bluuebunny/crossref_metadata_2025 huggingface dataset:
„Keressük meg, hogy hol veszítette el a fonalat!” – Tanító szakos hallgatók képzésének lehetőségei egy vizsgálat tükrében
Authors: Mónika Bagota
Published: April 2018

Nagyon sok dolgot tanultam C. Neményi Esztertől, de ezek közül talán a legfontosabb a hallgatókhoz való hozzáállása. Számtalan alkalommal tapasztaltam, hogy minden hallgató esetében a lehető legtürelmesebben próbálja megkeresni azt a pontot, ahol a hallgató számára még minden világos volt a matematika tanulása során. Tőle hallottam egy alkalommal a címben is idézett mondatot: „Keressük meg, hogy hol veszítette el a fonalat!” Ez indított arra a gondolatra, hogy az elsőéves tanító szakos hallgatók 2016 őszén megírt dolgozatait próbáljam meg aszerint áttekinteni, hogy kiderüljön: kinél, hol szakadt el az a bizonyos fonál.
Problems of French Grammar and Usage: No. 9
Authors: Jeanes R. W.
Published: April 2018

The definite and indefinite articles and the structures they introduce are one of the perennial problems of French grammar, both on the theoretical level for linguists and on the applied level for learners of French as a second language. In recent years, a number of interesting studies have appeared on the subject of the predeterminers of the noun in French : Henri Mitterand in Eludes de Linguistique Appliquee, No. 22 , Jean-Claude Chevalier in Le F'rani;ais moderne", and Ronald Predovich in the Canadian Journal of Linguistics•. All three approaches, while wider in scope than the present paper, did of course deal with the definite and indefinite articles, or as I prefer to call them for the time being, the nominal predeterminer LE and UN. In each case, distributional analysis resulted in two main classes of predeterminers with LE in the first and UN in the second. Mitterand's classification produced 1) Les predeterminants extensils ou definis and 2 ) Les predeterminants intensifs ou indefinis, a nomenclature which reveals that the author considers precision of identification by reference to situational elerrents as the essential distinguishing feature. Chevalier and Predovich, while differing in details, also speak of two main groups : 1) the determiners, including LE, concerned with identification, and 2) the quantifiers, expressing numerical extension minus situational reference. UN is included with the quantifiers, although both authors do go as far as to point out that it has more possibilities of combination than the other members of this class. Jean Dubois, in his Grammaire structurale dit fran,;ais', goes even further and asserts that UN is a numeral and that LE and UN are not in opposition within the same system.
The Grade 13 French Programme in the East Niagara Region: Textbooks and Materials
Authors: Mollica Anthony
Published: April 2018

With the elimination of Circular 58 in 1967, the Ontario Department of Education has given the teachers of modern languages more freedom in the choice of the programme at the Grade 13 level. With this freedom, there also came a great deal of responsibility: the teacher will have to examine very carefuJ] y the reading material and be certain that it is of the correct interest level for his students. He will hope to find suitable textual material which will be supported by some audio or visual material. A recent survey conducted by the Executive of the East Niagara Modern Language Heads' Association 1 showed that a variety and multiplicity of French readers were being used at the Grade 13 level. Many colleagues have kept the complete progr:imme (or sections thereof) prescribed by the Ontario Department of Education in 1967- 1968. Others have digressed from that prescription. The following is a list of textbooks which resulted from that survey. The list has been supplemented with the addition of available audio, visual, reading and testing material. It is obvious that much of the reference material is beyond the Grade 13 level; it has been included here for the teacher's attention. Xerox copies of articles may be easily obtained from university libraries. The list is published here to assist colleagues with thei1 choice of Grade 13 textbooks for 1970-1971.
A Mini-Sabbatical in Paris
Authors: Shopiro D.
Published: April 2018

Last spring the author of this report was privileged to spend a few weeks in Paris, where he visited various types of schools and lived with a typical French family. THE SCHOOLS OF PARIS: Early in my visits to the schools of Paris I became very much aware of the fact that Parisians do not pour money into lavish building and accompanying frills. L'Institut Pedagogique National, B.E.L.C. and C.R.E.D.I.F. offices are prime examples of this. Many of the schools I visited are not easily recognizable as such from the outside.
Second Language Teaching in the Province of New Brunswich
Authors: Russell Lois P.
Published: April 2018

Over the past few years, second language teaching has made giant strides in our province. The principal second languages which are offered are, of course, French and English. German is offered in two high schools this year, and plans have been made for two other high schools to offer Russian and Spanish next year.
Le Français dans les Ecoles de Carleto
Authors: Travers M.
Published: April 2018

Don't you wish you could start school all over again? The most common remark of parents who see present-day French classes in action is: "I was born 30 years too soon." If you examine the photograph below you will know why.
Hints on Testing
Authors: Bowers Peter
Published: April 2018

