ethanporcaro/eric-fulltext-meta huggingface dataset:
Turn-Taking in Cinematic Discourse: Linguistic Characteristics and Practical Implications for ESP Teaching
Author: Lavrinenko, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Oral Language,Pragmatics,Business Communication,Business English,Distance Education,Blended Learning,Rating Scales,Guidelines,Semiotics,Asynchronous Communication,Video Technology,Teaching Methods,Computer Games,Student Attitudes,Preferences,Student Motivation,Conflict,Cooperation,College Students,Discourse Analysis,Foreign Countries

The article focuses on the issues of teaching turn-taking for ESP students in blended distance learning courses at B2 level. It lays the rationale for the use of film episodes of business interaction in distance learning highlighting turn-taking as an operational meta-discursive category. In multimodal cinematic discourse, turn-taking is performed by heterogeneous semiotic resources: linguistic, non-linguistic, cinematic codes and underpinned by intersubjectivity. Turn-taking strategies of initiating and responding types are viewed as a system of interactional dialogic communication management which includes discursive means of turn-claiming, attempt-suppressing and turn-yielding where each type is actualised by its own set of tactics and techniques. We claim that ESP learners need to know the main parameters for turn-taking in oral professional communication; such as the participants' stance, speaker -- hearer relations and their intersubjectivity, the transition point in a conversation, discourse situations, and specific semiotic resources. In cooperative discourse situations, turn-claiming and turn-yielding strategies are determined by initiating tactics of statement or interrogation. Unlike this, in conflict situations, turn-taking strategies depend upon initiating tactics of statement, interrogation, order, inducement and predetermine responding tactics. In asynchronous and blended formats of distance learning, the preferable delivery methods for this material include video recordings and digital games which facilitate receiving new information and motivate students to practice new communicative skills.
Ukrainian Border Guards Interoperability Assessment in the Framework of Common European Border Guard Standards Implementation
Author: Balendr, Andrii
Date: 2019-00-00
Type: Journal Articles
Subjects: Law Enforcement,Standards,National Curriculum,Innovation,Evaluation Methods,Public Agencies,Professional Education,Foreign Countries,Program Descriptions,National Security,International Relations,Program Content,Second Language Learning,Second Language Instruction,Departments,International Cooperation,Training Methods,Multiple Choice Tests,Armed Forces

The paper reports on an innovative approach to evaluate the level of harmonisation of Ukrainian border guards training with the common standards for border guarding in the European Union (EU) member-states. There are different types of borders and different organisational structures in border guard agencies in the EU. The authors present the results of a research aimed at analysing the level of interoperability of Ukrainian border guards. In case of border guards' training, interoperability stands for their level of professional readiness for joint actions with representatives of foreign border guard authorities. For this purpose, the EU border guard agencies under the supervision of the European Border and Coast Guard Agency (Frontex Agency) introduced the Interoperability Assessment Program (IAP), as the means to assess, first of all, the level of integration of the Common Core Curriculum (CCC) for basic border guards' training into border guard authorities' national curricula. The programme's results provide information on the degree to which the CCC meets the requirements regarding its content. The overall CCC implementation at the NASBGSU was 77.5%, namely: by modules (General Studies -- 95%; Land Border Module -- 75%; Air Border Module -- 81%; Sea Border Module -- 58,6%); by content (General studies -- 96%; Legislation -- 73,9%; Practice -- 80,8%). The results of the evaluation held at the National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, involving cadets of the Faculty of Foreign Languages and Humanities showed that Ukrainian border guards and their system of education and training are in line with the EU member-states' common standards and the Ukrainian border guard agency personnel can be effectively used for the various operational and service activities of protecting different border sectors.
The Taxonomy of Forestry Terms in the Modern Ukrainian Language
Author: Hrydzhuk, Oksana
Date: 2019-00-00
Type: Journal Articles
Subjects: Taxonomy,Forestry,Ukrainian,Foreign Countries,Professionalism

