ethanporcaro/eric-fulltext-meta huggingface dataset:
Language and Interactional Discourse: Deconstrusting the Talk-Generating Machinery in Natural Conversation
Author: Enyi, Amaechi Uneke
Date: 2015-08-00
Type: Journal Articles
Subjects: Discourse Analysis,Interpersonal Communication,Middle Class,Friendship,Government Employees,Context Effect,Pragmatics,Foreign Countries

The study entitled &quot;Language and Interactional Discourse: Deconstructing the Talk-Generating Machinery in Natural Conversation&quot; is an analysis of spontaneous and informal conversation. The study, carried out in the theoretical and methodological tradition of Ethnomethodology, was aimed at explicating how ordinary talk is organized and produced, how people coordinate their talk--in interaction, how meanings are determined, and the role of talk in the wider social processes. The study followed the basic assumption of conversation analysis which is, that talk is not just a product of two &quot;speakers-hearers&quot; who attempt to exchange information or convey messages to each other. Rather, participants in conversation are seen to be mutually orienting to, and collaborating in order to achieve orderly and meaningful communication. The analytic objective is therefore to make clear these procedures on which speakers rely to produce utterances and by which they make sense of other speakers' talk. The datum used for this study was a recorded informal conversation between two (and later three) middle-class civil servants who are friends. The recording was done in such a way that the participants were not aware that they were being recorded. The recording was later transcribed in a way that we believe is faithful to the spontaneity and informality of the talk. Our findings showed that conversation has its own features and is an ordered and structured social day-by-day event. Specifically, utterances are designed and informed by organized procedures, methods and resources which are tied to the contexts in which they are produced, and which participants are privy to by virtue of their membership of a culture or a natural language community.
The Effect of Different Modes of English Captioning on EFL Learners' General Listening Comprehension: Full Text vs. Keyword Captions
Author: Behroozizad, Sorayya
Date: 2015-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Multiple Choice Tests,Pretests Posttests,Listening Comprehension,Scores,Language Tests,Language Proficiency,Teaching Methods,Control Groups,Layout (Publications),Films,Foreign Countries,Statistical Analysis,Instructional Effectiveness

This study investigated the effect of different modes of English captioning on EFL learners' general listening comprehension. To this end, forty-five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET) to carry out the study. Then, the selected participants were randomly assigned into two experimental groups (full-captions and keyword-captions) and one control group (no-captions). Research instrumentation included a pre-test and a post-test following an experimental design. Participants took a pre-test and a post-test containing 50 multiple-choice questions (25 questions for pre-test and 25 questions for post-test) selected from a standard listening test PET, and also 15 treatment sessions. The findings showed significant differences among full-captions, keyword-captions, and no-captions in terms of their effect on learners' general listening comprehension. This study provided some pedagogical implications for teaching listening through using different modes of captions.
Patriarchal Hierarchies of Power and the Subordination of Women: Real Doll as a Replacement of Woman Figure
Author: Shokri, Natasha
Date: 2015-08-00
Type: Journal Articles
Subjects: Power Structure,Females,Family Structure,Sex Role,Gender Differences,Qualitative Research,Libraries,Video Technology,Interviews,Questionnaires,Toys,Sexuality,Conflict,Interpersonal Relationship,Psychological Patterns

The social structure of the family has always been in the state of transformation. In the past centuries, the nuclear family was replaced with a Patriarchal Family which lasted for only two centuries from 16th to the beginning of 18th century. In this new structure of the family, men were privileged to play the role of the master and the women were marginalized and subordinated. Recent years, however, has witnessed a re-adjustment of this order towards a more equal distribution of power relations. These changes in family structure has ever since initiated new conflicts leading to establishment of the physical and psychological bonds between men and dolls. The present study aims to find out the major sociopsychological reasons behind this conflict. In a qualitative library based study, the researchers attempt to analyse the video interview of some of the doll-owners. In the survey conducted in this study, the video of &quot;Guys and Dolls&quot;, BBC Video Documentary, has been shown to 10 participants, five male and five female. Then, a questionnaire was distributed to ask for their opinion based on their gender. The findings of this analysis reveal that women can hardly accept the notion of using dolls as replacement to real partners in comparison with men. On the contrary, the male participants advocated the employment of dolls as sexual replacement for the real woman figure.
An Analysis of the Language of Humour in Chinua Achebe's &quot;A Man of the People&quot;
Author: Adjei, Daniel Oppong
Date: 2015-08-00
Type: Journal Articles
Subjects: Discourse Analysis,Language Usage,Attachment Behavior,Humor,Moral Values,Novels,Literary Devices

