. vi, 191 $11.95, paper." Canadian Modern Language Review 42, no. 5 (May 1986): 1028–29. http://dx.doi.org/10.3138/cmlr.42.5.1028b.

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Nijemčević Perović, Marija. "Using Social Strategies in Teaching German as a Foreign Language at Primary School Level." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 216–37. http://dx.doi.org/10.21618/fil2022216n.

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The major purpose of this quantitative research is to investigate the frequency of social learning strategies used in teaching German as a foreign language within the population of primary school students of the higher grade (corresponding to the age of 11 to 14). Furthermore, the aim of this study is to explore the statistically significant differences between pupil’s gender, age, second language performance assessment as predictors and social learning strategies as dependent variables. The research was done during the first semester of the school year 2019 / 2020 with 218 students. The modified questionnaire Strategy Inventory for Language Learning designed by Rebecca Oxford, Likert and Guttman scale were used for data collection. The Cronbach’s Alpha reliability coefficient of the modified scale was α = .89. The research data was analysed by a quantitative method with IBM SPSS 23 and the results revealed that the primary school learners employed social learning strategies with an average value of 3.30, which represents a medium frequency of use. Results have shown that female students tend to use social learning strategies more frequently than males (Mf = 11.05; Mm = 9.74) and their usage becomes less intense with age (М5 = 4.14, М6 = 3.69, М7 = 2.42, М8 = 2.39). Performance assessment is not contributing significantly to their frequency (rho = .18, p = .39). The Mann - Whitney U test is used to compare whether there is a statistically significant difference in the dependent variable for two independent groups: students in late childhood and students in early adolescence. Results have shown that the second group of students use rarer social learning strategies than the first. Therefore, older learners were exposed to the strategies input. The Wilcoxon signed - rank test was used to compare repeated measurements on a single sample to assess whether their population mean ranks differ. Results have shown that strategies input contributing statistically significant to the detected changes in a date caused by strategies input (z = - 5.24 , p = .01). The slight difference between arithmetic means (М1 = 3.22; М2 = 3.36) was explained with the Affective filter hypothesis Stephen Krashen developed in the 1980s. This paper points out the importance of using social strategies in teaching and learning German as a foreign language. Pedagogical implications refer to some important indicators of social learning strategies – symmetrical and complementary interpersonal communication and the use of cooperative learning principles in the classroom.

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Lawson, Fred H. "Sovereignty: Organized Hypocrisyby Stephen D. Krasner." Political Science Quarterly 114, no. 4 (December 1999): 716–17. http://dx.doi.org/10.2307/2657807.

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Braumoeller, Bear F. "Sovereignty: Organized Hypocrisy. Stephen D. Krasner." Journal of Politics 63, no. 2 (May 2001): 681–83. http://dx.doi.org/10.1086/jop.63.2.2691793.

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de Mesquita, Bruce Bueno. "Reply to Stephen Krasner and Robert Jervis." International Studies Quarterly 29, no. 2 (June 1985): 151. http://dx.doi.org/10.2307/2600503.

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Lewandowski, Arkadiusz. "Polityczna imitacja jako źródło współczesnej kontrrewolucji w postkomunistycznej Europie – próba ujęcia teoriopolitycznego." Polityka i Społeczeństwo 19, no. 2 (2021): 86–103. http://dx.doi.org/10.15584/polispol.2021.2.6.

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The main goal of this article is analysis of the influence of the policy of imitation on the phenomenon of counterrevolution. The aim of the article was to answer the research question whether the politics of imitation and counterrevolution at the level of theoretical considerations can constitute elements of one theory concerning the crisis of liberal democracy in post-communist European countries? The detailed question was whether political imitation is a category by which it is possible to explain the causes of the process of counterrevolution in post-communist Europe? The considerations are based on the concepts of Jan Zielonka, as well as the ideas of Ivan Krasett and Stephen Holmes. In accordance with the principles postulated by Ivan Krastew and Stephan Holmes, the politics of imitation is an important reason for the success of populist, which Jan Zielonka equates with counterrevolution. Negative opinions about the course of the systemic transformation mainly focus on its lack of alternatives, on the problem of imposing liberal values, and on the problem of economic stratification. These premises also constitute the basis for the contemporary problems of the crisis of liberal democracy.

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Knell, Ellen. "Authors' Response to Stephen Krashen's Letter to the Editor." Foreign Language Annals 50, no. 4 (November 20, 2017): 831–32. http://dx.doi.org/10.1111/flan.12308.

