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Journal articles on the topic 'Trombone – Instruction and study'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Sehmann, Karin Harfst. "The Effects of Breath Management Instruction on the Performance of Elementary Brass Players." Journal of Research in Music Education 48, no. 2 (July 2000): 136–50. http://dx.doi.org/10.2307/3345572.

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The present study is an investigation of the effects of breath management instruction on the performance of elementary brass players. The experimental group ( N = 32) received instruction on the use of air during brass performance. The control group ( N = 29) continued with instruction from their method books. Three measures for breathing (thoracic displacement, abdominal displacement, and lung capacity) and for performance (range, duration, and tone quality) were the dependent variables. The data were analyzed using multivariate and univariate analyses of covariance. Independent variables included group (experimental and control), instrument (trumpet, horn, and trombone), and grade level (fourth, fifth, and sixth). Main effects for group showed that the experimental group had significantly higher scores on measures of abdominal displacement, range, and duration ( p < .05). There were no treatment-by-instrument or treatment-by-grade-level interactions. Breathing instruction in group lessons was effective in improving the breathing and performance of elementary brass players.

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2

Miksza, Peter, and Leonard Tan. "Predicting Collegiate Wind Players’ Practice Efficiency, Flow, and Self-Efficacy for Self-Regulation." Journal of Research in Music Education 63, no. 2 (July 2015): 162–79. http://dx.doi.org/10.1177/0022429415583474.

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The purpose of this study was to determine whether students’ practice efficiency, flow during practicing, and self-efficacy for self-regulation varied as a function of their practice tendencies, their tendencies toward self-evaluation, their self-regulatory tendencies to be self-reflective when practicing, tendencies to exhibit grit in their learning, and their teachers’ methods of instruction in practicing. Participants were 52 studio lesson teachers and 241 of their students from 25 large collegiate music programs in the United States. Both the teachers and students represented a diverse range of instruments: flute, oboe, bassoon, clarinet, saxophone, French horn, trumpet, trombone, euphonium, and tuba. The data for this study were self-reports collected via online questionnaires. Findings indicated that of the five predictor variables examined, only two—students’ tendencies to exhibit grit in their learning and their tendencies to be reflective about their practicing—were consistently related to the three outcome variables. Furthermore, all outcome variables were significantly related to one another.

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3

Copley, David C., and William J. Strong. "A study of lip vibrations in a trombone." Journal of the Acoustical Society of America 96, no. 5 (November 1994): 3300. http://dx.doi.org/10.1121/1.410844.

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4

Dubka, O. S. "Sonata for the trombone of the second half of the 16th – the beginning of the 19th centuries in the context of historical and national traditions of development of the genre." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, no. 54 (December 10, 2019): 55–70. http://dx.doi.org/10.34064/khnum1-54.04.