This paper shows how humour is deployed in Achebe's &quot;A Man of the People&quot; by analysing the make-up of the various instances of humour as well as their significance in attaining the desired effects. To Veatch (1998), humour contains two incongruous elements; one element is socially normal while the other is a violation of the &quot;subjective moral order.&quot; Veatch's principle of incongruity allows this paper to foreground the various instances of humour which have both congruent and incongruent elements. These instances of humour show the strong attachment or detachment of a character towards somebody or something, and further describe the mood of characters and the atmosphere under which comic utterances are made, among other roles. In the end, Achebe's &quot;A Man of the People&quot; stands out as a classic example of a humorous narrative that effectively attains its thematic concerns also through the use of incongruity.
Writing Deficiency among EFL University Students: Causes and Solutions the Case of English LMD Students at Djilali Liabes University
Author: Bouchefra, Miloud
Date: 2015-08-00
Type: Journal Articles
Subjects: Writing Difficulties,English (Second Language),Second Language Learning,College Students,Writing Instruction,Guidelines,Teaching Methods,Management Systems,Universities,Foreign Countries,Questionnaires,Student Attitudes,Course Descriptions,Second Language Instruction,Observation

Writing is a basic skill in language and believed to be the hardest one to teach and learn (Walters, 1987) as the writer must transcribe his/her thoughts while maintaining control over a number of aspects varying from word choice and spelling to overall text structure and layout. In addition to its multifaceted nature, writing requires a huge amount of effort and practice on the part of the learner in order to reach a standard acceptable level. The aim of the present paper is to analyse the process of teaching/learning of writing and address learners' writing deficiencies at the level of English language department at Djilali Liabes University. Additionally, through a number of research tools, reasons lying behind this problem have been identified and areas that students find most challenging in writing have been pinpointed. More importantly, the present study also puts forward a number of suggestions and solutions, most important of which is the adoption of an instructional framework for writing based on purposeful eclecticism.
Nordic Winter and Cold: Their Correspondence with Tomas Tranströmer's Poetry
Author: Hosian, Mohammad Akbar
Date: 2015-08-00
Type: Journal Articles
Subjects: Poetry,Poets,Climate,Content Analysis,Psychological Patterns,English,Translation,Swedish,Foreign Countries,Interpersonal Relationship,Death,Literary Devices,Comparative Analysis,Music

The Nobel Prize winning poet Tomas Tranströmer was born and bred in Sweden, a remarkably Scandinavian country. Topographically, Scandinavian countries are locations of extreme cold and snowing. This distinguishing climatic condition has had a dominant influence and impact on almost all Scandinavian art and literature, including Tomas Tranströmer's poetry. The chief aim of this paper is to elaborately explore the impact of Nordic winter and its conditions on the body of Tranströmer's poetry. My paper argues that this impact is of multiple facets, affecting both form and content of his poetry. It also argues that physical as well as psychological landscape is shaped by the penetrating Nordic winter conditions. To achieve the aim, two selections of his poetry (English translation from original Swedish) have been frequently consulted and interpreted, along with a wide range of secondary sources.
The Effect of Supplementary Materials on Reading Comprehension Improvement of Iranian Female High School EFL Learners Based on Gaj and Khate Sefid Text Books
Author: Abbasi, Zahra
Date: 2015-08-00
Type: Journal Articles
Subjects: Supplementary Reading Materials,Experimental Groups,English (Second Language),Second Language Learning,Reading Comprehension,Curriculum Development,Material Development,Language Research,Reading Improvement,Second Language Instruction,Teaching Methods,High School Students,Females,Foreign Countries,Language Proficiency,Language Tests,Statistical Analysis,Pretests Posttests

The Impact of using Supplementary books alongside the national academic text book has received great attention of the curriculum and material developers. Since the beginning of language studies, Second &amp; Foreign Language Acquisition (SLA &amp; FLA) researchers have been searching for effective ways of improving learners' language skills. This study aimed at investigating the effects of using supplementary text books (Gaj and Khate Sefid) on English as a foreign language (EFL) learners' Reading skill. Data from this study demonstrate a significant role of using two kinds of books Gaj and Khate Sefid in improving the reading skill of participants in the experimental groups. The findings of this study may help the learners to enhance their independent English language learning and improve their reading comprehension and the overall learning of English by using Supplementary books.
Syllabus Design and Needs Analysis of Students in Educational System
Author: Bazyar, Zahra
Date: 2015-08-00
Type: Journal Articles
Subjects: Course Descriptions,Student Needs,Classification,Outcomes of Education,Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,English (Second Language)