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Payne, Mark. "Exploring Stephen Krashen's ‘i+1’ acquisition model in the classroom." Linguistics and Education 22, no. 4 (December 2011): 419–29. http://dx.doi.org/10.1016/j.linged.2011.07.002.

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Holsti, K. J. "Stephen D. Krasner, Sovereignty: Organized Hypocrisy, Princeton: Princeton University Press, 1999." Japanese Journal of Political Science 1, no. 1 (May 2000): 157–72. http://dx.doi.org/10.1017/s1468109900210189.

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Aitsiselmi, Farid. "Second language acquisition through email interaction." ReCALL 11, no. 2 (September 1999): 4–11. http://dx.doi.org/10.1017/s0958344000004900.

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This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.

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Qahhorov, Otabek Siddikovich, and Asror Egamberdievich Norov. "CONCEPT AND COMPONENTS OF INNOVATIVECOMMERCI TIVECOMMERCIALIZATION INFRASTRUC TION INFRASTRUCTURE." Scientific Reports of Bukhara State University 4, no. 2 (April 27, 2020): 285–93. http://dx.doi.org/10.52297/2181-1466/2020/4/2/8.

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This article provides a detailed description of the subjects of innovation and innovative activity. Groups of elements of innovation infrastructure structural parts, models of its formation and priorities of innovation infrastructure. Also, all efforts are made to commercialize innovations, examples of component research and the growth of the national economy of Uzbekistan, and in the context of active penetration into the global business community, many sectors of the Uzbek economy make management decisions, scientific support, and the need to find effective ways of sustainable economic development was noted. role of Stephen Krashen's ideas in the theory of second language learning

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Anderson, Lisa. "The State and Its Competitors." International Journal of Middle East Studies 50, no. 2 (May 2018): 317–22. http://dx.doi.org/10.1017/s0020743818000223.

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For many in the Arab world, the modern European-style state is an awkward device, imposed after the demise of the Ottoman Empire and sustained for the succeeding century by little more than what Stephen Krasner famously called the “organized hypocrisy” of international sovereignty. In fact, the interwar efforts to fasten the institutions of European-style states to the populations of the region introduced several deeply dysfunctional dynamics into modern political life. They established expectations for government that would prove impossible to meet while imposing a system of rule that, far from creating citizens, often reinforced nonstate identities and created deep communal resentment and anger.

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Umarov, Bako Bafoevich, Murod Amonovich Tursunov, and Mansur Yarashovich Ergashov. "2,4-STUD 2,4-STUDY OF THE STRUC Y OF THE STRUCTURE OF THE P TURE OF THE PAIR EXCHANGE DERIVATIVES E TIVES ETHYL ESTER DIO YL ESTER DIOXOPENTANOATE ACID BY THE METHOD OF PMR AND SAR." Scientific Reports of Bukhara State University 4, no. 2 (April 27, 2020): 3–8. http://dx.doi.org/10.52297/2181-1466/2020/4/2/7.

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Analysis of the scientific literature shows that data on nitrogenous derivatives of ketoaldehyde and ketoesters, their synthesis, tautomerization and Complexing ability are incomplete, in some cases their coordination compounds remain abstract, which requires special attention. As a result of the study of the electronic and spatial structures of the complex molecules, it became possible to determine the causes of the "composition-structure-properties" relationship of chemical compounds in a much more complex structure. The structure and tautomerization of para-exchange acylgases of ethyl ether of 2,4-dioxopentanoic acid in various solvents are studied in the article. role of Stephen Krashen's ideas in the theory of second language learning

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Krason, Steven M. "The Harms of Same-Sex Parenting." Catholic Social Science Review 24 (2019): 243–46. http://dx.doi.org/10.5840/cssr2019242.

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This was one of SCSS President Stephen M. Krason’s “Neither Left nor Right, but Catholic” columns that appear monthly in Crisis and The Wanderer. It discusses the solid social science research that shows the harms to children raised in same-sex households. He says that in spite of this the child protective system (CPS), which seems to regard such things as spanking and free-range parenting as child abuse/neglect apparently does not view the harms of same-sex parenting to be worthy of investigating. Krason suggests that this is because of the ideological biases that characterize the CPS.

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Lightbown, Patsy M., and Manfred Pienemann. "Comments on Stephen D. Krashen's "Teaching Issues: Formal Grammar Instruction". Two Readers React." TESOL Quarterly 27, no. 4 (1993): 717. http://dx.doi.org/10.2307/3587404.

