ethanporcaro/eric-fulltext-meta huggingface dataset:
A Genre Approach to Writing Assignments
Author: Clark, Irene
Date: 2005-00-00
Type: Journal Articles
Subjects: Literary Genres,Writing Assignments,Writing Instruction,Prompting,Expectation,Role Playing,Audience Awareness,Writing Teachers,Teacher Role,Teaching Methods

In their recent article, &quot;Materiality and Genre in the Study of Discourse Communities,&quot; Devitt, Bawarshi, and Reiff maintain that genre analysis can enable outsiders to a discourse community &quot;to connect what community members know and do with what they say and how they say it--their language practices&quot; (542). Genre analysis, the article emphasizes, fosters understanding of how &quot;'lived textuality' plays a role in the lived experience of a group&quot; (542) because it focuses on how actual language use connects with &quot;underlying ideas, values, and beliefs&quot; (543). Building on the idea that genre offers insight into the complex interrelationship between language and community, this essay will suggest that genre study can provide a useful framework for analyzing writing prompts, enabling teachers in a variety of disciplines to become aware of implicit assumptions in the writing tasks they assign. My essay will argue that a genre approach to writing assignments can foster teacher awareness of unexpressed expectations in the writing they assign and that such awareness can help students complete writing tasks more successfully. Although writing assignments and the essays they produce cannot be viewed as homogenous, a &quot;one-size-fits-all&quot; form of writing, and although it is generally recognized that writing occurs in a disciplinary context, college writing assignments across the disciplines often contain assumed genre requirements which students may be unable to discern simply by reading the prompt. In classes focusing on interpretive, analytic, or argumentative writing, for example, such assumptions can include the necessity of constructing a rhetorically effective argument, thesis, or position which incorporates a suitable writer's stance, acknowledges opposing views, addresses audience appropriately, distinguishes between &quot;old&quot; and &quot;new&quot; information, and properly incorporates material from published works. These conceptual and rhetorical elements constitute implicit requirements of many college writing assignments, and a genre approach can thus be useful in helping students respond to those assignments.
Analysis of Instructional Impact on the Running Performance of University Students
Author: Layne, Todd
Date: 2015-11-06
Type: Journal Articles
Subjects: College Students,Physical Activities,Mixed Methods Research,Pretests Posttests,Rating Scales,Student Attitudes,Statistical Analysis,Grounded Theory,Models,Physical Education,Positive Attitudes,Intervention,Fidelity,Check Lists

Most universities provide a plethora of physical activity courses in which students may choose to participate. Little research exists on the instructional impact of university students' participation in physical activity courses. Although some papers have produced positive findings regarding the Sport Education model in the university setting, none have analyzed the impact of instructional approaches on the performance and enjoyment of students. The purpose of this paper was to examine the instructional impact on the performance and enjoyment of students participating in a jogging activity course. The participants in this study were 26 students (15 males, 11 females; 15 SE, 11 Direct Instruction). The study incorporated a mixed methods research design using both quantitative and qualitative data. Quantitative data consisted of the one mile pre-and post-test and a pre-and post-8-item motivational analysis using the PAES. Qualitative data was collected through the completion of critical incident reports on thoughts regarding the class. Descriptive statistics and t-tests were used to analyze data to determine areas of significance related to the outcomes of the one mile run and scores from the PAES. Qualitative data were analyzed using a constant comparison method. Results indicated similarities between the two groups with regards to performance and enjoyment. Student feedback did provide favorable remarks regarding the features of the SEM. It was concluded that both instructional approaches produced favorable results regarding university students' performance and enjoyment of jogging.
Autonomous Learning and Metacognitive Strategies Essentials in ESP Class
Author: Ajideh, Parviz
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Special Purposes,Second Language Instruction,Second Language Learning,Metacognition,Teaching Methods,Personal Autonomy,Learning Strategies,Goal Orientation,Instructional Design,College Students,College Faculty

The reform in teaching and curriculum involves not only in the teaching content, but more so in teachers' methodology, the students' learning strategies and the changed relationship between students and teachers in the classroom setting. The purpose of this paper is to suggest that what is needed for ESP is a different orientation to English study and to outline an approach which departs from that which is generally taken. Broadly, what is involved is a shift of the focus of attention from the grammatical to the communicative properties of language. This view that the difficulties which the students encounter arise not so much from a defective knowledge of the system of language but from unfamiliarity with English use is acceptable but not sufficient. It is suggested that although specification of language needs is necessary for ESP course and it will be useful for selecting and grading materials, in teaching ESP learning strategies should play an important role. Accordingly, autonomous learning and metacognitive strategies are suggested as basic essentials for teaching and learning ESP.
An Investigation to Language Uses in Mongolian Learners' Third Language Acquisition
Author: Wu, Baiyinna
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Chinese,Languages,Second Language Instruction,Second Language Learning,Student Attitudes,Teacher Attitudes,Language Proficiency,Language of Instruction,Multilingualism,Questionnaires,College Students,College Faculty