A syllabus is a plan showing the subjects or books to be studied in a particular course, especially a course that leads to an exam. There are various syllabuses available for different purposes. This article represents the classification of syllabuses regarding different authors' views and perspectives. The aim of this article, after depicting available syllabuses, is to state that in order to have the most useful syllabus in education, one which results in the best learning outcome for the students, the educational system should take its selection principles based on students' needs.
Oroonoko: A &quot;Royal Slave&quot; and/or a Master of Dignity
Author: Biswas, Banani
Date: 2015-08-00
Type: Journal Articles
Subjects: Blacks,English Literature,Novels,Sociocultural Patterns,Postmodernism,Slavery,Self Concept,Foreign Policy,Hermeneutics,Discourse Analysis,Literary Devices

This paper involves a study on Aphra Ben's &quot;Oroonoko&quot; (1688) which is considered by many as the first black narrative of English literature, an abolitionist text, while observed by some others as extremely colonialist. The objective of this study is to examine why the novella accommodates such contradictory readings. It assumes that it is the &quot;scriptiblity&quot; of the text that enables it encompassing heterogeneous meanings which should not be reduced to any privileged interpretation. It holds that &quot;Oroonoko&quot; is interwoven with multiple codes which serve as different socio-cultural agents proliferating variety of meanings often disseminating one another. In order to explore those intervening meanings, this study applies Barthesian codes for reading narratives. Then, drawing upon deconstructionist approach, it surmises neither the text nor its protagonist, Oroonoko, should be categorized into any absolute category. On the contrary, it asserts &quot;Oroonoko&quot; informs the postmodernist/plural concept of &quot;being,&quot; embracing a variety of identities from the &quot;royal slave&quot; to the &quot;master of dignity.&quot;
The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items
Author: Nowbakht, Mohammad
Date: 2015-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Linguistic Input,Pretests Posttests,Feedback (Response),Error Correction,Experimental Groups,Role,Correlation,Second Language Learning,Language Processing,Receptive Language,Vocabulary Development,Foreign Countries,Control Groups,Statistical Analysis,Second Language Instruction,Teaching Methods,Language Tests,Student Placement,Indo European Languages,Native Language

In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was required to produce written output. They also received corrective feedback on their lexical errors if any. This could result in the production of modified output. The results of the study indicated that (a) the group which produced output and received feedback (if necessary) outperformed the group which only received input in the post-test, (b) within the experimental group, feedback played a greater role in learners' better performance than output, (c) also a positive correlation between the amount of feedback an individual learner received, and his overall performance in the post-test; and also between the amount of feedback given for a specific word and the correct responses given to its related item in the post-test was found. The findings of this study provide evidence for the role of output production along with receiving corrective feedback in enhancing L2 processing by drawing further L2 learners' attention to their output which in turn may result in improving their receptive acquisition of L2 words. Furthermore, as the results suggested, feedback made a more contribution to L2 development than output.
Classroom Assessment Techniques: Checking for Student Understanding in an Introductory University Success Course
Author: Holbeck, Rick
Date: 2014-00-00
Type: Journal Articles
Subjects: Introductory Courses,Classroom Techniques,Outcomes of Education,Summative Evaluation,Formative Evaluation,Misconceptions,Online Courses,Statistical Analysis,Comparative Analysis,Electronic Learning,Higher Education

Classroom Assessment Techniques (CATs) have been used in traditional university classrooms as a strategy to check for student understanding (Angelo &amp; Cross, 1993). With the emergence of online learning and its popularity for non-traditional students, it is equally important that instructors in the online environment check for student understanding before the summative assessment. The Misconception/Preconception Check is one type of CAT that can be used effectively in the online classroom. This CAT can be used to activate background knowledge or beliefs that could potentially delay or block further learning (Angelo &amp; Cross, 1993). In this study, data is examined to see if this particular CAT can make a difference in student learning outcomes in an assignment that has been historically challenging for students in a beginning University Success course. This study's findings suggest that the selected CAT does have a positive influence on student success for this assignment.
Effective Teaching Methods
Author: Hudson, Swinton
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teaching Methods,Summative Evaluation,Formative Evaluation,Classroom Techniques,Critical Thinking,Higher Education

The movement from summative assessments, although still needed and used, has transitioned to a combination of summative and formative assessments. The focus in universities is no longer the successful completion of course material but the degree to which learning has occurred. Global needs, business input and demands, and generational cohorts have helped make student retention of information and practice significant. Based on empirical studies and demands, classroom assessment techniques (CATs) were developed. Thus, teaching techniques have transitioned from a memorization and regurgitation method to one of understanding concepts and theories and application. The need resulted in classroom assessment techniques, which focus on a formative assessment method. The concepts and techniques are used for all disciplines providing for a collaboration of efforts to ensure learning occurs. This paper will review the probability that CATs enhances learning and subsequently meet the business needs of critical thinking and associated skills.
Opportunities to Create Active Learning Techniques in the Classroom
Author: Camacho, Danielle J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Classroom Techniques,Critical Thinking,Thinking Skills,Teaching Methods,Problem Based Learning,Problem Solving,Electronic Learning,Educational Technology

