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Ekowati, Sri Harini, Ratna Ratna, and Dian Savitri. "Promouvoir modèle d’enseignement créatif productif dans l’enseignement de la production écrite." Digital Press Social Sciences and Humanities 3 (2019): 00041. http://dx.doi.org/10.29037/digitalpress.43314.
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<p class="MsoNormal" style="text-indent:0in">Almost all experts in the field of
teaching at the FLE agree that written production is a difficult skill to
acquire, whereas as a teacher, we have to find a suitable and interesting
method for our students to like to write and in the end they have good writing
skills. There are many ways we can do this; one of the other is the productive
creative teaching model. To find out how effective this model is, we
implemented it in our Written Production class. Before doing so, we did the
pre-test, then the implementation of this model in class and ended with the
result of the posttest. After analyzing data, this result shows us that the
written output of our students increases after the implementation of this model.</p>
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Sipitanos, Konstantinos. "Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources." International Journal of Education and Literacy Studies 9, no. 1 (January 31, 2021): 113. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.113.
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Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis) aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.
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Martínez Adrián, María. "The efficacy of a reading aloud task in the teaching of pronunciation." Journal of English Studies 12 (December 20, 2014): 95. http://dx.doi.org/10.18172/jes.2825.
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Empirical studies have shown that explicit instruction leads to the improvement of perception (e.g. Strange and Dittman 1984; Jamieson and Morosan 1986; Cenoz and García Lecumberri 1999) and oral production (e.g. Couper 2003; Derwing and Munro 2005; Smith and Beckman 2005). Nonetheless, it is necessary to test different types of activities intended for the explicit teaching of pronunciation. This action-research study aims to test the efficacy of a reading aloud task with a noticing and an awareness component in the teaching of pronunciation, and to gauge learners’ beliefs regarding the use of this learning tool. Twenty first-year students of the BA in English Studies at the University of the Basque Country participated in the investigation. Ten written texts were selected by the instructors in order to practice reading aloud for ten weeks. Students went through two phases when doing this task in class: noticing and awareness. They were tested on articulation of sounds, stress placement and intonation through two different texts at two different times. Students were also administered a questionnaire to analyze their opinions regarding the usefulness of this learning task. The assessment of the recordings revealed that learners obtained better means in the case of the second text analyzed. Similarly, the analysis of the responses given to the questionnaire indicated that students considered the reading aloud task a good instrument to improve their pronunciation in English.
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Fterniati, Anna, Vasia Tsami, and Argyris Arhakis. "Τηλεοπτικές διαφημίσεις και γλωσσική ποικιλότητα: Προτάσεις κριτικής γλωσσικής διδασκαλίας." Preschool and Primary Education 4, no. 1 (May 17, 2016): 85. http://dx.doi.org/10.12681/ppej.199.
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Recent studies indicate that language teaching can utilize humorous mass culture texts (e.g. TV shows, advertisements, comics, magazine articles, songs, websites), so as to enable students to detect subtle social meanings and implicit cultural values (see, among others, Archakis et al., 2014; Μοrrell, 2002; Μοrrell, & Duncan-Andrade, 2005; Stamou, 2012; Tsami et al., 2014). This study aims to propose teaching activities involving critical interpretation of humorous TV advertisements in class. The activities are designed for pupils attending the 5th and 6th grade of Greek primary school (11-12 years old). The aim of these activities is to raise the pupils’ critical language awareness by revealing hidden and normalized language ideologies inherent in the representation of geographical varieties in such texts. Thus, our teaching proposal is intended to help students realize the linguistic inequalities reproduced in such texts, thus denaturalizing linguistic homogeneity (see, among others, Blackledge, 2005: 65-67). Enhancing the students’ critical language awareness is among the main goals of the multiliteracies model (Cope & Kalantzis, 2000; Κalantzis & Cope, 1999; Kalantzis et al., 2005; New London Group, 1999). This model aims to nurture the students’ communicative competence through the analysis of diverse genres in four stages: 1. Situated practice, utilizing texts provided by students, reflecting their sociocultural experiences; 2. Overt instruction, which helps students realize the linguistic and textual mechanisms used for the production and interpretation of texts; 3. Critical framing, referring to the critical interpretation of a text, based on the sociocultural context of its production; 4. Transformed practice that is reframing discourse and transferring meaning from one context to another, while producing a text. Following the multiliteracies model, this paper presents specific teaching activities to enable pupils achieve a critical interpretation of TV advertisements. Our proposal aims at helping students: 1. Identify geographical variation and dialectophones; 2. Become aware of dominant ideologies regarding geographical varieties, their mixing, and their speakers; 3. Stop associating dialectophones with specific social characteristics (e.g. profession, age, education, place of origin, ability to use language variations/ languages considered as “overt prestige” etc.); 4. Identify how non-standard varieties are denigrated and stigmatized in mass culture texts (e.g. through humor); 5. Become aware of hidden and naturalized ideologies expressed through the humorous representations of geographical variation on TV advertisements; 6. Realize the reasons for which geographical varieties are represented as humorous in mass culture texts. The above activities constitute part of a teaching material implemented in two public elementary schools in the prefecture of Achaia, Greece. According to the initial results, the pupils’ performance is enhanced both in terms of identifying geographical variation and humorous phrases and of interpreting the reasons for which geographical varieties are represented as humorous in mass culture texts.
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M. Kassem, Hassan. "The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy." Journal for the Study of English Linguistics 7, no. 1 (April 11, 2019): 21. http://dx.doi.org/10.5296/jsel.v7i1.14649.
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The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.
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Amlie, Thomas T. "Constrained Optimization Problems In Cost And Managerial Accounting Spreadsheet Tools." American Journal of Business Education (AJBE) 2, no. 6 (September 1, 2009): 11–22. http://dx.doi.org/10.19030/ajbe.v2i6.4083.
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A common problem addressed in Managerial and Cost Accounting classes is that of selecting an optimal production mix given scarce resources. That is, if a firm produces a number of different products, and is faced with scarce resources (e.g., limitations on labor, materials, or machine time), what combination of products yields the greatest profit to the firm? Solver, an optimization package included within Microsoft Excel (or Optimizer in Quattro Pro), is an ideal vehicle by which to analyze these problems. In most cost or managerial accounting texts, students are asked to address this type of question when there is only one scarce resource (e.g., Material X); such problems can be readily solved by hand. In the case of two or more scarce resources, students are usually referred to their management science classes and Linear Programming packages such as LINDO for further enlightenment, with the comment that such matters are beyond the scope of an accounting text. The purpose of this paper is to illustrate how the Solver package in Microsoft Excel can be easily used to solve optimization problems in management accounting. Although not as powerful or flexible as stand-alone packages such as LINDO, Solvers presence within a universally available spreadsheet package makes it an extraordinarily powerful teaching tool. Instead of parameters being entered into the optimization problem as constants, they can be expressed as functions of other spreadsheet cells. This interactive structure allows an instructor (or student) to create complex production environments where it can be illustrated how minor changes in one aspect of the production environment can flow through and have a profound impact on optimal production schedules.