In this issue I am going to present a series of multiple-choice questions based on four chapters of Rue Deschambault by Gabrielle Roy. This book was selected a few years ago as part of the grade thirteen course of studies and has continued to be used by many teachers as a supplementary reading text. The questions presented here are designed to test comprehension only. Early i n September a list of the various chapters could be presented and dates assigned for the tests scheduled throughout the entire academic year. The methods employed here could be applied to any text selected for supplementary reading.
How Far-Reaching is the Textbook in Teaching Foreign Languages?
Authors: Kersten Caesar S. , Ott Vesperella E.
Published: April 2018

The chief goal of foreign language teaching should be to develop in students the ability to communicate with persons who speak the target language. Unfortunately, this goal is not generally being reached in a large number of secondary schools today. Probably no discipline is more viable and subject to change than language, yet in no other field do teachers cling so strongly to the basic text. If teachers of foreign languages are to achieve the goal stated above, they cannot rely completely upon the basic textbook. There are several reasons why no textbook published will meet all the present day language requirements.
Intercommunication at the High School and University Levels “Possibility or Pipe-Dream”
Authors: Echard Gwenda
Published: April 2018

In the city of Toronto at present, and in Ontario generally, much effort is put into the teaching of French at all levels. With so many interested in a common concern, it would seem highly desirable that there be a constant exchange of ideas, not only between people teaching at the same level but also between specialists dealing with students at different stages of their development. Of course the practical problems involved in any such undertaking are tremendous, it being hard enough to arrange a convenient meeting time for people teaching at the same place without compounding the difficulty by advancing the need to consult frequently with those at other institutions. There is also the fact that all of us, given the demands made upon us in our respective spheres, inevitably see any added dimension as yet another burden, to be avoided or endured, but certainly not welcomed. And yet surely, this dimension of inter-communication between primary schools and high schools, junior and senior, between high schools and universities, is one which professionally cannot afford to be neglected, and particularly not in the field of modern-language teaching. To acquire a technical mastery of a foreign tongue involves the mastery of many skills. Leaving aside the question of professional interest, efficiency alone dictates that many problems be the subject of open discussion. There seems for instance to be general agreement as to the desirability of making the student's first experience in a language an oral one. Less clear is the point at which written skills are introduced, how, and to what extent. And what of literature? If we are to make the best possible use of the years at our disposal, we have to be concerned not only with what we, personally, do but with the logic of what is done at all levels of our discipline. We should recognize the words 'junior', 'senior', 'college' for what they are — labels, useful for designating administrative units and for describing, albeit imprecisely, certain levels of student achievement. We should not take refuge behind them and thereby allow ourselves to become isolated from our colleagues.
Problems of French Grammar and Usage: No. 12
Authors: Jeanes R. W.
Published: April 2018

In the previous contribution to this series, the principle of “the forest and the trees” was applied to the problem of C’est un médecin / Il est médecin, and an attempt was made to show that in the first case, un introduces a definition (class plus differences) with the possibility of a value judgment, while in the second case the noun minus its article simply names the class to which the subject belongs, and coalesces with the verb être to form the equivalent of an intransitive verb. Needless to say, it was not long before I came upon an apparent exception: in discussing last year's tragedy at Val d'Isère, where 39 vacationing children were killed by an avalanche, Roger Maure writes in Paris-Match: "Deux ministres sont venus. Les ministres sont gens courageux." Why do we find here sont gens courageux when the grammars encourage us to believe that the presence of a qualifying adjective requires the use of the article: sont des gens courageux? Certainly, this last structure would not be wrong, and would in fact be more usual. …
Le douloureux Dilemme du Professeur de français
Authors: Obadia Amram André
Published: April 2018

Je ne puis m'empêcher de constater tristement que malgré les changements radicaux des méthodes d'enseignement du français comme langue seconde, malgré les sommes énormes dépensées en matériel audio-visuel et en livres, les résultats ne sont guère bien différents de ceux obtenus avec l'enseignement dit "traditionnel". Des études effectuées aux Etats-Unis nous ont confirmé cette troublante appréhension.
The Long Junior High School Period
Authors: Davies Miss O.
Published: April 2018

The textual materials for Grades VII and VIII include lesson suggestions suitable for 20-minute periods. Most junior high school teachers have periods of 40 or 50 minutes. During this period a lively pace must be maintained, review material and new material must be presented, pupil interest, enthusiasm, and involvement must be retained, evaluation of pupil responses (pronunciation, intonation, correctness, fluency) must be carried on. Faced with this increased demand on their physical and mental energy, how can teachers adapt and reorganize the material of the text to achieve these objectives without undue stress or strain?
German: A Time for Reappraisal
Authors: McConnell Robert
Published: April 2018