The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active learning techniques transform complacent and apprehensive learners into active participants in the process. Group assignments and peer review scenarios establish a setting fostering the notion that students who teach one another are essentially learning to teach themselves. Technology in the 21st century allows instructors to incorporate active learning techniques such as web-based scavenger hunts, problem-based learning, cooperative learning, group discussion, and peer-reviewed and structured-learning groups into the classroom. This paper will provide a survey of existing literature and will provide examples of methods and techniques that instructors may apply in online and on-ground classrooms.
Hiring, Training, and Supporting Online Faculty for Higher Student Retention Efforts
Author: Portugal, Lisa Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Selection,Teacher Education,Web Based Instruction,Faculty Development,School Holding Power,Teacher Burnout,Stress Variables,Stress Management,Masters Programs,Best Practices,Selection Criteria,Teacher Recruitment,Prevention,Adult Learning,Andragogy,Phenomenology,Qualitative Research,Data Collection,Data Analysis,Semi Structured Interviews

This study was a phenomenological study examining the experiences of faculty teaching in an online learning environment in order to identify the factors that could produce job burnout and stress in master's programs in education. The challenges and related stress-producing factors were also explored to identify best practices for online faculty and attributes most suited for the demands and expectations required in the online teaching environment. The study's insights and findings are based on perspectives from online faculty who have been teaching in the modality for three or more years. These findings may be useful to stakeholders such as administrators, faculty mentors, faculty trainers, and faculty interested in employment in the modality so that identifiable and realistic criteria may be available upon which to base future hiring standards, employment practices, training, and decisions about teaching online. Insights about procedures and practices have been identified that may be effective in helping to develop initial training programs, faculty mentor supports, administrative decisions, and on-going faculty training. Based upon the findings, institutional leaders have information that could help identify best practices for online faculty and attributes most suited for the demands and expectations required in an online teaching environment. Institutions and administration can seek out and recruit the best possible online faculty who have the necessary skills, abilities, and characteristics required in this modality rather than hiring based merely upon academic credentials that would fail to identify specific attributes necessary for online teaching. Finally, those specific characteristics can then be applied to alleviate job burnout challenges online faculty would experience. The study will help institutional leaders (a) identify faculty earlier who will be better suited to the modality; (b) identify how to offer relevant, on-going faculty supports and training practices; and (c) prevent online faculty job burnout.
Talking Techne: Techniques to Establish an Active Online Discussion Forum
Author: Palenque, Stephanie Maher
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Group Discussion,Online Courses,Asynchronous Communication,Active Learning,Electronic Learning

Discussion forums are critically important to the online classroom, as they virtually take the place of a classroom discussion and become a stage on which active learning takes place. Active learning occurs when instructors practice certain techniques in the discussion that are carefully and thoughtfully crafted and guided. The authors propose the term &quot;techne&quot; to describe the specific tools and processes used by instructors who are mindful of this purposeful guidance. By implementing these techne in asynchronous discussions, and revising as needed after close observation and student feedback, a unique and productive active learning experience is shared by everyone in the online classroom. These techniques are generalizable to all online courses, regardless of subject area.
Reducing Classroom Disputes between Faculty and Students
Author: Toppin, Ian N.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Teacher Student Relationship,Conflict Resolution,Student Behavior,Behavior Problems,Classroom Techniques,Student Motivation,Learner Engagement,Educational Environment,Online Courses,Financial Problems,Cheating,Sexual Harassment,Grades (Scholastic),Academic Achievement,Stress Variables,Family Environment,Employment,Mental Health,Disabilities,Teacher Expectations of Students,Role Models,Relevance (Education),Feedback (Response)

Prior classroom management training makes a big difference in faculty's ability to handle disputes with students. This type of training should be included in faculty orientation activities. The research presented in this article indicates that success in dealing with behaviorally challenging students is possible if the likely areas of dispute are prepared for in advance. This article will highlight some of the likely areas of dispute and strategies for addressing them, particularly in the following three key areas: 1) Academic reasons why disputes occur between faculty and their students; 2) Non-academic reasons why disputes occur between faculty and their students; and 3) Strategies for engaging students and reducing volatile incidences.