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Johnson, Sarah Minier. "Design and Development of Interactive Media: Creating Educational Materials for CD-ROM and the Web." HortScience 32, no. 6 (October 1997): 983d—983. http://dx.doi.org/10.21273/hortsci.32.6.983d.
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This workshop offers an overview of the production process for CD-ROM and Web materials, as well as pragmatic advice on how to structure effective interactive presentations. Many educators and practitioners consider interactive computer-based education the technology of tomorrow. However, evidence of high-level computer literacy among many young people suggests that a “technology gap” already exists between student computer literacy and the learning modules that instructors can prepare. As with all media presentations, the basis of effective multimedia project structure is instructional design. This includes design of both the content and the navigational interface. Given the relative complexity of these projects, a clear and logical design is essential to effective conveyance of content. The presentation of content via computer differs from “traditional” media presentations in terms of how content is structured; interactive elements; user selectivity; user motivation, and immediate, response-specific performance assessment (among other things). There are a number of differences in the production process as well. Computer-based instruction requires early definition of end-use platforms, software requirements, use of communication, testing, and grading tools, and more. Content is organized on a flowchart which, along with the design document (which contains the script/text, graphic descriptions, and programming directions), becomes the blueprint for project production. Early project prototypes are tested for ease of use, logical flow, and structure, with “typical end-user” representatives. The final project is alpha- and beta-tested prior to distribution. Although preparing computer-based media materials is time-consuming, the resulting product can greatly enhance teaching by enabling self-paced, asynchronous, active learning and accommodating different learning styles.
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Ogoanah, Felix Nwabeze, and Fredrick Osaro Ojo. "A multimodal generic perspective on Nigerian stand-up comedy." European Journal of Humour Research 6, no. 4 (December 30, 2018): 39. http://dx.doi.org/10.7592/ejhr2018.6.4.ogoanah.
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Studies in stand-up comedy in Nigeria have recently begun to gain serious attention. Several articles that describe the psychological and socio-cultural contexts of joke texts of stand-up comedy in Nigeria have appeared within the last few years (Orhiunu 2007; Imo 2010; Adetunji 2013; Filani 2015, 2016, etc.). However, one aspect of the phenomenon that is yet to be explored is the function of a multimodal generic framework and its contributions to the humorous content of the genre. While it is important to maintain the spoken text as many writers have done, the “multiple embodied modes” (Norris 2008: 13) that amplify the spoken text must be given due consideration. This study, therefore, examines the Nigerian stand-up comedy from the perspective of a multimodal-ESP theory to genre analysis. This theory takes cognizance not only of joke-texts, but also the visual features that enhance the performance. The material for analysis is videoed data of a popular stand-up comedy show in Nigeria, “A Nite of a Thousand Laugh.” The study demonstrates that stage management, nonverbal cues (e.g. gesture, movements, and gaze), speeches, body postures, and music/sounds contribute to the communicative value and the production of the genre. Also, it shows how plausible multimodal-ESP approach to genre is in the description of stand-up comedy in the Nigerian context and how the knowledge can be integrated into the teaching and learning of technology-mediated communications (TMC), such as using English for entertainment purposes.
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Rojas García, Ilene, and Udiluz Monsalve Muñoz. "Enseñar a leer en medicina: Aproximación didáctica a un artículo de revisión / Teaching reading in medicine: didactic approach to a review article." Hexágono Pedagógico 6, no. 1 (November 23, 2015): 184. http://dx.doi.org/10.22519/2145888x.666.
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Dentro de los textos académicos más usados por los docentes de Medicina en laCorporación Universitaria Rafael Núñez se encuentran los artículos de revisión. Estos son textos cortos y actuales que reúnen los resultados de diferentes investigaciones sobre un determinado tema, por lo que son pertinentes para ser llevados al aula universitaria. Dado que estos artículos son dirigidos a un lector médico profesional, requieren de presaberes para interpretarlos, de modo que los estudiantes presentan dificultades para comprender y aprender a partir del texto. En este sentido, desde la asignatura de Competencias Comunicativas se busca proponer estrategias que faciliten a los estudiantes acercarse deforma más efectiva a estos textos, a partir de la identificación de sus características textuales y discursivas. Se presenta entonces una propuesta didáctica a partir de un artículo de revisión, desarrollado con estudiantes de tercer semestre del programa de Medicina: En la primera fase, se realizó la prelectura del texto a partir del género discursivo, del resumen que aparece en el artículo y de los subtítulos como indicadores de los aspectos temáticos; posteriormente se identificó el sentido de términos desconocidos yla progresión temática del artículo; al finalizar la intervención, fue posible pasar de una lectura mecánica y superficial, a procesos inferenciales y de relación entre los contenidos del texto, enfatizando en las circunstancias de producción del artículo y su intención comunicativa, aspectos que facilitan la comprensión y permiten aprender leyendo. Abstract.Within academic texts most used by teachers of medicine at the University Corporation Rafael Nunez are review articles. These are short and present texts that meet the results of various investigations on a particular topic, so they are relevant to be brought into the university classroom. Since these articles are directed to a medical professional reader, they require presaberes to interpret them, so that students have difficulties to understand and learn from the text. In this sense, the subject of communication skills seeks to propose strategies to facilitate students more effectively approach these texts, from the identification of its textual and discursive features. a didactic proposal is then presented from a review article, developed with students of third semester of Medicine program: In the first phase, pre-reading of the text was made from speech genre, the summary on the article and subtitle as indicators of the thematic aspects; then the meaning of unfamiliar terms and thematic progression article identified; at the end of the intervention, it was possible to go from a mechanical and superficial reading, inferential and relationship between the content of the text, emphasizing the circumstances of production of the article and its communicative intention, aspects that facilitate understanding and allow students to learn reading processes.
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Altakhaineh, Abdel Rahman Mitib, and Maram H. Hajjo. "Teaching Antonyms to Arabic-Speaking EFL Learners." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 16. http://dx.doi.org/10.3991/ijet.v14i18.11198.
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This study investigates the impact of different teaching techniques, e.g. projecting pictures using an overhead projector and the traditional way of teaching, in improving Arabic-speaking EFL learners’ production of antonyms in English. A production test was administered, including 20 pairs of antonyms, to assess the students’ knowledge of English antonyms before the instructional intervention. To this end, 40 grade six students were divided into two groups: treatment and control. After the instructional intervention, a Pictionary Test was implemented, including 10 pairs of antonyms as post-test to determine if projecting pictures via an overhead projector can be an effective technique in increasing students’ production of English antonyms. The results showed that the number of accurate answers provided by the treatment group (who were taught using pictures via overhead projector) was higher than that provided by the control group (who were taught via the traditional method). This suggests that the former teaching technique may have played an important role in their performance on the test. It can be concluded that teaching via overhead projector with pictures seems to be an effective instructional intervention in teaching English antonyms.