On the sixth of February, a meeting of extreme significance for teachers of German took place at the College of Education in Toronto. Conceived and organized by Professor George Kirk of the College, it brought together for the first time in living memory, as Professor Kirk put it, teachers of German from both the Secondary Schools and the Universities. Those who attended were treated to four gratifyingly clear-eyed and lucid presentations on the state of German in Ontario Secondary Schools by a highly-qualified panel of practising teachers. There followed a discussion period as frank and open as could perhaps be expected from such a first meeting. I believe there are certain points concerning the teaching of German, some of them raised at the College that Saturday in question and some of them not, which deserve examination here.
Recent Developments in Modern Language Instruction in Alberta
Authors: Jones J. P.
Published: April 2018

The past five years have seen significant changes in modern language instruction in Alberta. The developments in elementary, junior high, senior high, French as a language of instruction, matriculation examinations and in teacher training will be considered in turn.
Commitment in the Spanish American Novel: Asturias
Authors: Donahue Francis
Published: April 2018

"The novelist must be a witness to his time. He must seek the living reality of his country, its aspirations, and step aside to allow a conscience to express itself through characters and situations." Speaking is Guatemalan novelist Miguel Angel Asturias, 1967 Nobel laureate. A novelist of social commitment, Asturias is well-known in Latin America for his works depicting the harsh realities of life in his native country. He is also considered the Guatemalan conscience in literature. During the past forty years he bas been in and out of most of the countries of Latin America, as Cultural Attacbe or Ambassador of his country when the political winds were favorable, or as political refugee or writer-in-exile when they were adverse. He is well-esteemed in Europe where his works have been widely translated. In France particularly, his reputation is very high. Yet, in the United States, he is little known. Only four of his novels have appeared in English translation : Sefior Presidente (1964), Mulata (1967 ), Strong Wind (1969) and The Green Pope (1970) .
Oral Testing: German
Authors: Wright Wendy A.
Published: April 2018

With the fairly recent, and definitely continuing emphasis on the auraloral skills in language teaching and learning, we have no choice but to reflect this emphasis in the composition of the marks awarded for achievement in our courses. Our students are assessed regularly, in the classroom and in the language laboratory, on oral achievement by means of carefully prepared test drills, reading and, in the upper grades, oral presentations. Our discussion here is, however, confined to the more formal, 'once-a-term' oral test or examination. It is my purpose to outline some of our experiences in the administration, composition and ment of such oral tests in German, hoping that they may prove of inatsesreessst, or assistance to others.
OISE Conference on Bilingual Education
Authors: Stern H. H. , Howard J.
Published: April 2018

One of the most exciting recent developments in education, and an innovation which has considerable bearing o n second language teaching in the schools, is the so-called 'French immersion program', or 'Home-School Language Switch'. This type of schooling aims to promote functional bilingualism in its students through a program of bilingual education. What, in fact, constitutes a bilingual education program ? It implies the use of the second language , in this case French, as a medium of instruction o r as a means of communication. I n other words, fostead of formal instruction of the target language, o r in addition to it, bilingual education provides for the functional use of the second language within the school, A bilingual education program, therefore, can be defined as schooling for English-speaking children, provided fully or partly through the medium of French, with the objective of making these children highly proficient in French while maintaining and develoving their vroficiency in English, and fully guaranteeing their general educational develovment.
Problems of Introducing French in Newfoundland
Authors: Brown Dr. C.
Published: April 2018

I have been asked to speak to you on problems of implementing French language programs in Newfoundland schools. I have agreed to do this in the hope that if you are not impressed by what I say you will at least be impressed by my temerity in addressing a group of people far more competent in second language education than I am and advising them on the nature of their problems. A phrase of Bobby Bums is often quoted - “Wad some power the giftie gie us, to see ourselves as ithers see us.” Perhaps it may be possible for me, looking at the problem from the view point of someone who is not involved in the teaching of French but who is intimately concerned with the development of curriculum for Newfoundland schools, to give a new insight into old and familiar problems.
Future Shock — Who Needs It!
Authors: Kenney Morgan
Published: April 2018

Since 1966 second language teachers in Ontario have experienced a series of shocks of earthquake intensity. No sooner had we begun to regain some sense of balance from one psychical upset, than the next shock bit. Experience bas taught us that future shocks are to be expected. How much more can we take? Where is it to end? Have we the time to adjust sufficiently to past and present shocks to stabilize our situation so that we can carry on in a professional manner?
Bonanza from Ottawa
Authors: Summers Thomas E.
Published: April 2018

In 1971 the federal government made $50 million available to finance a program to up-grade the teaching of French and English as second languages, and to assist in the teaching of them as first languages where they are the language of the minority. Although, in many areas of the country, it appears that these funds have gone into the general revenues of the provincial governments or the local school boards, we in Edmonton were more fortunate, since the Alberta government distributed the funds to the local boards, and the Edmonton Public School Board added the distributed funds to those already being spent here on second language instruction. This article will summarize the use to which we have put the money.
Background Material in a Guide Book
Authors: Moore-Rinvolucri Mina J.
Published: April 2018