In Inner Mongolia Autonomous Region, many Mongolian students are learning English as a third language. In the process of L3 teaching and learning, their mother tongue Mongolian, second language Chinese and target language English are involved. The present paper aims to find out teachers' and students' opinions of the use of the three languages in the third language teaching and learning by Mongolian students at university and the reasons to this phenomenon are discussed. Furthermore, their English learning experience and L2 proficiency are explored. The main findings revealed that Chinese teachers believe that English should be used to the fullest to maintain the maximum use of the target language with the help of Mongolian for the support; however, the majority of Mongolian teachers and Mongolian students believe that Chinese can be used as the main medium instructional language for various reasons, and it is effective to use all the three languages according to the different stages of teaching and the proficiency levels of the three languages.
Processed-Centered Teaching and Its Implications in English Teaching in China
Author: Li, Boli
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,English Teachers,Teaching Methods,College Students,College Faculty

Process-centered teaching, as a contrary to product-centered teaching, is a paradigm which emphasizes the way in which a language, syllabus, or curriculum is taught and learnt from the point of view of the learner, and how the language becomes directly relevant to the lives of the learners. This paper, based on an analysis of process-centeredness, proposes some implications in English teaching in China. It desires to enable English teachers more awaken to the process of teaching instead of just simply paying heeds to learners' performances in examinations.
Interlanguage Theory and Emergentism: Reconciliation in Second Language Developmental Index Studies
Author: Wang, Wenting
Date: 2009-03-00
Type: Journal Articles
Subjects: Interlanguage,Indexing,Indexes,Linguistic Theory,Second Language Learning,Language Acquisition

The present paper generally reviews the history of second language (L2) researchers' efforts in an attempt to find such an index and the possible reasons for the difficulties in establishing the developmental index from both the theoretical and the empirical viewpoints. Two contradictory views--interlanguage theory and emergentism--can finally be reconciled so as to have a comprehensive view of second language acquisition (SLA) process.
A Cross Mapping of Temporal at -ba &quot;Forward and Backward Translation&quot;
Author: Hasan, Amna A.
Date: 2009-03-00
Type: Journal Articles
Subjects: Translation,Semitic Languages,English,Form Classes (Languages),Lexicology,Concept Mapping,Language Tests,Language Proficiency,Secondary School Students,Semantic Differential,Educational Practices,English (Second Language),Foreign Countries

This paper discusses on the mapping of the English preposition &quot;at&quot; in the context of forward and backward translation in temporal domain based on the temporal sense of &quot;at&quot; of the English preposition and its extension to different lexical positions in the Arabic language. This can be explained in the way the conceptual mapping sense is used to an underlying concept and finding its lexical meaning in the target language. The forward and backward translation tests are suggested in order to identify the concept of mapping of the three different groups, using the temporal sense, in three semantic mapping categories (SDM, ZDM and DDM).
A Third Revolution in Linguistics: The Interplay between the Verbal and Non-Verbal
Author: Liu, Jun
Date: 2009-03-00
Type: Journal Articles
Subjects: Cognitive Processes,Verbal Communication,Nonverbal Communication,Linguistic Theory,Educational Change,Educational Development

This article regards Saussure's social, static and structural perspective and Chomsky's individual, generative and formal perspective as two revolutions in linguistics in the 20th century. A third revolution is already on the way. This is characterised by considering the individual's mental mechanisms in relation to the interplay between verbal and non-verbal cognitive activities.
Request Strategies: Cross-Sectional Study of Iranian EFL Learners and Australian Native Speakers
Author: Jalilifar, Alireza
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Native Speakers,Language Teachers,Second Language Instruction,Language Proficiency,Language Tests,Language Usage,Interlanguage,Grammar,College Students

This study was a cross-sectional investigation into the request strategies used by Iranian learners of English as a Foreign Language and Australian native speakers of English. The sample involved 96 BA and MA Persian students and 10 native speakers of English. A Discourse Completion Test (DCT) was used to generate data related to the request strategies used by each group. Selection of request situations in DCT was based on two social factors of relative power and social distance. Although results revealed pragmatic development, particularly in the movement from direct to conventionally indirect strategies on the part of EFL learners, learners with higher proficiency displayed overuse of indirect type of requesting; whereas the native group was characterized by the more balanced use of this strategy. The lower proficiency learners, on the other hand, overused the most direct strategy type. In terms of the influence of the social variables, the findings of this research revealed that as far as social power is concerned EFL learners display closer performance to native speakers. But considering social distance, it seems that Iranian EFL learners have not acquired sufficient sociopragmatic knowledge to display proper social behavior.
Nontraditional Honors and the Hopefulness of Summer Reading
Author: Salas, Angela M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Nontraditional Students,Security (Psychology)