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Silva, Rafael Guimarães Tavares. "Benjamin e uma nova formação a partir de uma nova forma de ensino da História da Literatura / Benjamin and a New Formation Through a New Form of Teaching Literary History." Cadernos Benjaminianos 15, no. 2 (March 13, 2020): 183. http://dx.doi.org/10.17851/2179-8478.15.2.183-198.
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Resumo: Buscando situar o contexto alemão do final do séc. XIX e início do séc. XX, no tocante às práticas de ensino e, mais especificamente, do ensino de literatura, o presente artigo oferece considerações sobre a forma como Walter Benjamin se posiciona nesse debate. Depois de abordar de forma mais geral a produção desse arguto pensador da cultura de seu tempo, a importância fundamental de seu texto História da literatura e ciência da literatura [Literaturgeschichte und Literaturwissenschaft], de 1931, assume o primeiro plano da argumentação e oferece o material para que se sugira a radicalidade do projeto benjaminiano. Detectando uma crise cultural profunda em sua época, o estudioso sugere que um posicionamento crítico, apto a articular o passado e o presente, por meio de um estudo envolvendo História da Literatura e Crítica Literária, seria a única forma de potencializar o estudo das Letras, de modo a converter a Literatura em órganon capaz de atuar diretamente sobre a própria História.Palavras-chave: Walter Benjamin; teoria literária; crítica literária; história literária; educação.Abstract: Seeking to situate the teaching practices and especially literary teaching practices in the German context of the end of the XIXth century and beginning of the XXth, this article offers considerations on how Walter Benjamin takes a position in this debate. After a more general approach to the intellectual production of this argute thinker of his own culture and time, the fundamental importance of his text History of literature and science of literature [Literaturgeschichte und Literaturwissenschaft], from 1931, takes the foreground of the argument and offers material to suggest the radicalness of Benjamin’s project. Detecting a deep cultural crisis in his time, he suggests that a critical position, capable of articulating the past and the present, through a study involving History of Literature and Literary Criticism, would be the only way to strengthen the study of Letters, in order to transform Literature into an organon capable of acting directly on History itself.Keywords: Walter Benjamin; literary theory; literary criticism; literary history; education.
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Andrée, Maria, and Inger Eriksson. "A research environment for teacher-driven research – some demands and possibilities." International Journal for Lesson and Learning Studies 9, no. 1 (September 4, 2019): 67–77. http://dx.doi.org/10.1108/ijlls-02-2019-0015.
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Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors’ experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.
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Klementsova, N. N. "Text in the Foreign Language Teaching." MGIMO Review of International Relations, no. 5(26) (October 28, 2012): 204–9. http://dx.doi.org/10.24833/2071-8160-2012-5-26-204-209.
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The article offers a short review of the history of text studies undertaken by different branches of linguistic sciences and focuses on the possibilities of the text in the foreign language classroom aiming at the development of the students’ communicative competence. The text is characterized as a form of language units actualization, as structural and semantic entity giving an insight into the mechanism for sense integration in the processes of text production and comprehension. The text is also described as a base for the development of correlating receptive and productive skills of the students.
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Azzari, Eliane Fernandes. "EFL collaborative writing: text production and online resources." Diálogo das Letras 8, no. 1 (March 29, 2019): 52–65. http://dx.doi.org/10.22297/dl.v8i1.3495.
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This paper discusses the use of digital online resources as a means to foster collaborative writing in EFL lessons. Two main online free platforms are suggested and briefly analyzed: Powtoon and Google Docs. The discussion finds theoretic support in the new literacies approach in the studies of the New London Group, Gee and Hayes (2012) and adopts a Bakhtinian orientation to language as social practice. The ideas presented are meant to be explored in EFL lessons in a variety of different learning levels and teaching contexts, ranging from basic to higher formal education as well as language schools. It is both a proposal and an exploratory study which aims at expanding the discussion concerning the processes of teaching and learning how to write in English in Brazilian formal educational contexts.
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Baranovskaya, T. A. "The role of text in teaching foreign languages." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 302–8. http://dx.doi.org/10.24833/2071-8160-2014-1-34-302-308.
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The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation). Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.
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Kocurek, Wojciech. "Polskie początki Wydziału Nauk Matematycznych i Przyrodniczych Uniwersytetu we Fryburgu i polski wkład we fryburską rewolucję przemysłową." Studia Historiae Scientiarum 14 (May 27, 2015): 63–79. http://dx.doi.org/10.4467/23921749pkhn_pau.16.004.5260.
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The article is dedicated to high-tech companies founded by Poles at the end of the 19th century in the rural canton of Fribourg in Switzerland. The text is divided into two parts. In the first part, the author attempts to present the economic, social and political reality of Fribourg in a period of intense industrialization in the world and the formation of the liberal free market system. In this rapidly changing reality, the new Catholic-conservative authorities of the canton tried to lead to establishing of a comprehensive, but also different system of a “Christian republic”, whose aim was to achieve social justice consistent with the teachings of the Gospel. In order to complete the project, the cantonal government did not shy away from using the possibilities and measures offered by the contemporary world. Decision-makers, led by Georges Python, needed support from the society, who was aware of the changes. Due to this fact, it became necessary to establish a university capable of shaping new attitudes and views. However, the costs significantly exceeded the financial capabilities of the agricultural and relatively poor canton of Fribourg. In these less favourable circumstances, a conscious policy of industrialization was the way out of the deadlock. Newly created industrial institutions were to contribute to an increase of cash inflows to the canton and thus allow for the financing of the university, which would also become an intellectual foundation for the emerging industry. The activity of Polish scientists, which is the subject of the second part of the article, matched this philosophy perfectly. The Poles invited to cooperate with Python, i.e. Józef Wierusz-Kowalski, Ignacy Mościcki and Jan Modzelewski, created the foundations of the Faculty of Mathematical and Natural Sciences at the University of Fribourg. As members of the faculty, in addition to teaching, they conducted research into, among other things, nitric acid synthesis and construction of electrical capacitors. Convinced of the need to put their innovations into wide production, they financed and built the first experimental factories and, over time, led to the development of a nitric acid factory and a high-voltage capacitor factory on an industrial scale. Although after the First World War the commitment of the Poles stopped, the 30 years of academic research and experience clearly showed that a conscious cooperation of policy-makers and highly qualified scientific personnel can bring surprising and unexpected results.