A recent article in Modern Languages drew attention to the historical, geographical, linguistic and literary possibilities of the examination of postage stamps of given countries. It is equally evocative to get a glimpse of the social and economic conditions of the past by a study of the problems set in old arithmetic books.
Deutsch: Neuer Anfang oder Schnelles Ende
Authors: McConnell Robert
Published: April 2018

Vielleicht sollte ich es am An.fang ganz offen gestehen. Ich habe Angst urn die Zukunft unseres Fachs, denn Deutsch (wenn ich die Schulbehorde zitieren darf) rentiert sich nicht. Weil wir zu wenige Schiller in unseren Klassen baben, sind wir pl�tzlich ein Luxus geworden. Wie lange werden wir zum Beispiel in der dreizehnten Klasse Deutsch geben dtirfen, wenn wir nur sechs oder sieben Scbtiler haben? Nicht lange, Freunde, nicht lange! Wenn die Bonzen von �berfl�ssigkeit sprechen, sind nicht nur die Lateinlehrer sondem auch Sie damit gemeint. Na ja, sagen Sie, solche Verhaltnisse sind ja in Ontario ganz unmoglich. Morgen wird alles wieder gut sein. Nur Tee trinken und abwarten. Solche Naivitat ist gefahrlich, denn die neue Sparsamkeit der Schulbehorde will sein Opfer haben, und wenn wir als Deutschlehrer nicht von vorne an wissen, dass wir einen harten Kampf vor uns haben, ist alles schon aus. Ich mochte es vermeiden, mich so biblisch ausdrticken zu mtissen, aber Deutsch muss in unseren Schulen neugeboren werden. Es wird nicht leicht sein, aber as muss getan werden, und wenn wir als Deutschlehrer nicht davon �berzeugt sind, dass der kommende Kampf die Mtihe wert ist, oder wenn wir etwa zu schtichtern, zu feige oder zu faul dazu sind, dann batten wir uns vielleicht ganz am Anfang einen anderen Beruf aussuchen sollen.
Variation on a Grade 13 Course
Authors: Boldt R. A.
Published: April 2018

If you’re like me, I imagine that you’re always on the look-out for new and interestingly worthwhile methods. I would like to offer one such method for your consideration. The background for this method must be explained. For the last few years we have been in the process of shifting over from the typical, traditional French course for which we had ambivalent love-hate feelings, to Le Fran<;ais Internationale. At the end of this year, the conversion will be complete ; in 1972-73, for the first time, all students will have only an LFI background.
La Notion d’Etape Minimale dans L’Enseignement des Langues
Authors: Saint-Pierre Gaston
Published: April 2018

L'un des facteurs qui joue un rôle prépondérant dans l'apprentissage des langues vivantes est sans doute celui de l'étape minimale (minimum incrément séquence), procède selon lequel la matière enseignée est présentée d'une façon rigoureusement graduée : une seule difficulté, et la moindre, est abordée à la fois. Ce n'est que lorsque l'élevé a finalement maitrise, OU du moins commence, à maitriser, une difficulté donnée que le professeur passe à une autre difficulté. La technique de l'étape minimale est intimement liée à la notion de structure sur laquelle il importe, en vue de ce qui suit, de s'arrêter brièvement.
Reading and Second-Language Comprehension: A Useful Analogy?
Authors: Woodsworth John A.
Published: April 2018

In his recent book Understanding Reading 1 Dr. Frank Smith of The Ontario Institute for Studies in Education has put forward certain proposals as to the nature of the reading process. These proposals give rise to some interesting comparisons with the process of "auding" (listening comprehension) in a second language,2 and have a bearing on current methods of teaching second-language comprehension.
French-with Strings Attached
Authors: DuHamel Ronald J.
Published: April 2018

In many of our schools, the program of French and the professional activities of the teacher of French seem to be entirely divorced from the rest of the school programs. The following project was an attempt to show that some aspects of the second language program can be integrated-can even form the basis of many meaningful educational activities, and can, at the same time, enhance the French program. Further, the undertaking set out to show that the language teacher can assist his students as we!J as other teachers in providing varied worthwhile educational experiences apart from the learning experiences provided in the daily lessons of French.
Problems of French Grammar and Usage
Authors: Jeanes R. W.
Published: April 2018

So far in this series, more attention has been given to problems of a grammatical nature, and it is perhaps time to examine various difficulties arising in the area of French usage. The term "usage" seems to imply general agreement as to which turns of phrase are accepted as "correct" in a linguistic community at a given point of time, to the ,exclusion, of course, of othex types of expressions generally considered to be less acceptable. The notion of "correct usage" is thus based on frequency of use within the educated class, and is further tempered by the rulings of recognized authorities (in France, the Academie Française, well-known grammarians who discuss problems of language in their columns and, of course, the Ministry of National Education). No doubt there are many points on which almost all educated speakers of a language would agree, but every language presents numerous borderline cases where no such consensus can be reached: cf. the usage polls quoted in the American Heritage Dictionary. In the final analysis, any attempt to define correct usage stems from personal impressions with regard to frequency and suitability, with this second criterium being defended by reference to literary examples, etymological arguments, and finally appeals to reason.
Individualized Foreign Language Instruction: New Myths and Old Realities
Authors: Grittner F. M.
Published: April 2018