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The present article is devoted to the general characteristics of the historical process of the formation of the sonata for the trombone (or with the participation of the trombone) in the European music of the Renaissance – Early Classicism era. A particular attention in the research has been paid to the study of the national stylistic, which was the main driving force in the evolution of the trombone at the level of the chamber instrumental and concert genres. It has been noted that since the time of A. Willaert and A. and J. Gabrieli brothers, the trombone and trombone consorts have been the permanent components of the concerts da chiesa, and later – da camera. Due to its construction and melodic-declamatory nature of the sounding, the trombone was in good agreement with both the voices of the choir and other instruments. Gradually, along with collective (concert) varieties of trombone sonatas, solo sonatas with bass began to appear, and they reflected the practice of the Baroque-era concert style. The article reviews a number of trombone sonatas of the Italian, Czech, Austro-German schools, which later became the model for composers of the Newest Time, who fully revealed the possibilities of the trombone semantics and techniques in the sonata genre. The article has noted that the formation of the instrumental sonata in Europe was associated with the practice of concerts in the church, which was for a long time practically the only place where academic music could be performed. The term “sonata” was understood then as the music intended for the instrumental performance, which, however, was closely connected with the vocal one. Therefore, the first samples of sonatas with the participation of the trombone were mixed vocal-instrumental compositions created by the representatives of the Venetian school of the second half of the 16th century – A. Willaert and A. and J. Gabrieli brothers. It has been noted that the key and largely “landmark” composition opening the chronicle of a concert sonata with the participation of trombones was the sonata called “Piano e forte” (1597), where the functions of trombone voices are already beginning to the counterpoint independence, rather than to duplicating the vocal ones. G. Gabrieli is the creator of one of the most large-scale, this time exclusively trombone compositions – “Canzon Quarti Toni” for 12 trombones, cornet and violin – one of the first trombone ensembles based on the genre of canzone as the progenitor of all the baroque instrumental-concert forms. It has been emphasized that among Italian masters of the subsequent period (the early Baroque), the trombone received a great attention from C. Monteverdi, who in his concert opuses used it as the substitute for viola da brazzo (three pieces from the collection called “Vespro della Beata Vergine”). It is noted that in the era of the instrumental versioning, when compositions were performed by virtually any instrumental compound, the trombone was already distinguished as an obligate instrument capable of competing with the cello. Sonata in D minor Op. 5 No. 8 by A. Corelli is considered a model of such a “double” purpose. It has been proved that the Italian schools of the 16th – 17th centuries, which played the leading role in the development of the sonata and concert instrumentalism, mainly the stringed and brass one and the brass one as well, were complemented by the German and Austrian ones. Among the masters of the latter one can distinguish the figure of G. Schütz, who created “Fili mi, Absalon” for the trombone quartet and basso-continuo, where trombones are interpreted as instruments of cantilena sounding, which for a long time determines their use in opera and symphonic music, not to mention the sonata genre (introductions and slow parts). Along with the chamber sonata, which was written in the Italian style, German and Austrian masters of the 17th century turn to “tower music” (Tower music), creating their own opuses with almost obligatory participation of one or several trombones. Among such compositions there are the collection by G. Reich called “Quatricinua” of 24 tower sonatas (1696) for the cornet and three trombones, where, modelled on A. Corelli’s string-and-bow sonatas, the plays of a homophonic and polyphonic content are combined. The article notes that the creation of a solo sonata with bass for the trombone was historically associated with the Czech composing school of the second half of the 17th century. The first sample of such composition is the Sonata for the trombone and the thorough-bass (1669), written by a certain monk from the monastery of St. Thomas in Bohemia, where the instrument is shown in a wide range of its expressive possibilities. A significant contribution to the development of a trombone sonata was made by the Czech composer of the late 17th century P. Y. Veyvanovsky, who created a number of sonatas, which, despite the typical for that time performing versioning (trombone or viola da brazzo), were a milestone in the development of the genre in question. The traditions of the trombone sonata-quality genre in its three main expressions – da chiesa, da camera, “tower music” – have been preserved for a certain time in the era of Classicism. This is evidenced, for example, by F. Schneider’s 12 “Tower sonatas” for 2 pipes and 3 trombones (1803–1804). In general, in the classic-romantic era in the evolution of the trombone sonata genre there is a “pause”, which refers to both its collective and solo varieties. The true flourishing of the trombone sonata appeared only in the Newest time (from the end of the 19th century), when the instrumental music of a concert-chamber type declared itself not only as the one demanded by the public, but also as the leading, “title” field of creativity of a number of the leading composers. Among the instruments involved in the framework of the “new chamber-ness” (B. Asafiev) was also the trombone, one of the recognized “soloists” and “ensemblers” of the music from the past eras. The conclusions of the article note that the path travelled by the sonata for the trombone (or with the participation of the trombone) shows, on the one hand, the movement of the instrument to the solo quality and autonomy within the framework of “little-ensemble” chamber-ness (the sonata duet or the solo sonata without any accompaniment), on the other hand, the sustainable preservation of the ensemble origins of this genre (the trombone ensemble, sometimes in combination with other representatives of the brass group).

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5

Copley, David C., and William J. Strong. "A stroboscopic study of lip vibrations in a trombone." Journal of the Acoustical Society of America 99, no. 2 (February 1996): 1219–26. http://dx.doi.org/10.1121/1.414603.

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6

Wallace, Eric, Derek Klinge, and Kris Chesky. "Musculoskeletal Pain in Trombonists: Results from the UNT Trombone Health Survey." Medical Problems of Performing Artists 31, no. 2 (June 1, 2016): 87–95. http://dx.doi.org/10.21091/mppa.2016.2016.