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Cho, Yunsik, and Jinmo Kim. "Production of Mobile English Language Teaching Application Based on Text Interface Using Deep Learning." Electronics 10, no. 15 (July 28, 2021): 1809. http://dx.doi.org/10.3390/electronics10151809.
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This paper proposes a novel text interface using deep learning in a mobile platform environment and presents the English language teaching applications created based on our interface. First, an interface for handwriting texts is designed with a simple structure based on a touch-based input method of mobile platform applications. This input method is easier and more convenient than the existing graphical user interface (GUI), in which menu items such as buttons are selected repeatedly or step by step. Next, an interaction that intuitively facilitates a behavior and decision making from the input text is proposed. We propose an interaction technique that recognizes a text handwritten on the text interface through the Extended Modified National Institute of Standards and Technology (EMNIST) dataset and a convolutional neural network (CNN) model and connects the text to a behavior. Finally, using the proposed interface, we create English language teaching applications that can effectively facilitate learning alphabet writing and words using handwriting. Then, the satisfaction regarding the interface during the educational process is analyzed and verified through a survey experiment with users.
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Neumann, Ingrid. "Measuring Progress in Discourse Production. A genre-based approach." HERMES - Journal of Language and Communication in Business 13, no. 25 (February 23, 2017): 75. http://dx.doi.org/10.7146/hjlcb.v13i25.25586.
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The aim of this paper is to find criteria for the evaluation of oral business discourse produced in the language laboratory by students of business German. I felt the lack of an instrument that measures more precisely, not only linguistic criteria like lexis and grammar, but also the pragmatic background and the functions that discourse types within ‘language for specific purposes’ (LSP) have to fulfil. By evaluation I mean the asses-sment of individual progress, but indirectly I evaluate a teaching concept. A good teaching programme should facilitate progress.I am going to describe a teaching concept called Übertragung ‘text transfer’, focusing on the project that provided the data material for the present study. I will then present the model I have chosen as a basis for the study. In the study itself I concentrate on ‘text organisation’ and ‘content structure’.
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Aslamiah, Suaibatul. "READING GENRE IN TEACHING AND LEARNING ENGLISH." Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan 15, no. 1 (February 3, 2021): 39. http://dx.doi.org/10.35931/aq.v15i1.462.
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Genre is a type or a kind of reading text commonly found in writing. Reading text is one of the four skills that students must master in English. The various types of the text that students learn can help them to improve their skill. Such as narrative, recount, descriptive text and so on. A part from that, the teacher must be able to choose and analyze the right text so that can help the students develop reading and writing skills. The stages in analyzing text are as follows: register analysis, grammatical rhetorical analysis, interactional analysis and genre analysis. The approach used to teach the genre is an approach emphasizing understanding the text production such as grammar, objectives and language features. The characteristic in the genre based approach are language learning as social activity, explicit teaching and apprenticeship teaching. The pedagogical approaches to teach genre are multiple pedagogical approaches to genre, implicit genre pedagogies, explicit genre pedagogies, and interactive genre pedagogies. Besides that, we can use implicit and explicit method approaches in developing genres. Moreover, the benefits from reading genre analysis are the students can understand the content of the text as a whole, both in term of grammar, factions and so on.
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Baroutsis, Aspa. "Sociomaterial assemblages, entanglements and text production: Mapping pedagogic practices using time-lapse photography." Journal of Early Childhood Literacy 20, no. 4 (July 2, 2018): 732–54. http://dx.doi.org/10.1177/1468798418784128.
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This paper maps a teacher’s pedagogic practices when teaching young children to produce texts using digital technologies during a literacy lesson for 7–8 year-old children. Pedagogies are broadly understood as what the teacher does in a classroom to facilitate learning in a twenty-first century classroom. The paper argues that the very notion of pedagogy places the teacher at the centre of learning practices, more so than other aspects of teaching such as the curriculum and assessment, which are heavily regulated by policy. Underpinned by understandings of sociomaterial assemblages, incorporating the material and the spatial, data were collected using time-lapse photography, classroom observations and field notes including classroom floor plans. The findings of a frame-by-frame analysis of the time-lapse photographs are reported through the three interconnected concepts of pedagogy, space and materials. The paper concludes by suggesting that an understanding of the material and spatial entanglements in a classroom through a mapping of pedagogies augments current knowledge, enabling a fresh understanding of teaching literacy and how young children learn to write as twenty-first century learners as children enact their journey of becoming-writer.
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Druzhchenko, Tetiana. "TEACHING ENGLISH MONOLOGIC ORAL PRODUCTION TO LAW STUDENTS: DIFFERENTIATED APPROACH." АRS LINGUODIDACTICAE, no. 2 (2018): 71–75. http://dx.doi.org/10.17721/2663-0303.2018.2.10.
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Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to prove the effectiveness of the system of exercises and tasks designed to enhance English monologic production skills in Law students based on differentiated approach with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. Results. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the author presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. Discussion. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks which were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.
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Ripardo, Ronaldo Barros. "Teaching mathematics from the perspective of Mathematics as a discourse." Ciência & Educação (Bauru) 23, no. 4 (December 2017): 899–915. http://dx.doi.org/10.1590/1516-731320170040014.
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Abstract: The discussion presented in this article is based on the theoretical principles of Sfard in considering Mathematics a discourse, characterized by the use of words, visual mediators, endorsed narratives and routines. Endorsed narratives are taken as a similar category to Marcuschi's discussion with regard to the text, assumed to be - roughly - a sociodiscursive realization through text genres. Thus, the objective of this text is to discuss the teaching of mathematical discourse in light of the theoretical assumptions of textual linguistics for teaching text genres. Based on the didactic sequence model proposed by Dolz, Noverraz and Schneuwly, this study presents a general architecture as a proposal for a didactic sequence for teaching school mathematical discourse to develop an exploration routine, understood as an action that leads to the production of a mathematical fact/theory.
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Ji, Yuanyuan, and Shengfang Zhang. "Integration and Application of Animation Production Simplification in a VR Virtual Reality Teaching System." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (October 27, 2016): 37. http://dx.doi.org/10.3991/ijet.v11i10.6267.
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This study designed a teaching system based on the animation model, which focuses on VR virtual reality technology and incorporates the improved computer animation modeling technique. The whole system is composed of three main parts, including the front-end animation model, the rear-end background model and the dynamic audio model. In particular, the use of the simplified animation technology makes it easy to operate the system. On this basis, this study followed the idea of comparing experimental teaching to test the results of applying this system in the experimental class and the control class in the course of 3D animation production. The results confirmed that the system has a positive effect in enhancing students’ interest in learning, practical ability, maturity of space cognition and so on.