The subject of the research is the analysis of forestry vocabulary. The purpose is to promote the enhancement taxonomy of forestry vocabulary in the modern Ukrainian language. For the analysis of the forestry vocabulary, we used such methods as scientific sources investigation, a descriptive method, methods of comparison, analysis and synthesis, as well as methods of classification and systematisation. Forestry vocabulary provided in the article includes terms, professionalisms, terminologised common lexical units and nomenclature nominations. We have revealed that forestry terminology contains general scientific terms, interdisciplinary terms and specific forestry terms. Terminological lexical units are understandable to everyone, but these lexemes are the obligatory component of the forestry terminological system, without them its integrity will be broken. We suggest paying special attention to the use of professionalisms that is caused by the peculiarities of the specialists´ activities and is associated with the use of a significant number of dialect names. Nomenclature names are used to designate as follows: wood species, types of cutting, means of the direct extinguishing of forest fires. Latin names of flora and fauna and taxonomic names are also considered to be the nomenclature names. The research has shown that these classes of nominative units (terms, professionalisms and dialect names) are applied simultaneously in forestry terminology. The need for proper knowledge of the terms and rules of their combination justifies the students' expediency to study the peculiarities of forestry vocabulary taxonomy. Mastering of terms will help students avoid mistakes in their speech, and improve the quality of future specialists' professional speech and also the level of terminological knowledge in general. The theoretical material developed is supposed to become the basis for practical classes and will be presented in future academic research in the didactic aspect.
The Re-Establishment of Ideologeme Justice in &quot;Grey-Zone&quot; Moral Emotions of a Raising Victorian Ideology
Author: Pinich, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: Moral Values,Power Structure,Social Behavior,Behavior Standards,Ideology,Fiction,Discourse Analysis,Content Analysis,Novels,History,Computational Linguistics,Justice,Emotional Experience,Psychological Patterns,Social Stratification,Correlation,Ethics,Religious Factors,Social Control,Social Class,English

The study investigates into the impetus of grey-zone moral emotions underlying the sustenance of intragroup power relations in the times of ideological transitions of the late 18th and early 19th centuries refracted in the fiction discourse of the pre-Victorian era. The article is based on the assumption that the lingual representation of emotional experiences defines the emotional conceptual structure of the people and establishes social rules for emotion display patterns. A qualitative content analysis of the pre-Victorian novel corpus has substantiated the working hypothesis about the transitory mechanisms of ideological shifts facilitated by the dominant emotional repertoire across the social groups of the time. The paper claims the centrality of justice concerns in the ideological potency of the emotional experience of envy, jealousy, resentment, and resentment. An in-depth co-occurrence analysis of lingual representation of justice-seeking emotional reactions testifies to re-establishment of religious ideologeme JUSTICE displayed in a whole-scale procurement of resignation and inhibition compatible with placating vice-related experiences. The study argues that the restoration of the ideologeme under conditions of fixed social stratification is aimed at the exploitation of the emotional kindling of waning religious ideology for the accedence of a newly rising secular Victorian ideology. The analysis of the interconnectedness of lingual representation of grey-zone moral emotional reactions has underpinned the conjecture about their correlation to the system of religious ethics in determining an explicit display of strong feelings of injustice as outward enmity, impiety, and apostasy.
A Comparative Study between TPS (Think-Pair-Share) and Jigsaw Techniques to Enhance Students&apos; Reading Comprehension Ability
Author: Marpaung, Glory Destiny Biantice
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Cooperative Learning,Reading Comprehension,Instructional Effectiveness,Reading Instruction,Foreign Countries,Secondary School Students

The purpose of this study is to find out the enhancement of students' reading comprehension between those who were taught using TPS (Think-PairShare) technique and those who are taught using the Jigsaw technique. The study discussed the recent developments in reading pedagogy. This study used a quantitative research method and comparative design by measuring the achievement of pre-test and post-test. The result of this study shows that p.value (sig) = 0.187 &gt; [alpha] (0.05). Therefore, it is concluded that there is no significant difference in the student's reading comprehension ability. Even the difference is not significant, based on the mean score of the classes before and after being taught using those techniques, this study indicates that the use of Think-Pair-Share and Jigsaw can enhance students' reading comprehension ability. The study also provides a new interpretation of existing sources on teaching method and offers new insights of teaching reading method by emphasizing collaborative learning. [Note: The issue number (2) shown on the PDF is incorrect. The correct issue number for this article is n1.]
Experiencing the Shift: How Postsecondary Contract and Continuing Faculty Moved to Online Course Delivery
Author: Danyluk, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Continuing Education,Undergraduate Study,College Faculty,Adjunct Faculty,Nontenured Faculty,Teacher Attitudes,Online Courses,Electronic Learning,Delivery Systems,Synchronous Communication,COVID-19,Pandemics,Barriers,Faculty Workload,Affordances,Teacher Student Relationship,Time Management,Foreign Countries