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The trombone is a popular, versatile, and unique member of the brass family of musical instruments. Yet the musculoskeletal health concerns of trombonists are grossly understudied. The purpose of this study was to develop and apply a novel online research strategy for assessing musical and non-musical demographics along with prevalence, frequency, intensity, quality, timing, and location of site-specific trombone-related pain. Of the 316 trombonist respondents to this open survey, 76.6% (n=242) experienced trombone-related pain in one or more sites over the past year. Lip was the site with the highest prevalence rate for pain (23%). Selected pain sites were outlined in three primary clusters of musculoskeletal sites: 1) the lips and jaw region, 2) left upper extremity, and 3) back region. Over 35% (n=114) reported that trombone-related pain prevented playing their instrument. Site-specific characteristics of pain suggest that future epidemiologic studies seek to better understand location-specific intensity, frequency, quality, and timing of pain. Such details will assist educators, performers, and clinicians understand, prevent, and treat musculoskeletal problems associated with learning and performing musical instruments.

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7

Chesky, Kris, Karendra Devroop, and James Ford. "Medical Problems of Brass Instrumentalists: Prevalence Rates for Trumpet, Trombone, French Horn, and Low Brass." Medical Problems of Performing Artists 17, no. 2 (June 1, 2002): 93–98. http://dx.doi.org/10.21091/mppa.2002.2013.

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This study examined the medical problems of musicians who primarily perform on a brass instrument. Data for this study (n = 739) were extracted from the University of North Texas Musician Health Survey data set. Subjects were included if they indicated either trumpet, trombone, French horn, or low brass as their primary instrument. Prevalence rates for one or more musculoskeletal problems were determined for the whole group and by instrument. For those subjects who reported problems at specific sites, average severity levels were derived from responses to a five-point grading scale. Additional prevalence rates for non-musculoskeletal problems were established for the whole group and by instrument. About 60% of the brass musicians reported having one or more musculoskeletal problems. The trombone group reported the highest rate (70%), followed by French horn and low brass (62%), and then trumpet (53%). Results suggest unique physical performance requirements and risks across the four main brass instrument groups and that future studies should examine each brass instrument group individually.

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8

Kozłowski, Emil, and Rafał Młyński. "Effects of Acoustic Treatment on Music Teachers' Exposure to Sound." Archives of Acoustics 39, no. 2 (March 1, 2015): 159–63. http://dx.doi.org/10.2478/aoa-2014-0019.

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Abstract In this study, music teachers' exposure to sound was tested by measuring the A-weighted equivalent sound pressure level (SPL), the A-weighted maximum SPL and the C-weighted peak SPL. Measurements were taken prior to and after acoustic treatment in four rooms during classes of trumpet, saxophone, French horn, trombone and percussion instruments. Results showed that acoustic treatment affects the exposure of music teachers to sound. Daily noise exposure levels (LEX, 8 h) for all teachers exceeded a limit of 85 dB while teaching music lessons prior to room treatment. It was found that the LEX, 8 h values ranged from 85.8 to 91.6 dB. The highest A-weighted maximum SPL and C-weighted peak SPL that music teachers were exposed to were observed with percussion instruments (LAmax = 110.4 dB and LCpeak = 138.0 dB). After the treatments, daily noise exposure level decreased by an average of 5.8, 3.2, 3.0, 4.2 and 4.5 dB, respectively, for the classes of trumpet, saxophone, French horn, trombone and drums, and did not exceed 85 dB in any case.

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9

Aziz, A., A. Samri, R. I. Mainil, and A. K. Mainil. "Performance of air source air conditioning water heater using trombone coil dummy condenser with different diameter and pipe length." Journal of Mechanical Engineering and Sciences 14, no. 2 (June 22, 2020): 6743–52. http://dx.doi.org/10.15282/jmes.14.2.2020.16.0528.

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The Air Source Air Conditioning Water Heater (ASACWH) performance as an energy source to heat water in the tank using dummy condenser type of trombone coil with different diameter and pipe length without hot water circulation has been investigated. The diameter and length of the dummy condenser pipe are intensely affected by ACWH performance. In this study, cooling capacity, Coefficient of Performance (COP), compressor power and room temperature were evaluated in three types of trombone coil (6.4 mm coil diameter with a length of 7.9 m, 6.4 mm coil diameter with a length of 5.3 m, and 9.5 mm coil diameter with a length of 5.3 m) with different cooling load variation. This study used cooling load with a variation of 0 W, 1000 W, 2000 W, and 3000 W without hot water circulation in the simulation room. It was found that the ASACWH using a pipe with a coil diameter of 6.4 mm and length of 7.9 m performed the highest cooling capacity and COP, and produced more comfortable room temperature than the other two pipes. The results indicated that when the cooling load icreased from 0 W to 3000 W, the compressor power increased by 11.3%, 6.3%, and 9.3%, using the 6.4 mm coil diameter with 7.9 m length, 6.4mm diameter of the coil with 5.3m length and 9.5mm coil diameter with 5.3m length, respectively.