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Pallotti, Gabriele. "Applying the interlanguage approach to language teaching." International Review of Applied Linguistics in Language Teaching 55, no. 4 (November 27, 2017): 393–412. http://dx.doi.org/10.1515/iral-2017-0145.
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Abstract The term interlanguage can be used to refer both to the object of investigation, i. e. learners’ L2 competences as instantiated in their linguistic productions, or to an approach to investigating such competences and describing such productions. In this second sense, it has major implications for both research and teaching, as it involves treating learners’ utterances as being based on separate linguistic systems, which need to be described in their own right, with no reference to other languages, including the L2. The didactic consequences of the interlanguage approach include, among other things, a different attitude towards errors, greater learners’ autonomy and a focus on linguistic experimentation and hypotheses-testing. The article reports on a project that applied these principles in some Italian primary schools. Pupils worked in groups to produce long, complex and well-organized written texts retelling a silent movie. Data collected at the beginning and end of the school year reveal that these experimental classes outperformed control classes on a number of dimensions, including group cohesion and motivation, text quality assessed with rating scales, and objective measures like text length, number of idea units, use of punctuation and cohesive devices. It is argued that interlanguage analysis and the interlanguage approach should become an integral part of teacher training in all areas of language education.
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Abdallah, Asma Ben. "The Effects of Explicit Instruction on EFL Students’ Production and Perception of Requests." Journal of English Language and Literature 3, no. 3 (June 30, 2015): 300–311. http://dx.doi.org/10.17722/jell.v3i3.66.
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As an exploratory study to expand the scope of pedagogical intervention to the teaching of pragmatics, the present research sought to examine the effects of explicit instruction on the learning of request forms. The effects were examined in two respects: the learners’ strategies in formulating request forms, and their perceptions of the pragmatic intervention. To this end, 50 third-year English students at the faculty of Arts and Humanities Sfax, Tunisia were exposed to explicit instruction in the form of awareness-raising tasks and written meta pragmatic feedback on the use of appropriate requests. They were required to take a pre-test, receive a one-month treatment, and take a post-test. In line with previous research, the study showed that learners’ production of requests benefited from the explicit instruction and the questionnaire data indicated that the explicit teaching has helped the learners understand the appropriate use of request strategies.
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Molano de la Roche, Marilyn, and Ángela Adriana Rengifo Correa. "Práctica reflexiva y concepciones sobre escritura académica de los docentes en áreas de fundamentación (Ciencias Básicas) de la Fundación Católica Universitaria Lumen Gentium." Revista Lumen Gentium 4, no. 2 (April 14, 2021): 62–75. http://dx.doi.org/10.52525/lg.v4n2a5.
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Este artículo presenta parte de los resultados del proyecto de investigación titulado “La práctica reflexiva como estrategia de mejoramiento en el ejercicio docente en los procesos de enseñanza de comprensión y producción de textos académicos”. El objetivo general consistió en generar apropiación de la práctica reflexiva en los procesos de enseñanza.
Abstract
This study presents the results of the research project titled “Reflective Practice as a Strategy to Improve Teaching in Academic Text Comprehension and Production Teaching Processes”. The question that led to the study was how to generate appropriation of reflective practice in teachers of foundation areas of disciplinary fields of Fundación Universitaria Católica Lumen Gentium, in order to influence the teaching and learning processes of academic text production.
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Welbaum, Gregory E., and Scott Hudson. "A World Wide Web Site for Teaching Vegetable Crops." HortScience 33, no. 3 (June 1998): 477c—477. http://dx.doi.org/10.21273/hortsci.33.3.477c.
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A teaching homepage was created on the World Wide Web at: http://www.hort.vt.edu/faculty/welbaum/hort4764 to teach an introductory college level course on vegetable crops. The homepage was designed to be viewed using Netscape software. Reading assignments and class outlines are formatted as .pdf files and can be viewed using Adobe Acrobat Reader. This software can be downloaded from the homepage. The homepage is linked to additional pages entitled: “Course description,” “Instructor,” “Text and other printed reference material,” “Class schedule and assignments,” “Class related pictures,” “Sample test questions,” “Chat room,” “Class project,” “Other web sites of interest,” and “Grading.” Two-hundred pages of text and outlines describing production of vegetables using plasticulture, vegetable seed technology, vegetable production under protective cover, and other topics as well as descriptions of 28 individual vegetables are available through the homepage. There are more 500 pictures and descriptions of vegetables and vegetable crop production linked to this website. Students can be examined using a computer testing system call Whizquiz that grades and corrects each exam. A Chat Room allows discussion among students and the instructor. Discussion sessions can be conducted between students and guests at distant locations. Student term projects on a range of subjects relating to vegetable crops are linked to the homepage. Links are provided to over 25 other World Wide Web sites with additional information on vegetable crops. This teaching homepage has been used for two semesters and students' evaluation of the system will be provided.
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Nasir, Muhammad Saeed, Barirah Nazir, and Muhammad Riaz. "Deciphering the Signs in Waiting for Godot: Meaning beyond the Text." Global Language Review V, no. III (September 30, 2020): 267–74. http://dx.doi.org/10.31703/glr.2020(v-iii).27.
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This paper examines Waiting for Godot principally from employing the concept of the 'Other', specifically an Eastern Islamic perspective. Concentration on the reception and perception of Beckett in a decolonized Muslim country, namely Pakistan, enables us to explore the ways in which the teaching and reading of challenging texts might either avoid problematic situations or find appropriate methods of teaching through cultural facilitation, religious assimilation, political experience and linguistic codification. It concludes that any production of literary meaning is inextricably connected to the reader's worldview and understanding of cultural signs that work as a tool to extend or advance existent concepts.
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Soraya, Tengku Ratna, Nurilam Harianja, and Hesti Fibriasari. "Teaching Material Development of Macromedia Flash 8.0-Based Production Écrite Pre Avancée." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (February 21, 2020): 447–53. http://dx.doi.org/10.33258/birle.v3i1.839.
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Production Écrite Pre Avancée course is a course that aims to develop skills in working together and collaborating, adapting, being responsible, analyzing information and data, thinking critically and solving problems, creativity, communicating through writing, and using information and communication technology in learning activities on French writing at advanced level to achieve the students’ ability on writing complex French sentences that refer to the European standard curriculum (Cadre Européen Commun de Référence Pour Les Langues (CECRL) on Niveau B1 DELF. Teaching material development of Macromedia Flash 8.0-based Production Écrite Pre Avancée has a purpose for students to improve the writing ability on French text B1 level. This research makes teaching materials by using macromedia flash 8.0 software in Production Écrite Pre Avancée course. The research method used is Research and Development. The research is held at the French Language Study Program at FBS UNIMED by developing lecture teaching materials, to find out that these teaching materials can improve writing skills by French students Unimed.