The following is an abridged version of an address delivered on April 22, 1972, at the Annual Convention of the Ontario Modern Language Teachers' Association. Let us begin with the myths surrounding the meaning of the term "individualized instruction." As one begins to delve into the question, it soon becomes apparent that there are an amazing number of opinions about what it means to individualize. For example, for those who are pedagogically conservative there is the approach which calls for nothing more than self-pacing students through a clearly-described body of subject matter. In its most extreme form, this "self-paced" curriculum is based upon a large number of so-called "behavioral objectives" each of which tells precisely how the student will be performing when he has successfully completed each of a long series of steps in the language curriculum. There are, however, many who regard this as a highly limited concept of individualization.
The Role or Grammar in FLES
Authors: Eppert Franz
Published: April 2018

This paper was read at an Elementary German In-Service Session, sponsored by the Professional Development Branch, Manitoba Department of Education in co-operation with the Manitoba Elementary German Curriculum Committee, May 29-31, 1972. Any attempt to minimize or overemphasize the role of grammar in second language learning and teaching, needs to be put into perspective or else the discussion might develop into another methodological :fist-fighting contest, resulting in irrevocable and long-lasting pedagogical injuries. The opponents: Mr. No-Grammar-at-all versus Mr. Grammar- is-the-one-and-onlyremedy have established by now, after several centuries, a long record of famous and well-publicized professional encounters. Both of them can boast of numerous glorious victories and some technical knock-outs. But both of them seem to have lost their ideological vigour, which in the past drew large, enthusiastic audiences. These large audiences have long gone, but our aging methodological warriors still attract supporters, young and old, pro and contra, who forcefully and :fiercely follow their champions without recognizing that times have changed.
A Case For Studying Spanish
Authors: Yalden Janice
Published: April 2018

The following is a slightly revised version of an address delivered to the Spanish Section of the Ontario Modern Language Teachers' Association at the Fall Conference, October 14, 1972. There are, of course, many arguments that have been offered in the past in favour of the study of foreign languages, when I was asked to talk to you about reasons for studying Spanish, I began to look through what literature there is on the subject, and I was struck, as others have been, by the fact that many of the articles published bore titles, such as "The Singer and Foreign Languagesm or "Spanish for Business? Yes, Indeed!"' indicating that the authors were intent upon offering suggestions concerning careers in which prior acquisition of Spanish would be useful; in other words, attempting to show that the study of Spanish would be 'relevant' to the student's life in the sense of bringing immediate rewards in terms of employment. Such arguments no longer hold the same attraction as they did, even as recently as five years ago. We are all aware of drops in enrolment at the universities and colleges, and of the decrease of interest in the study of foreign languages at both the high school and college levels. Today, the high school diploma and the B.A. degree are not perceived as offering a form of insurance in the job market. Students are still looking for courses which will lead to good career opportunities, but the market is much more limited than it used to be for those with specific qualifications, especially in the humanities. We must, therefore, once again place the greatest possible emphasis on learning for learning's sake; and, in the case of foreign languages, on an aspect of learning which is truly life-enhancing.
The Reading Program and Oral Practice
Authors: Mollica Anthony
Published: April 2018

To test the student's understanding of idioms, the teacher might assign the following exercise : Usare ciascuna delle seguenti espressioni in una frase che ne dimostri chiaramente il significato.0 1. di mala voglia 2. in fretta 3. trattarsi di 4. aver torto. Ecc. ft is important that the teacher's instructions be clearly stated: it is not sufficient to state simply "Usare in frasi," or some other vague form of instructions. The student should be told that the sentence he writes or gives orally must bring out the meaning of the idiom he uses. This is the only criterion the teacher has in order to know whether the student has or has not mastered the meaning of that idiom.
Reading: The Sleeping Giant
Authors: Kenney Morgan
Published: April 2018

In the history of foreign language study reading has played many roles of varying importance. This is not surprising if one considers how social and educational conditions and needs have changed. It is these very social and educational changes that dictate that we, too, must now change again, that we must reasses the role of reading in an up-to-date foreign language program.
Problems of French Grammar and Usage: NO 18 The Position Of Adjectives - I
Authors: Jeanes R. W.
Published: April 2018