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10

Carpenter, Thomas P., and Penelope L. Peterson. "Learning Through Instruction: The Study of Students' Thinking During Instruction in Mathematics." Educational Psychologist 23, no. 2 (March 1988): 79–85. http://dx.doi.org/10.1207/s15326985ep2302_1.

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11

Durkin, Dolores. "A classroom-observation study of reading instruction in kindergarten instruction in kindergarten." Early Childhood Research Quarterly 2, no. 3 (September 1987): 275–300. http://dx.doi.org/10.1016/0885-2006(87)90036-6.

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12

Moon, Jong-Eun. "A Study on Yungbokhap Mathematics Instruction." Journal of Curriculum and Evaluation 19, no. 4 (November 2016): 1–23. http://dx.doi.org/10.29221/jce.2016.19.4.1.

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13

Engeldinger, Eugene A. "Bibliographic instruction for study abroad programs." College & Research Libraries News 46, no. 8 (September 1, 1985): 395–98. http://dx.doi.org/10.5860/crln.46.8.395.

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14

Raskin, Miriam S. "A Delphi Study in Field Instruction:." Clinical Supervisor 6, no. 3-4 (January 10, 1989): 29–46. http://dx.doi.org/10.1300/j001v06n03_04.

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15

Sugai, George. "Case Study: Designing Instruction from IEPs." TEACHING Exceptional Children 17, no. 3 (March 1985): 233–39. http://dx.doi.org/10.1177/004005998501700314.

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16

Jeongja Kim. "A Study on Evaluating Writing Instruction." Korean Language Research ll, no. 24 (July 2009): 55–79. http://dx.doi.org/10.16876/klrc.2009..24.55.

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17

Aziz, Azridjal, Arya Bhima Satria, and Rahmat Iman Mainil. "Experimental study of split air conditioner with and without trombone coil condenser as air conditioning water heater." International Journal of Automotive and Mechanical Engineering 12 (December 30, 2015): 3043–57. http://dx.doi.org/10.15282/ijame.12.2015.18.0253.

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18

Asaad, Renas Rajab. "A Study on Instruction Formats on Computer Organization and Architecture." ICONTECH INTERNATIONAL JOURNAL 5, no. 2 (June 28, 2021): 18–24. http://dx.doi.org/10.46291/icontechvol5iss2pp18-24.

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In this article, we'll learn about the concepts of instruction organized in computer organization. On the premise of accessibility of ALU operands sorts of CPU organization is moreover endorsed in this article. When the constructing agent forms an Instruction it changes over the instruction from its memory helpers shape to standard machine language format called the "Instruction organize". Within the preparation of change, the constructing agent must decide the sort of instruction, change over typical names and express documentation to a base/displacement organize, decide the lengths of certain operands, and parse any strict and constants. An instruction arrangement characterizes the format of bits of instruction, in terms of its constituent parts. An instruction arrangement must incorporate an opcode and verifiably or unequivocally, zero or more operands. Each unequivocal operand is referenced utilizing one of tending to modes. Arrange must, certainly or unequivocally, show tending to the mode for each operand. For most instruction sets, more than on instruction used.

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19

손승현 and 고승희. "A Study on Elementary Math Strategy Instruction Review and Application of Strategy Instruction." Journal of Special Children Education 9, no. 1 (March 2007): 157–71. http://dx.doi.org/10.21075/kacsn.2007.9.1.157.

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20

Cho, Eun-sang. "A Study on Aviation Chinese Models of Instruction using Focus on Form Instruction." JOURNAL OF CHINESE HUMANITIES 69 (August 31, 2018): 145–62. http://dx.doi.org/10.35955/jch.2018.08.69.145.

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21

Colaric, Susan M. "Instruction for Web Searching: An Empirical Study." College & Research Libraries 64, no. 2 (March 1, 2003): 111–22. http://dx.doi.org/10.5860/crl.64.2.111.