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Romanova, Natalya Gennad'evna. "The problem of text generation in teaching philological fundamentals of professional activity." Филология: научные исследования, no. 8 (August 2021): 75–86. http://dx.doi.org/10.7256/2454-0749.2021.8.36129.
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The subject of this research is the problem of text generation in teaching students the philological fundamentals of professional activity. The practice of creating media texts and communication products implies not only a set of representations on the media trends, process of medicalization, and pragmalinguistic characteristics of mass media texts, but also consistent philological knowledge, specific condition and strategies of media education, which contribute to successful production of the necessary content. Methodological framework is comprised of the general scientific method of comparative analysis, as well as the methods of philology – compositional and semantic-stylistic analysis that allowed determining typical difficulties faced by the students in the process of text generation: incomprehension of the genre boundaries and content benchmarks, problem of selecting the necessary text modality, lack of factual information on the topic, its unreasonable duplication. The author assesses the quality and specificity of the creative speeches of the students (announcements, peer reviews, interview texts); as well as analyzes their perception by the students for clarifying the problematic area of text generation and search for effective solutions within the framework of educational communication. The acquired results allow outlining the key and additional conditions for the improvement of text generating skill of the future specialists in the field of mass communications, the stages of solution of the problem of text generation and their content. The defining in formation of the text generating skill became the approach towards media text as a multilevel message, the key parameters of which are determined by the implied communication medium, form of perception, peculiarities of creation, category of authorship, and thematic orientation.
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Costa, Marcos Rogério Martins, Patricia Margarida Farias Coelho, and Irene Garcia Medina. "The written production of argumentative and dissertation text: a didactic project based on Bakhtin's philosophy." ETD - Educação Temática Digital 20, no. 2 (April 11, 2018): 518–38. http://dx.doi.org/10.20396/etd.v20i1.8647043.
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This article is characterized as a theoretical and practical research related to a project developed during the year 2015 in two schools - one public, the other private- , in the city of Birigui, State of São Paulo, Brazil. The main goal of the study was to analyze: the pedagogical project and the teachers’ activities oriented towards teaching and learning of argumentative and dissertation texts. The methodology used in this research comprised: (i) visiting both schools, (ii) producing a description of ongoing school practices, with focus on the teaching of argumentative and dissertation texts, (iii) suggesting a teacher’s activity to improve this apprenticeship, (iv) putting this activity into practice and (v) analyzing obtained results. The theoretical framework used for this study was the Bakhtinian philosophy (BAKHTIN, 2013; 2006a; 2006b; 2006c; 2006d; 2010; 2013; VOLOSHINOV, 1986). This theoretical approach was chosen due to the importance of comprehension of the text not just as an amalgamated set of words, phrases and paragraphs; other than that, we understand it as a structure of meaning, in which we encounter linguistic forms, ideologies and discursive stance. At last, we can say the results show that the argumentative texts render assistance to the development of the students’ argumentative competence and skill, that is, in their ability to argue and organize ideas in a communicative situation.
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Garcia, Antero, Robyn Seglem, and Jeff Share. "Transforming Teaching and Learning Through Critical Media Literacy Pedagogy." LEARNing Landscapes 6, no. 2 (June 2, 2013): 109–24. http://dx.doi.org/10.36510/learnland.v6i2.608.
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This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.
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Atiqoh, Khamida Siti Nur. "ANALISIS STRATEGI PENERJEMAHAN TEKS BAHASA INGGRIS-BAHASA INDONESIA: STUDI KASUS MATA KULIAH BAHASA INGGRIS UNTUK PENGAJARAN MATEMATIKA." ALGORITMA: Journal of Mathematics Education 2, no. 2 (December 26, 2020): 166–75. http://dx.doi.org/10.15408/ajme.v2i2.18186.
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This study aims to analyze students' strategies in translating English-Indonesian mathematics texts. The study was conducted on students of the Mathematics Education study program in the English for Teaching Mathematics course. The research method is a qualitative descriptive method with data analysis units of text translation as many as 31 students. The translation strategy uses 2 stages, namely the comprehension strategies, referring to the analysis of the source text, and the production strategies, referring to the production of the translated text. The results of the study reveal that in general students have been able to carry out comprehension strategies well as evidenced by their good understanding of mathematics and mathematics learning vocabulary, while the production strategy stage is still lacking, i.e the results of the production of a full sentence translation text in paragraph form involving mathematical vocabulary still too 'stiff'. The conclusion of this study is that the factors of experience and student habituation in reading mathematics texts in English have an effect on the ability in understanding strategies and production strategies.
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김평원. "Teaching-learning and Assessment Method of Writing Process through Protocol Analysis : Focused on the Text Production Model." KOREAN EDUCATION ll, no. 87 (April 2011): 5–36. http://dx.doi.org/10.15734/koed..87.201104.5.
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Ferreira, Ana Luísa Pinho Pinto, and Mônica De Rezende. "Reflections on the Production of the Formation of Physiotherapy in the Con-text of SUS." Fisioterapia em Movimento 29, no. 1 (March 2016): 37–44. http://dx.doi.org/10.1590/0103-5150.029.001.ao03.
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Abstract Background: This study was motivated by the need of understanding how the relationship of the training with the national health system is treated, both in the sphere of health services and the aca-demic area. This work aims to contribute to the debate on the inclusion of the physiotherapist in SUS (Brazil's NHS) by pointing out issues that need to be deepened in future studies. Purpose: To analyze the national literature production on the relationship between the training of therapists and their work in SUS, from 1996 to 2010. Methods: Descriptive research with literature on the bases: LILACS, SCI-ELO Bank and CAPES thesis. Results: We found 13 publications, sorted by: year, publication type, region where it was published in the categories "national curriculum guidelines," "professional respon-sibility", "integrality in health" and "conceptions of teachers in training in Physiotherapy ". There no publishing from 1996 to 2005, gradually increasing from this year. It was identified a higher number of articles compared to other types of publications; there is also an important difference between the Brazilian regions, with higher prevalence of studies in the South (53.8%) and a greater number of pub-lications in the category "national curriculum guidelines". Conclusion: It was possible to raise ques-tions that involve the applicability of the National Curriculum Guidelines on the pedagogical courses; suitability of teachers to the reality of SUS; investigation of the models covered in health care envi-ronments trainers, and the lack of contribution by higher education institutions on teaching-research and teaching and public service, contributing to form an important agenda of study. {#}
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ALI GUECHI, Lamia, and Bouba SAADANI. "THE SUMMARY AS A TEACHING STRATEGY FOR FRENCH AS A FOREIGN LANGUAGE." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 305–13. http://dx.doi.org/10.47832/2717-8293.7-3.28.