One of the more elusive problems of the French language for both students and teachers is attempting to understand and to apply the principles governing the position of adjectives in relation to the nouns they modify. "Elusive", because grammars give no clearcut rules in this area, and introduce into what would seem to be primarily a grammatical question various considerations of usage, such as style, feeling, euphony, etc. Most exposes contain a list of adjectives which "normally precede", as well as a second series of adjectives which change their meaning, depending on whether they come before or after the noun. Students are then left with the general recommendation "When in doubt, put it after", and must learn the subtleties of the French adjectival system largely by a process of trial and error. It is perhaps time then to reconsider the problem of the position of adjectives in French, in the hope that the principles discussed in this series may shed some light on the matter.
French: Where do we go from here?
Authors: Hainsworth Howard
Published: April 2018

It's customary to begin a sermon with a text. I don't pretend that my text has any basis in Holy Writ, but it does come from a book which has had a considerable impact on many people; the book is Future Shock, and my text is found in Chapter 18, which bears the title "Education in the Future Tense". I quote: "As for curriculum, nothing should be included unless it can be strongly justified in terms of the future. If this means scrapping a substantial part of the formal curriculum, so be it. Anyone who thinks the present curriculum makes sense is invited to explain to an intelligent fourteenyear-old why algebra or French or any other subject is essential to him. Adult answers are almost always evasive. The reason is simply: the present curriculum is a mindless holdover from the past." For a completely opposite view, look in this morning's Globe & Mail; Kingman Brewster, the President of Yale University, makes the claim that "relevance" is a fad; it has passed, and is, therefore, no longer relevant.
Impressioni E Prospettive SullInsegnamento DellItaliano
Authors: Luca Raffaele De
Published: April 2018

Read at the Fall Conference of the Ontario Modern Language Teachers' Association, held at McMaster University in Hamilton, October 14, 1972, this paper attempts to point out that in present-day methods of teaching foreign languages, excessive importance is given to the oral aspect, which often results in insufficient stress on writing proficiency in the target langue. Furthermore, it u nderlines the necessity of imparting to the student of a foreign language a solid grammatical and syntactical background, especially in the first two or three years of study, if he (she) has to tackle successfully the study of literature in that language at the University level.
Obtaining Lexical Information in Conversation: Strategies for the Advanced Language Learner
Authors: Taggart Gilbert
Published: April 2018

The advanced second-language learner who has the opportunity to converse with native speakers often encounters difficulties in expression arising not from a lack of knowledge of the grammatical system of the language but rather from an incomplete knowledge of its "ocabulary.
L'Apport des sciences de l'éducation, de la cognition et du développement à l'enrichissement du répertoire méthodologique des professeurs de L2
Authors: Besnard Christine
Published: April 2018

Cet article examine dans quelle mesure la psychologie de l'éducation, la psychologie de la cognition et celle du développement peuvent contribuer au renouveau méthodologique de la didactique des langues secondes (L2).
Enhancing Vocabulary Acquisition Through Reading: A Hierarchy of Text-Related Exercise Types
Authors: Paribakht T. Sima , Wesche Marjorie
Published: April 2018

This paper presents a classification scheme for readingrelated vocabulary exercise types currently advocated in ESL/EFL textbooks. The scheme was developed within the context of an ongoing research project on L2 vocabulary acquisition through reading.

The classification scheme proposes a hierarchy of the degree and type of mental processing required by various kinds of vocabulary exercises, in accordance with an information processing framework for the acquisition of L2 knowledge from input (Gass, 1988). It reflects a view of initial vocabulary acquisition as a rnultistage, iterative process involving repeated exposures to new words in meaningful contexts.

The categories of the classification scheme are: selective attention, recognition, manipulation, interpretation, and production. The theoretical rationale for the classification scheme will be presented together with illustrative examples. Evidence for the validity of sample exercises will then be discussed. Finally.. implications for vocabulary research and teaching will be considered.
Processes of Vocabulary Instruction in 10 French as a Second Language Classrooms
Authors: Sanaoui Razika
Published: April 2018

This paper offers detailed descriptions and illustrative examples of processes used by 10 French as a Second Language (FSL) instructors to teach vocabulary to adult FSL Learners in Vancouver, reporting qualitative analyses of classroom transcripts and pedagogical materials the instructors used to teach their lessons. Two main findings of the study are that these teachers emphasized semantic aspects of lexis over all other aspects of vocabulary knowledge, and that lexical instruction in analytic and experiential classes was characterized by similar features. Pedagogical implications and directions for further research are suggested.
Peer Interaction and L2 Learning
Authors: Kasanga Luanga A.
Published: April 2018