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Users searching the Web have difficulty using search engines and developing queries. Searches tend to be simple, and Boolean operators are used infrequently and incorrectly. Users also are unaware that search engines operate differently from other information retrieval systems. Yet, there is little research on effective instructional methods for teaching users how to search the Web. Research has looked at instructional methods for other types of information retrieval, but these systems differ a great deal from the Web. The purpose of this study was to determine what undergraduate students know about search engines and to examine instructional treatments to aid searchers in using a search engine.

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22

Glaser, R., and M. Bassok. "Learning Theory and the Study of Instruction." Annual Review of Psychology 40, no. 1 (January 1989): 631–66. http://dx.doi.org/10.1146/annurev.ps.40.020189.003215.

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23

Lepper, Mark R. "Motivational Considerations in the Study of Instruction." Cognition and Instruction 5, no. 4 (December 1988): 289–309. http://dx.doi.org/10.1207/s1532690xci0504_3.

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24

FUKUMOTO, Toshio, Kazuhiko ISHIDA, and Kouji NISHIYAMA. "A Study on Instruction of Physical Education." Japanese Journal of Sport Education Studies 12, no. 2 (1992): 113–22. http://dx.doi.org/10.7219/jjses.12.113.

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25

Vines, Nora, Jennifer Jordan, and Amy D. Broemmel. "Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables." Reading Teacher 73, no. 6 (January 26, 2020): 711–22. http://dx.doi.org/10.1002/trtr.1882.

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26

Mulcahy, Patricia. "Memory Models: Perspectives for Study Skills Instruction." Journal of College Reading and Learning 19, no. 1 (January 1986): 12–21. http://dx.doi.org/10.1080/10790195.1986.10850278.

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27

Higgins, Norman, and Robert A. Reiser. "Selecting media for instruction: An exploratory study." Journal of Instructional Development 8, no. 2 (June 1985): 6–10. http://dx.doi.org/10.1007/bf02906242.

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28

Kang, Helen W., and Sydney S. Zentall. "Computer-generated geometry instruction: a preliminary study." Educational Technology Research and Development 59, no. 6 (February 27, 2011): 783–97. http://dx.doi.org/10.1007/s11423-011-9186-5.

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29

Lewis, Catherine. "How does lesson study improve mathematics instruction?" ZDM 48, no. 4 (June 16, 2016): 571–80. http://dx.doi.org/10.1007/s11858-016-0792-x.

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30

Lim, Ji-Hyun, and Kyung-Won Min. "A Study on Non-Contact Vocal Instruction." Journal of the Korea Entertainment Industry Association 15, no. 1 (January 31, 2021): 27–38. http://dx.doi.org/10.21184/jkeia.2021.1.15.1.27.

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31

Smith, Carolena L. "Attitudinal Study of Graphic Computer-Based Instruction for Punctuation." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 267–72. http://dx.doi.org/10.2190/6jgx-23kq-g52g-ugd2.

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The purpose of this study was to evaluate the relationship of student attitude using graphic enhanced versus nongraphic enhanced computer-based instruction. Four intact groups were randomly assigned treatment. Two groups received graphic instruction and two groups received nongraphic computer-based instruction. An attitude questionnaire was administered to evaluate student attitude toward the graphic and nongraphic computer-based instruction. Results of t-tests indicated there was no significant difference in attitude scores between graphic and nongraphic treatment groups at the .05 level.

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32

Guo, Jinchi, and Han Zhu. "Embedded Information Literacy Instruction in the Mobile Environment: A Case Study." International Journal of Librarianship 4, no. 2 (December 29, 2019): 94. http://dx.doi.org/10.23974/ijol.2019.vol4.2.129.

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Information literacy instruction in various countries has expanded in a variety of ways. At universities, it has mainly taken the form of credit-based courses, lectures, and embedded instruction. While European and American universities carry out more embedded instruction, universities in China focus more on credit-based courses and lectures, leaving embedded instruction in an exploratory stage. This paper is a preliminary study of a research project that aims to investigate the department-based, embedded information literacy instruction among the libraries of 42 "Double-First Class" universities in China. Using East China Normal University Library as an example, this paper discusses the teaching mode, teaching philosophy, teaching design, teaching methods and contents in order to explore how embedded information literacy instruction can make use of the mobile Internet platform. The specific areas to be examined include teaching resources, enhancing classroom interactions, and after-class feed-pushing as part of teaching support. Finally, some recommendations are put forward for the extension and expansion of embedded information literacy instruction.