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In language teaching, written production is an important educational issue for the assessment of language learners in class. Thus, the summary remains a pedagogical purpose and a typology of the F.L.E's teaching strategies, which encourages learners to develop a text to improve this linguistic component essential to the acquisition of a foreign language. In this article, the question is whether the summary as a teaching aid serves as a test for the development of written expression skills. By relying on summary examples where written production represents a linguistic skill promoting the learning of the target language, and to advance learners during this writing activity in a university setting. Our research work is a reflection on the importance of written production in the learning of FFL, considered as a task allowing learners to mobilize skills in writing when writing a summary.
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Sastre, Cibele. "Learning/teaching, creating and performing through LBMS." Journal of Dance & Somatic Practices 12, no. 1 (August 1, 2020): 95–106. http://dx.doi.org/10.1386/jdsp_00015_1.
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This article presents Laban/Bartenieff movement studies (LBMS) experiments through pedagogical procedures and creative processes. It comprises artistic and performative perspectives in choreography and dance education from a nineteen years’ research within master and doctorate studies. Laban’s Motif writing shifts its main function to act as a trigger for creative processes. Besides, somatic serenities, as an important body state for the production of presence, are encouraged in somatic‐performative practices that include LBMS into dance programme courses in Rio Grande do Sul. The concept of somatic serenities is introduced to develop an inner‐outer body connection state as an intimate experience with dance, which produces knowledge. This text considers performative dance practices and practice as research as an LBMS teaching methodology in dance courses in the south of Brazil.
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Krzemińska, Katarzyna. "Einige Probleme zum Schreiben in der Fremdsprachendidaktik." Glottodidactica. An International Journal of Applied Linguistics 36 (November 5, 2018): 155–64. http://dx.doi.org/10.14746/gl.2010.36.13.
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The aim of this article is to stress the role and history of the writing skills in foreign languages teaching. The article attempts to present the definition of a skill in writing and to describe the process of writing in teaching a foreign language. Its main purpose is to show the process of text production as a way of communication between partners when they use the same codes.
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Paramita, Putu Dian Yuliani, and Utik Kuntariati. "THE MAPPING OF ACTION VERBS IN THE TEACHING OF ENGLISH FOR FOOD PRODUCTION." Jurnal Manajemen Pelayanan Hotel 3, no. 2 (January 2, 2020): 105. http://dx.doi.org/10.37484/manajemen_pelayanan_hotel.v3i2.57.
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This study is focused on the procedure of verbs’ translation in English (source language) into Indonesian language (target language), and how the mapping of action verb meanings in the procedural text. The research uses qualitative method, employing a cooking book recipe “Step by Step Cooking Balinese Delightful for Everyday” as its data source and its Indonesian translation. The theory used in this research is the theory of Vinay and Darbelnet (in Venuti, 2000) about translation procedures that include borrowing, calque, literal translation, transposition, modulation, equivalence, and adaptation. The theory of applying the natural semantic metalanguage approach (NSM) proposed by Wierzbicka (1996) is used to discuss the mapping of English action verbs. The theory is applied in order to explain how the Indonesian action verb meanings are mapped into English, with the exponential mapping technique. The description of the mapping meanings including the exponential mapping to the action verb of the Indonesian language has produced a new dimension. This new dimension turns out to be able to explore the meaning of the lexical item including the one that has even a subtle difference, therefore there is no more swirling of meaning.
Keywords: translation procedure, action verb, mapping of meaning
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Hanley, Will. "Text Encoding Innocents Meet the Egyptian Gazette." Review of Middle East Studies 52, no. 1 (April 2018): 153–59. http://dx.doi.org/10.1017/rms.2018.13.
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AbstractThis short piece describes an experimental course at Florida State University in which undergraduates digitize issues of a turn-of-the-century Egyptian newspaper. Beginning students of Middle East studies can benefit from exposure to raw primary sources. Learning to read and process this newspaper using digital methods such as character recognition and text encoding, they generate a repository of text that can be of value to scholars in the field. Training students to do this work certainly offers them valuable, transferable technical skills. The combination of technical and conceptual work in a collaborative, laboratory setting is not easily accomplished, however. From an area studies perspective, it can be challenging to train students to discern what material is of significance, and how they might proceed to analyze it. Nevertheless, a great deal of knowledge in our field is produced incrementally, provisionally, and collectively. We can use institutional moves to re-imagine teaching to involve even inexpert students in this process of knowledge production.
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Poirier, Éric. "Exploring theoretical functions of corpus data in teaching translation." Cadernos de Tradução 36, no. 1 (April 26, 2016): 177. http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p177.
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http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p177As language referential data banks, corpora are instrumental in the exploration of translation solutions in bilingual parallel texts or conventional usages of source or target language in monolingual general or specialized texts. These roles are firmly rooted in translation processes, from analysis and interpretation of source text to searching for an acceptable equivalent and integrating it into the production of the target text. Provided the creative and not the conservative way be taken, validation or adaptation of target text in accordance with conventional usages in the target language also benefits from corpora. Translation teaching is not exploiting this way of translating that is common practice in the professional translation markets around the world. Instead of showing what corpus tools can do to translation teaching, we start our analysis with a common issue within translation teaching and show how corpus data can help to resolve it in learning activities in translation courses. We suggest a corpus-driven model for the interpretation of ‘business’ as a term and as an item in complex terms based on source text pattern analysis. This methodology will make it possible for teachers to explain and justify interpretation rules that have been defined theoretically from corpus data. It will also help teachers to conceive and non-subjectively assess practical activities designed for learners of translation. Corpus data selected for the examples of rule-based interpretations provided in this paper have been compiled in a corpus-driven study (Poirier, 2015) on the translation of the noun ‘business’ in the field of specialized translation in business, economics, and finance from English to French. The corpus methodology and rule-based interpretation of senses can be generalized and applied in the definition of interpretation rules for other language pairs and other specialized simple and complex terms. These works will encourage the matching of translation study theories and corpus translation studies with professional practices. It will also encourage the matching of translation studies and corpus translation studies with source and target language usages and with textual correlations between source language real usages and target language translation real practices.
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Peirce, Bonny Norton, and Pippa Stein. "Why the "Monkeys Passage" Bombed: Tests, Genres, and Teaching." Harvard Educational Review 65, no. 1 (April 1, 1995): 50–66. http://dx.doi.org/10.17763/haer.65.1.h444603322g078r5.
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Pippa Stein and Bonny Norton Peirce, two White educators in South Africa, explore issues of textual meaning, testing, and pedagogy based on their experience piloting a reading test to be used as a college entrance examination for Black students. Drawing on Stein's personal experience administering the test and on literature in the fields of genre analysis and textual interpretation, Stein and Peirce question the test's meaning and validity. The authors discuss how the students' interpretations of the text differed as Stein altered the social context, illustrating the ways in which the politics of different social occasions contribute to the production of multiple meanings. In their exploration of how shifting power relations produce multiple meanings, the authors raise important questions at the heart of testing, equity, and pedagogy.