The shift to online learning that occurred in March of 2020 created an unprecedented period of intense work for faculty and sessional instructors at the postsecondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design, and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this article as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research, and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course, and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.
Comparative Study: Enhancing Students&apos; Reading Comprehension Ability through Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD) Learning Models
Author: Pandiangan, Ezra Noviyanti
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Cooperative Learning,Reading Achievement,Teaching Methods,English (Second Language),Second Language Learning,Foreign Countries,Comparative Analysis,Instructional Effectiveness

Cooperative learning is considered to be effective to enhance students' English skills. This study utilizes two learning models under cooperative learning: Ing Ngarsa Sung Tuladha and Student Teams Achievement Division (STAD). This study aims to find out whether there is a significant difference between those two learning models in enhancing students' reading comprehension ability. The instrument of this study is the reading test which was piloted before distributing it to the actual respondents. The results of this study show that after comparing the two learning models, there is a significant difference in students' reading comprehension ability. Additionally, in this study, the author seeks respondents' response towards both learning models and it is found that the respondents' response falls under really like category; which means, they &quot;really like&quot; the two learnings models to be utilized in the classroom to enhance their reading comprehension ability.
English Colour Lexemes in J. K. Rowling&apos;s Novels
Author: Mykytiuk, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: Color,Language Usage,Novels,Authors,English,Language Styles,Discourse Analysis,Literary Devices,Form Classes (Languages),Vocabulary,Adolescent Literature,Childrens Literature

The article explores lexical units denoting colour in English. The study focuses on colour lexemes in a literary text in terms of their combining potential, structure, and stylistic properties. The undertaken analysis of 11 basic colour lexemes (&quot;black,&quot; &quot;white,&quot; &quot;grey,&quot; &quot;red,&quot; &quot;blue,&quot; &quot;orange,&quot; &quot;yellow,&quot; &quot;green,&quot; &quot;purple,&quot; &quot;pink,&quot; &quot;brown&quot;) testifies to their combinability with twelve thematic word-groups that denote: appearance, footgear, dress, headgear, fauna, flora, parts of the body, natural phenomena, objects, magic, substances, food. Sixteen non-basic colour lexemes (&quot;sallow,&quot; &quot;auburn,&quot; &quot;blank,&quot; &quot;swarthy,&quot; &quot;silver,&quot; &quot;livid,&quot; &quot;scarlet,&quot; &quot;gold&quot; / &quot;golden,&quot; &quot;blond,&quot; &quot;amber,&quot; &quot;emerald,&quot; &quot;aquamarine,&quot; &quot;violet,&quot; &quot;lilac,&quot; &quot;turquoise,&quot; &quot;crimson&quot;) demonstrate combinability with only five thematic word-groups: appearance, objects, magic, dress, substances. The prevailing usage of the basic colour lexeme &quot;black&quot; and non-basic colour lexeme &quot;gold&quot; / &quot;golden&quot; is explained by the general magical atmosphere created by J. K. Rowling in the novels featuring adventures of the young sorcerer Harry Potter. The analysis of word-building specificity of colour lexemes proves that compounding of the pattern &quot;Adj&quot;+&quot;Adj&quot; (&quot;white-blond&quot;; &quot;golden-brown&quot;; &quot;light-blue&quot;) is the predominant way of their formation. Stylistic devices involving colour lexemes in the analysed literary texts are used with the aim to enhance the expressiveness of the narrative pieces, provide additional characteristics to the people and objects described, produce a humorous effect, and arrange the rhythmical pattern of the utterances. Rowling's choice of certain colour lexemes is illustrative of her individual author's style.
Fast Professors, Research Funding, and the Figured Worlds of Mid-Career Ontario Academics
Author: Acker, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Experienced Teachers,Teacher Researchers,Educational Finance,Financial Support,Grants,Productivity,Barriers,Scholarship,Bias,Social Justice