Underlying assumptions within the interactionist paradigm, which provide a theoretical basis for classroom task-based practices involving peers in second language (L2) learning, are mostly speculative. The evidence from concurrent second language acquisition research on the mediating role of (modified) interaction in L2 learning is still too fragmentary to be of interest and use to language practitioners. The empirical research (on L2 Zaïrean multilingual students of foreign language English) reported here was part of ongoing efforts to uncover some of the correlates and components of (modified) learner interaction and its possible impact on acquisition. Overall, the findings (a) confirmed the working hypothesis of the differential effect of both task type and the level of target language attainment on the amount of interaction, (b) suggested a significant effect on L2 learning of oral peer interaction, and (c) showed a significant learning potential of mixed-ability participation patterns.
Good and Bad Readers: A Look at the High and Low Achievers in an ESP Canadian Studies Reading and Writing Course
Authors: Hopkins Nila Mendoza De , Mackay Ronald
Published: April 2018

This study is part of an ongoing course in Canadian Studies for trainee EFL (English as a Foreign Language) teachers in La Universidad del Zulia, Maracaibo, Venezuela. This paper reports on the component of the project that examines the manner in which the trainees respond to the demands made by particular types of reading comprehension and composition exercises over a three-year period.

Each year, 'think-aloud' data were collected from the five most successful and the five least successful students who had just completed the 64-hour reading and writing course with a distinct Canadian Studies content. The elicitation instrument consisted of a reading text and a set of exercises identical in type to those used during the course of instruction. The aggregated data were analyzed to categorize the strategies used by the two groups of students to complete the exercises.

Findings discuss the larger number of strategies available and resorted to by successful students compared to the limited resources employed by the unsuccessful students.
Experienced and Student EFL Teachers' Instructional Thoughts and Actions
Authors: Akyel Ayşe
Published: April 2018

This study examines if experienced and student EFL teachers differ from each other in terms of: (a) their use of student performance cues, (b) their instructional actions in response to student performance cues, (c) their instructional goals and instruction-related knowledge they recalled applying during the process of EFL instruction. Transcriptions of videotaped lessons of five experienced and five student EFL teachers and explanations of their instructional goals and instruction-related knowledge were analyzed. The results indicated that there were patterns of similarities and differences between experienced and student teachers' instructional actions and thoughts. The results concerning the differences between experienced and student teachers confirmed the findings of previous studies conducted in instructional contexts with native speakers of English. Moreover, a comparison of the findings of this study with those of a previous study on the instructional thoughts and decisions of ESL student teachers indicated that there may be patterns of goals and instructional actions that are unique to ESL/EFL instructional contexts.
Decolonizing the Prisons of Cultural Identity: Denominational Archives and Indigenous “Manifestations of Culture”
Authors: Delva Melanie
Published: April 2018

The records of Christian missions to Indigenous peoples have always been assumed to belong to the missionaries and their sponsoring denominations, not to the Indigenous communities where the missionaries worked, and are therefore managed by denominational archivists. This practice has been consistent with Western archival theory and copyright law. In recent years, however, museums have been increasingly willing to repatriate the Indigenous cultural objects they possess to the communities that created them. But it is the objects created by Indigenous persons and communities that are repatriated: records created by settlers about Indigenous persons and communities have remained with settler cultural institutions. The Church's continuing control of so many of the historical records relating to Indigenous nations and individuals raises serious questions about justice, reconciliation, and mutual respect in the relations between Indigenous and settler peoples. Attention has been drawn to the United Nations Declaration on the Rights of Indigenous Peoples, which affirms the right of Indigenous peoples to control all “manifestations of culture.” Where Christian agents of settler churches and organizations have reported on or photographed Indigenous persons—frequently in situations of power imbalance where the Indigenous persons have not given their full, free, and informed consent—who should control these “manifestations of culture”? Using the case study of a request received by an Anglican archives from an Indigenous community to acquire a series of photographs of Indigenous community members and ceremonies taken by missionaries, this article will explore how Western archival theory and codes of ethics may actually get in the way of making the most ethical decisions. It contends that professionals would do well to consider pushing beyond its current theoretical and ethical frameworks to incorporate more intersubjective approaches in order to respect Indigenous rights and move reconciliation forward.
Swords into Plowshares or Plowshares into Swords? Isaiah and the Twelve in Intertextual Perspective on Zion
Authors: Sweeney Marvin A.
Published: April 2018

Scholarly discussion of the synchronic and diachronic formation of the Book of Isaiah and the Book of the Twelve Prophets has begun to recognize the intertextual relationships between these two major prophetic books. Indeed, the Book of the Twelve Prophets appears to be formulated in part as a response to the Book of Isaiah. This paper examines that interrelationship by focusing on the famous “swords into plowshares” passages in Isaiah 2:2–4; Micah 4:1–5; Joel 4:9–13; and Zechariah 8:20–23 in relation to the expectations of future judgment and restoration in their respective books. Examination of these passages will demonstrate a major debate between Isaiah and the Twelve on the issue of the future of world peace and the political constitution of Israel. The Book of Isaiah envisions a process whereby the ideals of the “swords into plowshares” passage will be realized when both the nations and Israel suffer judgment on “the Day of YHWH.” The Book of Isaiah envisions the passing of Davidic kingship as Israel at large is granted the eternal covenant, King Cyrus of Persia is selected as G-d s messiah and Temple builder, and ultimately YHWH is recognized as the true king at the end of the book. The Book of the Twelve envisions a process whereby the ideals of the “swords into plowshares” passage are realized when a new Davidic king rises to defeat the nations that threaten Israel who then ultimately recognize YHWH by the end of the book.
Microwave Domino Diastereoselective Synthesis of Novel Trans-4,5-Dihydro-1H-Furo[2,3-c]Pyrazoles Using Pyridinium Salts in an Aqueous Medium
Authors: Yazdani-Elah-Abadi Afshin , Morekian Reza , Simin Nasim , Lashkari Mojtaba
Published: April 2018