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Haghani, Nader, and Samira Kiani. "On the Efficiency of Text Production in Vocabulary Learning: An Empirical Study on Iranian GFL-Learners." Journal of Education and Learning 7, no. 3 (March 20, 2018): 176. http://dx.doi.org/10.5539/jel.v7n3p176.
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The concept of text-oriented vocabulary exercises is based on Kühn’s (2000) three-step model of vocabulary teaching—receptive, reflective and productive vocabulary exercises—which focuses on working with texts. Since the production is in principle more exhausting than the reception—as can be seen from the Levels of Processing Effect—one can assume that it comes to a deeper processing in the text production and consequently exerts a positive influence on the retention performance of the learners. The main purpose of this paper is to conduct an empirical study on Iranian GFL-learners (Note 1) to demonstrate whether text production has a positive impact on the short-term, medium-term and long-term retention of the GFL-learners who have learned the new words in foreign language based on the concept of text-oriented vocabulary exercises or not. In addition, this study also has the secondary object of demonstrating the possibility of GFL-Learner’s sex as well as the age having any effect on the retention performance. The results have shown that the text production has a positive effect on the short-term and medium-term retention. It could also be shown that gender exerts an influence on the medium-term retention performance of female GFL-learners. In terms of age, the result was that text production has a positive impact on the retention performance of the 30 to 40-year-old GFL-learners, enabling them to better remember the textually learned words in the short, medium and long term.
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Abdujabbarova, Zamira. "Teaching English as Foreign Language by Using Different Types of Texts: the Goals." JET ADI BUANA 5, no. 01 (April 30, 2020): 89–99. http://dx.doi.org/10.36456/jet.v5.n01.2020.2350.
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Text plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using texts in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.
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Mitra Zuana, Muhammad Mujtaba. "Digital Storytelling: An Attractive Media to Teach Narrative Text in Speaking Class." ALSUNA : Journal of Arabic and English Language 1, no. 1 (May 24, 2018): 26–39. http://dx.doi.org/10.31538/alsuna.v1i1.124.
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In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.
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Bessonova, E. V., I. K. Kirillova, and YU A. Tarabarina. "PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH." Vestnik Orenburgskogo gosudarstvennogo universiteta 224 (2020): 72–79. http://dx.doi.org/10.25198/1814-6457-224-72.
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Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.
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Zhabotynska, S. "SEMANTICS OF LINGUAL NETWORKS IN AN EDUCATIONAL COMBINATORY THESAURUS." Studia Philologica, no. 2 (2019): 17–27. http://dx.doi.org/10.28925/2311-2425.2019.13.3.
Full textAbstract:
A cognitive turn in contemporary methodologies of teaching foreign languages is primarily associated with employment of the brain / mind covert potential (memory capacities, emotional responses, particulars of the individual’s perceptions, etc.) in language learning. Meanwhile, the cognitive approach to language teaching takes little notice of such powerful tool as conceptual structures that underpin linguistic structures and, therefore, facilitate their understanding and acquisition. The nature of relations between linguistic and conceptual structures is focused on in Semantics of Lingual Networks (SLN) — a theoretical conception extended into the felds of applied cognitive linguistics, with lexicography and language teaching among them. This article demonstrates how SLN 18 ISSN 2311-2425 (Print) ISSN 2412-2491 (Online) Філологічні студії. Збірник наукових праць • Випуск 13, 2019 contributes to developing the Linguacon (Lat. Lingua + Conscientia) system of teaching English via application of conceptual schemas and conceptual ontologies. The paper proposes a brief discussion of the SLN issues, demonstrates their projection upon the Linguacon system, and describes the procedure of compiling a combinatory thesaurus which is the pivot of this system. In the Linguacon system, the combinatory thesaurus performs several functions: (1) it structures information within the topic of discussion, (2) it provides systematized sets of phrasal linguistic expressions necessary for this discussion, (3) it links teaching grammar to a thematically homogeneous vocabulary, (4) it changes the traditional “text → lexicon” vector of teaching a foreign language to the “lexicon → text” vector, when the lexicon (in its phrasal version least conspicuous in conventional teaching practices) is adopted for text production. An illustration is provided by the “SCHOOL” combinatory thesaurus. It exemplifes the data which are applied in the classroom to teach grammar and develop texts relevant for the discussed topic. Presumably, the described principles of compiling combinatory thesauri used in teaching English are applicable for compiling similar thesauri for teaching other foreign languages.
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Liu, Xiaoling, and Yang Gao. "Effects of Annotation Types Used at Different Point of Time during Reading on Vocabulary Learning." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 81. http://dx.doi.org/10.17507/tpls.1101.10.
Full textAbstract:
The study aims to investigate the effectiveness of two annotation types (text-only and text-picture) as well as the timing in annotation use during reading (pre-reading, while-reading and post-reading) on vocabulary learning of English major freshmen. Based on the analysis of the data collected from posttests and questionnaire, the following findings are obtained: 1) among three points of time in annotation use, the pre-reading annotation use results in the best vocabulary production and recognition, closely followed by the post-reading annotation use and then the while-reading annotation use; 2) when comparing the two annotation types, the text-picture annotations were more effective than the text-only annotations on improving vocabulary production and recognition; 3) there was no interaction between annotation types and points of time in annotation use. The findings indicate that the right use of annotations during reading will substantially promote vocabulary learning. They also shed some light on the research on annotation and vocabulary learning and provide implications on vocabulary instruction and teaching materials design.
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Dias, Alfrancio Ferreira. "Trans* escrevivências as a pedagogical power." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 5, 2020): 11494. http://dx.doi.org/10.20952/jrks1111494.
Full textAbstract:
In this article, I propose an analysis on gender from the escrevivência trans* movement. In the first section of this text, I discuss how trans* writing is enhancing trans* self-awareness, thus validating new ways of creating knowledge about these individuals from themselves, stimulating me to describe them instead of theorizing about their lives. In the second part, I discuss the rise of a trans* pedagogy that promotes teaching, expanding the representativeness of this knowledge, from a pedagogical approach based on the principles of teaching as a transgender person* (feminist self-revelation that strengthens/expands spaces for sharing trans* experiences), teaching about trans* (giving visibility to the trans* universe in teaching) and teaching through trans* epistemologies (stating that trans* teaching, besides being integrated to other practices of knowledge production, is, intrinsically, epistemological, that is, it produces knowledge).
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DEMÉNY, Piroska. "Digital life stories in year four of primary school." Acta Didactica Napocensia 13, no. 2 (December 31, 2020): 43–49. http://dx.doi.org/10.24193/adn.13.2.3.
Full textAbstract:
"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."