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33

Markovits, Zvia, and Judith Sowder. "Developing Number Sense: An Intervention Study in Grade 7." Journal for Research in Mathematics Education 25, no. 1 (January 1994): 4–29. http://dx.doi.org/10.5951/jresematheduc.25.1.0004.

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Few students exhibit number sense when solving arithmetic problems in school. This study examined the effects of an intervention in the instruction of seventh-grade students for the purpose of developing number sense. Students were taught by the classroom teacher from experimental units on number magnitude, mental computation, and computational estimation. Instruction was designed to provide rich opportunities for exploring numbers, number relationships, and number operations and to discover rules and invent algorithms. Written measures and interviews before instruction, immediately after instruction, and several months later revealed that after instruction students were more likely to elect to use strategies that reflected number sense and that this was a long-term change. It appeared to the investigators that the students reorganized and used existing knowledge rather than acquiring new knowledge structures.

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34

Price, Kevin, and Alan HD Watson. "Effect of Using Ergobrass Ergonomic Supports on Postural Muscles in Trumpet, Trombone, and French Horn Players." Medical Problems of Performing Artists 33, no. 3 (September 1, 2018): 183–90. http://dx.doi.org/10.21091/mppa.2018.3026.

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AIMS: Though ergonomic supports are widely used for many groups of instruments, they are rare for brass instruments, despite the instruments’ considerable weight. Musculoskeletal injury and postural problems are common among this group, and so, both adult and young players are likely to benefit from supports that reduce the load placed on the body. This study assessed the effects on postural muscle activity of a recently developed range of supports (Ergobrass) that use a rod to transfer the weight of the instrument to a harness or to the chair or floor. METHODS: Twenty conservatoire students (mean age [SD], 20.9 ± 0.5 yrs) of the trumpet, french horn, or trombone used the supports while playing short brass studies, either sitting or standing. Surface electromyography recordings were made from key postural muscles, and their activity levels were compared with and without the support. RESULTS: Statistically significant reductions (typically 15–30%) were present in many of the muscles when using the supports, though in some players they were much larger. The number of muscles affected was least with the lightest instruments (the trumpet), with the effects mainly in the left deltoid and trapezius muscles. Reductions for the horn were bilateral, principally in biceps, pectoralis major, and deltoid; while in the trombone, they were confined to the left side (pectoralis major, posterior deltoid, and trapezius), as the right arm is in constant use to move the slide. CONCLUSIONS: The supports are effective in reducing postural muscle activity and may be of particular benefit to injured or young players.

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35

Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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36

Yeh, Meng, and Xian Zhang. "Corpus-based instruction." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 1 (October 19, 2018): 1–23. http://dx.doi.org/10.1075/csl.17019.yeh.

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Abstract The aim of this study is two-fold. First, it demonstrates the use of learner and native speaker spoken Chinese corpora to identify learners’ non-use of the discourse-linking jiu in the narration of stories. To guide students to notice and practice jiu in spoken narrative contexts, we designed and implemented four 50-minute classes of corpus-based instruction. Second, this study investigates the effect of the corpus-based instruction in teaching discourse-linking jiu. Evaluation of the oral production of story narration from the pretest and posttest reveals that the students in the experimental group outperformed the control group. The results suggest that the corpus-based instruction had a positive effect on students’ learning of jiu in storytelling.

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37

Li, Shaofeng, Rod Ellis, and Yan Zhu. "Task-Based Versus Task-Supported Language Instruction: An Experimental Study." Annual Review of Applied Linguistics 36 (March 2016): 205–29. http://dx.doi.org/10.1017/s0267190515000069.

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ABSTRACTThis study investigated the effectiveness of task-based and task-supported instruction in the acquisition of the English passive construction—a structure about which learners had limited prior knowledge. A total of 150 Chinese middle school English as a foreign language (EFL) learners were randomly assigned to five groups—one control group who only took the pretest and posttests and four experimental groups who attended a 2-hour treatment session where they performed two dictogloss tasks in groups, each including a reporting phase when the learners took turns to tell the narrative. Among the four experimental groups, one just performed the two oral tasks; a second group received explicit instruction before performing the tasks; a third group received within-task feedback but no explicit instruction; and the fourth group received both explicit instruction and within-task feedback. Treatment effects were gauged via a grammaticality judgment test (GJT) and an elicited imitation test (EIT). On the GJT, the conditions with explicit instruction and/or feedback led to significant gains with explicit instruction plus feedback showing the largest effects. On the EIT, there was no effect for any of the three treatment groups when the data were analyzed for the whole cohort. However, when the learners were subdivided into those with zero and some prior knowledge based on their pretest EIT scores, explicit instruction plus within-task feedback was more effective than the other treatment types for the latter.