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Varacalli, Joseph A. "A Brief Comment on American Exceptionalism." Catholic Social Science Review 25 (2020): 291–94. http://dx.doi.org/10.5840/cssr20202536.

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This Comment concerns itself with the concept of “American Exceptionalism.” More specifically, following Stephen M. Krason, this Comment lays out the different variations of American Exceptionalism (religious, secular, utopian, and realistic) and provides a preliminary critique of these options from the perspective of the Natural Law and Catholic social science. It also addresses its outright rejection by such modern worldviews as Marxism and radical feminism. This Comment also includes a brief discussion of the long range viability of the American Experiment and the prospects of American civilization developing and sustaining a realistic version of American Exceptionalism. This Comment is intended as an initial foray into the topic, hopefully leading eventually, I hope, to a fuller and more adequate treatment.

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Febriani, Suci Ramadhanti. "Acquisition of Arabic Language based on Stephen Krashen's Theory in the Arabic Camp Activities." EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab 9, no. 2 (December 31, 2020): 82. http://dx.doi.org/10.24235/ibtikar.v9i2.7222.

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Gabriella, Sara. "Kerja Sama Indonesia-Interpol dalam Menangani Isu Penyelundupan Narkoba di Wilayah Perbatasan Indonesia." Intermestic: Journal of International Studies 3, no. 2 (May 15, 2019): 147. http://dx.doi.org/10.24198/intermestic.v3n2.4.

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Tulisan ini menganalisis bentuk upaya Interpol dalam pemberantasan isu penyelundupan narkoba di Indonesia dengan usaha kerja sama. Dengan menggunakan metode tracing, peneliti mengambil konsep Rezim Internasional dalam melihat bagaimana rezim membentuk usaha serta upaya Indonesia dalam menangani kasus penyelundupan narkoba. Artikel ini berkontribusi pada perluasan dan pendalaman teori rezim internasional dengan memperdalam tiga variabel utama menurut Stephen D. Krasner yaitu Kepentingan Negara, Kekuatan Politik, serta Norma dan Prinsip. Melihat variabel analisis, hasil akhir dari penelitian ini adalah kerja sama dalam rezim membangun dan mempengaruhi bentuk penanganan konsisten yang dipilih oleh Indonesia terkait isu penyelundupan narkoba agar lebih “tertata” dan menjadi alasan untuk memperkuat kerja sama. Hal ini didorong dengan bentuk murni dari narkoba sebagai salah satu isu kejahatan transnasional yang tidak mementingkan peran perbatasan negara dan menuntut kerja sama antarnegara.

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Krason, Steven M. "Time to Think of Voting as a Privilege." Catholic Social Science Review 26 (2021): 323–25. http://dx.doi.org/10.5840/cssr2021263.

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This was one of SCSS president Stephen M. Krason’s “Neither Left nor Right, but Catholic” columns that appeared in The Wanderer. In the wake of the controversy about the integrity and legitimacy of the 2020 U.S. presidential election, which was caused in significant part by changes in voting procedures to make it utterly easy to register and vote and even downplayed voter identification requirements. Krason argues that these changes have been precipitated by the ingraining of the view that voting should be understood as a right and if we think of voting not as a right but a privilege—and a corresponding duty, as a means to check a tendency to overreaching and corrupt government—such problems and abuses could be avoided.

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Keohane, Robert O. "Problematic Lucidity: Stephen Krasner's “State Power and the Structure of International Trade”." World Politics 50, no. 1 (October 1997): 150–70. http://dx.doi.org/10.1017/s0043887100014751.

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Stephen D. Krasner's article in this journal in 1976, “State Power and the Structure of International Trade,” defined the agenda for years of scholarship by being both lucid and problematic. Krasner presented a clear puzzle but manifestly failed adequately to answer the questions that he raised. His key proposition, that strong international economic regimes depend on hegemonic power, was supported by only half of the six cases that he discussed. Yet the cogency of Krasner's formulation of the argument, and the pungency of his rhetoric, led “State Power” to serve as a focal point in a coordination game among three major constituencies in the international political economy field. Liberal transnationalists, statist realists, and their audiences all benefited from Krasner's lucid specification of the issues. As a result of research prompted by Krasner's article, we understand the relationship between international political structure and economic openness much better than we did before it appeared.

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Moore, Tod. "Violations of Sovereignty and Regime Engineering: A Critique of the State Theory of Stephen Krasner." Australian Journal of Political Science 44, no. 3 (September 2009): 497–511. http://dx.doi.org/10.1080/10361140903067268.