Novel fused 4,5-dihydro-1 H-furo[2,3- c]pyrazole derivatives containing both biologically active pyrazole and furan templates are synthesised by a one-pot two-step four-component domino reaction involving hydrazine hydrate, a β-keto ester, an aromatic aldehyde and a pyridinium salt catalysed by DABCO with high diastereoselectivity in H2O under microwave irradiation. To minimise the formation of byproducts, the hydrazine hydrate and ethyl acetoacetate were first irradiated until a pyrazolone was formed. Next, the aryl aldehyde, the pyridinium salt and DABCO were added and the reaction could be completed in good to excellent yields. The salient features of this eco-friendly methodology are highlighted by its short reaction time (10–12 min), high yields, high atom-economy, efficiency of producing five new bonds (2C–C, C=N, C–N and one C–O), two new rings and two stereocentres in a single operation, absence of any tedious work-up or purification and avoidance of separation of intermediates.
A fuzzy divergence approach for solving electrostatic identification problems for NDT applications
Authors: Versaci Mario , La Foresta Fabio , Morabito Francesco Carlo , Angiulli Giovanni
Published: April 2018

This work is devoted to solve the problem of the determination of the spatial position, orientation and size of an electrically charged ellipsoidal conductor subjected to an external electric field. The problem, which is relevant to the field of the non destructive testing and evaluations engineering, is approached in fuzzy domain replacing it in an equivalent classification problem between images through the use of the fuzzy divergence concept. The obtained numerical results demonstrate how the performances of the proposed approach are totally comparable with those given by the more sophisticate and well established fuzzy clustering techniques exploited in literature, offering thus a viable alternative to solve identification problem in electrostatics.
Vibration of permanent magnet motor with concentrated windings caused by rotor eccentricity
Authors: Witczak Pawel , Kubiak Witold , Swiniarski Jacek
Published: April 2018

The paper presents the combined results of numerical analyses of magnetic vibration introduced by the rotor eccentricity in permanent magnet motor with concentrated windings. The analysis is carried for two possible rotor displacements – uniform shift of its axis against stator and twist of that axis about the gravity point. The investigations were obtained by means of finite elements approach, both in electromagnetic and mechanical domain. The influence of these on magnitude and form of forced vibration is also considered.
Fast starters and slow finishers: A large-scale data analysis of pacing at the beginning and end of the marathon for recreational runners
Authors: Smyth Barry
Published: April 2018

Every year millions of people participate in big-city marathons around the world, with such events routinely attracting thousands and even tens of thousands of participants. Careful pacing is widely considered to be an important determinant of success in the marathon and, come race-day, most participants will have decided on a pacing strategy to ensure they manage their energy levels and optimise their finish-times. While researchers have examined the pacing of elite athletes, recreational runners are less well understood. We present an analysis of 1.7 million recreational runners, focusing on pacing at the start and end of the marathon, two particularly important race stages. We show how starting or finishing too quickly can result in poorer finish-times, because fast starts tend to be very fast, leading to endurance problems later, while fast finishes suggest overly cautious pacing earlier in the race. We find that women tend to pace their race more effectively than men, but they can be more cautious too, costing them minutes overall. These findings help to quantify the costs of uneven pacing at the start and end of a marathon, and may help to improve coaching and performance in endurance races.
Are daily fantasy sports gambling?
Authors: Easton Todd , Newell Sarah
Published: April 2018

Millions of people play daily fantasy sports in the hopes of winning money. The two largest daily fantasy sports companies, FanDuel® and DraftKings® process billions of dollars in entry fees every year. Recently, daily fantasy sports have landed in a tense political climate and some states have declared these activities as gambling because they are games of chance. If daily fantasy sports are games of chance, then every strategy should perform equally well. A study of FanDuel®’s NFL® contests provides statistically significant evidence that a participant’s fantasy score is not based upon chance. Another study spent $85 to enter 35 DraftKings® MLB Double Up contests with randomly selected teams. All 35 entries lost and the odds of this occurring, if these contests are chance, is 1 in 312,681,518. These odds are less likely than winning the Powerball lottery with a single ticket. Thus, daily fantasy sports are not games of chance, and the authors recommend that these contests should not be considered gambling.