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김도남. "A Study of Reading Instruction Based on Communication." Journal of Korean Language and Literature Education ll, no. 43 (August 2008): 33–58. http://dx.doi.org/10.17247/jklle.2008..43.33.

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Huebner, Lucas, and Rhonda C. Magel. "A Gendered Study of Student Ratings of Instruction." Open Journal of Statistics 05, no. 06 (2015): 552–67. http://dx.doi.org/10.4236/ojs.2015.56058.

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Miwa, Shuhei, and Miki Toyama. "Study on teachers’ learning motivation for subject instruction." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): L—031—L—031. http://dx.doi.org/10.4992/pacjpa.81.0_l-031.

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choi suk ki. "A Study on Reading Instruction for Personality Education." Journal of CheongRam Korean Language Education ll, no. 47 (June 2013): 205–32. http://dx.doi.org/10.26589/jockle..47.201306.205.

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정미경. "A Study on the Instruction of Expressive Writing." Journal of CheongRam Korean Language Education ll, no. 51 (September 2014): 177–97. http://dx.doi.org/10.26589/jockle..51.201409.177.

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Williams, Cheri, Colleen Phillips-Birdsong, Krissy Hufnagel, Diane Hungler, and Ruth P. Lundstrom. "Word Study Instruction in the K-2 Classroom." Reading Teacher 62, no. 7 (April 2009): 570–78. http://dx.doi.org/10.1598/rt.62.7.3.

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송영민. "A study on the symbolism and moral instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 33 (March 2012): 309–34. http://dx.doi.org/10.35504/kph.2012..33.011.

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송영민. "A study on Analogical Understanding in Moral Instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 48 (February 2016): 37–61. http://dx.doi.org/10.35504/kph.2016..48.002.

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Cavazos, Alonzo, and Sandra Galvan-Posada. "Foundation Knowledge and Field Instruction: A Replication Study." Journal of Baccalaureate Social Work 5, no. 1 (September 1, 1999): 45–59. http://dx.doi.org/10.18084/1084-7219.5.1.45.

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This study replicates and builds on an earlier study (Cavazos, 1996), which found that baccalaureate students' knowledge of the social work foundation did not deepen as a result of field education. Seventy field interns were tested during the first and last week of the block field internship. Two baccalaureate programs with significant differences related to the interns' ethnicity, duration of the internship, and the use of foundation-related field assignments were selected for comparison. Interns took the Area Concentration Achievement Test in Social Work (ACAT), which tests knowledge of the social work foundation. No pretest, posttest ACAT performance differences were found for either program, further challenging the assumption that social work knowledge deepens as a result of field education. Implications are discussed and recommendations are offered for continued research.

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변정민. "The Study on Transactional Strategies for Instruction Communication." KOREAN EDUCATION ll, no. 77 (December 2007): 171–202. http://dx.doi.org/10.15734/koed..77.200712.171.

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Zhan, Xiao, Xi Wang, and Ying Wu. "Study on Innovative Instruction Technology in Manufacturing Engineering." Applied Mechanics and Materials 484-485 (January 2014): 202–5. http://dx.doi.org/10.4028/www.scientific.net/amm.484-485.202.

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Teaching environment has changed a lot under information-based society today, educational circle has been advocating that we should reach the most optimization in respect of using innovative instruction technology teaching means, and the aids of teaching media, and playing the role of modernization teaching facilities largely depends on the ability that the teacher uses education technology of capacity, this article illustrates the difference and contact between education technology and information technology this article gives some advice on training based on the reflection of innovative instruction technology capacity in manufacturing engineering

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김미영. "A Study on Vocabulary Instruction Methods Using Collocations." New Korean Journal of English Lnaguage & Literature 55, no. 1 (February 2013): 215–32. http://dx.doi.org/10.25151/nkje.2013.55.1.010.

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Wilson, Theresa, and Gary J. Mires. "Teacher versus the computer for instruction: a study." British Journal of Midwifery 6, no. 10 (October 1998): 655–58. http://dx.doi.org/10.12968/bjom.1998.6.10.655.

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