Heightened pressures to publish prolifically and secure external funding stand in stark contrast to the slow scholarship movement. This article explores ways in which research funding expectations permeate the &quot;figured worlds&quot; of 16 mid-career academics in education, social work, sociology, and geography in seven universities in Ontario, Canada. Participants demonstrated a steady record of research accomplishment and a commitment to social justice in their work. The analysis identified three themes related to the competing pressures these academics described in their day-to-day lives: funding, challenges, and the fast professor. Participants spoke about their research funding achievements and struggles. In some cases, they explained how their positioning, including gender and race, might have affected their research production, compared to colleagues positioned differently. Their social justice research is funded, but some suspect at a lower level than colleagues studying conventional topics. Challenges might be located in the backstage (personal and home lives) or the frontstage (university or funding agency policies or embedded in the research itself). In aiming for the impossible standards of a continuously successful research record, these individuals worked &quot;all the time.&quot; Advocates claim that slow scholarship is not really about going slower but rather about maintaining quality and caring in one's work; yet, participants' accounts suggest they perceive few options other than to perform as &quot;fast professors.&quot; At mid-career, they question whether and how they can keep up this aspect of their figured worlds for 20 or more years.
Facilitating Intercultural Communicative Competence of Adult Learners in the Context of Higher Education Internationalisation
Author: Sandal, Jan-Urban
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Adult Students,Global Approach,English (Second Language),Second Language Learning,Student Motivation,Foreign Countries,Older Adults,College Programs,Educational Needs,Lifelong Learning

The article is aimed at the assessment of the educational needs of the active older adults, studying their motives to learn English. The hypothesis of the research is that effective formation of the intercultural communicative competence in active older adults is carried out on the basis of the specially developed educational programme &quot;Foreign language (English)&quot; and the communicative-oriented approach in teaching within the framework of lifelong learning. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, comparing, generalisation, questioning, testing and interviewing. Respondents were 64 active older adults who were the students of the Centre of education and social activity for elderly people &quot;Second Youth&quot;. The majority of respondents (51%) showed the increasing level of intercultural communicative competence after the completion of the English language course for ten months. The application of the suggested in the article model will improve the level of English competence, the motivation for learning English, the ability to communicate and interact in the intercultural environment, formation of positive and tolerant perception of intercultural features, the general level of self-confidence, as well as satisfaction of the need for extending communication with other people.
The Common European Framework of Reference for Languages: Past, Present and Future
Author: Nikolaeva, Sofiya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Periodicals,Curriculum Development,Language Proficiency,Curriculum Design,Language Tests

The article presents the results of seventeen years (2001-2018) study of professors' familiarity with the &quot;Common European Framework of Reference for Languages: Learning, teaching, assessment&quot; (CEFR), including the related publications, and the academicians' ability to use the developed common reference levels of language proficiency, illustrative descriptors and scales in their practice. As known, the CEFR has been recognised as one of the Council of Europe key publications in the field of learning and teaching foreign languages in European countries, including Ukraine. The main achievements in the use of the developed guidances presented in the publication are analysed. A brief description of other Council of Europe publications, directly related to the CEFR, is given. The theoretical analysis of the publications is supported by surveys of professors from 18 countries about their awareness of the mentioned printed works contents and the ability to use the recommendations which are formulated. As a result of surveys, it has been concluded that the practical implementation of the Council of Europe scientific developments requires improvement, which in its turn demands special academicians' training. Moreover, some practical references have been proposed in the aspect of the enhanced version of the CEFR publication &quot;CEFR. Companion Volume with New Descriptors&quot;: on development foreign language curricula, programmes and exams.
From Elite to Expendable: A Historic Analysis of the Crises Facing Canada&apos;s Professoriate
Author: Karram Stephenson, Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Educational Change,Educational History,Social Change,Social Attitudes,Educational Attitudes,Teacher Role,Teaching Conditions,Unions,Diversity,Equal Education,Commercialization,Neoliberalism,Educational Trends,COVID-19,Pandemics,Expectation

This paper provides a historic overview of the crises that have faced the Canadian professoriate since the 1950s. Historic periodization is used to identify the eras, defined by broader societal movements, in which the nature of academic work in Canada has changed. Key narratives of crisis are identified, including: the post-WWII perspective that professors' work was elite but mundane; the 1970s emphasis on poor working conditions and unionization; and the 1990s emphasis on diversity and inequity. The paper concludes by examining the current crisis in which a fragmented professoriate is facing market-driven working conditions, exacerbated by the uncertainties of the COVID-19 pandemic. This paper argues that crises in academic work are sparked when there is tension between society's expectations of professors and professors' self-perceptions of their role and contributions.