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Hebert, L. Joseph. "Stephen M. Krason, Catholicism and American Political Ideologies: Catholic Social Teaching, Liberalism, and Conservatism." Catholic Social Science Review 23 (2018): 346–49. http://dx.doi.org/10.5840/cssr20182344.

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Koronkiewicz, Marta. "Żeby było normalnie. W jaki sposób początek opowieści o trzydziestoleciu literatury najnowszej wyznacza jej koniec." Śląskie Studia Polonistyczne 18, no. 2 (August 9, 2021): 1–16. http://dx.doi.org/10.31261/ssp.2021.18.15.

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W artykule przedstawiono kategorię i pojęcie normalności jako centralne dla dyskursów krytycznoliterackich lat dziewięćdziesiątych XX wieku i początku XXI wieku. Udokumentowano funkcje i sensy tego pojęcia, a równocześnie przedstawiono je w szerszej perspektywie społeczno-politycznej, w kontekście rozważań nad tą kategorią jako kluczową dla transformacji całego obszaru Europy Środkowo-Wschodniej (Alexander Kiossev, Magda Szcześniak, Iwan Krastew–Stephen Holmes). Centralnym problemem rozważanym w artykule jest specyfika samego pojęcia – niemającego konkretnej treści, nazywającego raczej samo pragnienie czy oczekiwania niż to, co upragnione lub oczekiwane. Tak rozumiana kategoria normalności sprzyja wygaszaniu dyskusji, pozoruje porozumienie. W artykule prześledzono konsekwencje popularności tej kategorii dla narracji o literaturze najnowszej. Pokazano, że w historii polskiej krytyki po 1989 roku normalność przybrała początkowo funkcję ogólnego określenia na stan pożądanej rzeczywistości literackiej / życia literackiego (zorientowany głównie na różnorodność, wielość, horyzontalność), natomiast około roku 2000 zmienił się zakres znaczeniowy kategorii i zaczęła ona obejmować stan faktyczny (marginalizację znaczenia literatury, brak platformy dla krytyki, komodyfikację książki).

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Ding, Yixu. "Understanding the Process of Second Language Acquisition." Review of Educational Theory 4, no. 4 (November 25, 2021): 29. http://dx.doi.org/10.30564/ret.v4i4.3510.

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As the world is becoming more and more connected, the education system needs to provide each learner with an equal opportunity for success. Measures should put in place to ensure that obtaining an education is made possible for all students, including foreign students, such as English speakers in China and Chinese speakers in the United Kingdom. The biggest obstacle to making this dream a reality is that very few educators are sufficiently equipped to understand the foundational knowledge with regards to teaching learners of speaking a different language from the regional language, raising the need for target language acquisition. This paper will look into the Acculturation model of second language acquisition and Stephen Krashen's theory of second language acquisition. Since educators are increasingly being forced to teach students speaking foreign languages understanding second language acquisition is very important. Understanding the process of second language acquisition may be important to educators and enable students in second language acquisition.

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Duff, Barbara. "Comments on Jeanne Polak and Stephen Krashen's "Do We Need to Teach Spelling?". A Reader Reacts." TESOL Quarterly 23, no. 1 (March 1989): 163. http://dx.doi.org/10.2307/3587527.

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Polak, Jeanne, and Stephen Krashen. "Comments on Jeanne Polak and Stephen Krashen's "Do We Need to Teach Spelling?". The Authors Respond." TESOL Quarterly 23, no. 1 (March 1989): 164. http://dx.doi.org/10.2307/3587528.

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Hajimia, Hafizah, Manvender Kaur Sarjit Singh, and Saralah Devi Mariamdaran Chethiyar. "SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH." PEOPLE: International Journal of Social Sciences 6, no. 3 (December 9, 2020): 87–99. http://dx.doi.org/10.20319/pijss.2020.63.8799.

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The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.

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Schneck, Stephen F. "Catholicism and American Political Ideologies: Catholic Social Teaching, Liberalism, and Conservatism by Stephen M. Krason." American Catholic Studies 129, no. 3 (2018): 98–100. http://dx.doi.org/10.1353/acs.2018.0047.

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Pasic, Amir. "Sovereignty: Organized Hypocrisy, Stephen D. Krasner (Princeton: Princeton University Press, 1999), 248 pp., $49.50 cloth, $16.95 paper." Ethics & International Affairs 14 (March 2000): 163–65. http://dx.doi.org/10.1017/s0892679400008777.

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Journal articles on the topic 'Stephen Krashen'

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