Having read the essay on &quot;Nontraditional Honors&quot; by Janice Rye Kinghorn and Whitney Womack Smith, author Angela Salas writes that it offered her reminders about the fears and insecurities students carry with them. It also offered Salas the opportunity to reconsider the behaviors she was seeing in her class. She grew to see student insecurity less as a problem they were imposing on her and more as a consequence of their prior bad experiences, which she felt that she had an obligation to help them overcome. The essay also clarified the surprising limitations of assumptions faculty have been working under since the Indiana University Southeast Honors Program was founded in 2006. The majority of students now are non-traditional, whether in age, life experience, financial independence, or familial responsibilities, but the honors program is anchored in courses with defined meeting times, required face-to-face meetings with the director, and on-campus co-curricular activities. They had been proceeding under the assumption that offering &quot;a liberal arts education on a university campus&quot; cannot occur without intensive interactions in &quot;real time.&quot; Salas describes positive changes made that have propelled the IUS Honors Program into a new more student-friendly territory, helping to meet the needs of non-traditional students with non-traditional courses as they begin to rethink campus-bound strategies.
Learners' Incidental Vocabulary Acquisition: A Case on Narrative and Expository Texts
Author: Shokouhi, Hossein
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Incidental Learning,Vocabulary Development,English (Second Language),Knowledge Level,Language Tests,Reading Achievement,Reader Text Relationship,Expository Writing,Narration,Reading Comprehension,Familiarity,Difficulty Level,Pretests Posttests,Comparative Analysis

This study was intended to determine whether or not the genre of a reading text affects the incidental vocabulary acquisition of L2 learners while reading. To this aim, 40 Iranian EFL students whose vocabulary knowledge was within a limited range (already determined by Nation's Vocabulary Levels Test) were divided into two groups of 20 each for the reading sections. The Narrative Group comprised the participants who read the narratives, and the Expository Group were those who read the expository texts. Three types of vocabulary tests (i.e., Form recognition, Meaning translation and Multiple-choice items) were administered after the reading sessions to assess the incidental vocabulary gains of the participants. Overall, this study demonstrated the relative superiority of expository texts over narratives in terms of enhancing readers' incidental acquisition of unknown words. It is argued that depending on the genre of a text, readers will invest processing resources with different depths and varying degrees of cognitive elaboration for the task of comprehension.
A Study on the Approaches to Culture Introduction in English Textbooks
Author: Zu, Lin
Date: 2009-03-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,English (Second Language),Second Language Instruction,Foreign Countries,Cultural Awareness,Teaching Methods,Language Proficiency,Interpersonal Communication,Language Usage,Pictorial Stimuli

Language is embedded in society and culture, and for that matter, learning a foreign language involves learning its culture. This paper is concerned with the inseparability of culture and language in foreign language teaching, arguing that culture introduction is an effective way to promote students' cultural awareness and language proficiency. Foreign language textbooks are major channels for culture introduction. Therefore, this study attempts to analyze one set of English textbooks for Chinese secondary school students, and hence reveals the approaches to culture introduction in English textbooks.
Kairos and Stasis Revisited: Heuristics for the Critically Informed Composition Classroom
Author: Foster, Helen
Date: 2005-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Writing Strategies,Heuristics,Teaching Methods,Ethics,Epistemology,History,Persuasive Discourse

In this article, the author notes that it is not an uncommon scenario for a student assigned an argumentative paper in the composition classroom to appropriate a &quot;hot&quot; topic from the currency of public discourse, one for which they often already have a pre-formed opinion that becomes codified simultaneously with the need to formulate a thesis. The author argues that disrupting this &quot;canned&quot; process/response cycle can accomplish favorable changes. One method of invention to achieve this disruption can be found by revisiting the classical concepts of &quot;Kairos&quot; and &quot;Stasis.&quot; Simply put, &quot;kairos&quot; involves the right word at the opportune moment, while &quot;stasis,&quot; on the other hand, is a strategy to accurately identify the tension or dissonance at which discourse ought to begin. In this article, the author revisits the classical concepts of &quot;kairos&quot; and &quot;stasis&quot; and contends that reconsidering them in light of cultural studies, critical, and postmodern theory provides an ethical framework for the composition course and an effective heuristic to guide students' dialogic engagements. The author maintains that &quot;kairos&quot; and &quot;stasis&quot; can alter the epistemology and subject-positions of students, enlarge the educators own pedagogical conceptions, and contribute to a different sort of composition course, one that enacts the same critical ethic it would ideally have students adopt as their own.
Admissions, Retention, and Reframing the Question &quot;Isn't It Just More Work?&quot;
Author: Cundall, Michael K., Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Academic Persistence,College Admission,College Students,Student Attitudes,Parent Attitudes,Parents,Graduation Rate,Administrators

In the lead essay of this Forum, one of the questions Jerry Herron asks in discussing honors admissions is &quot;What are we offering?&quot; This question relates directly to the question often posed by well-meaning parents, well-intentioned students, and inquisitive administrators who want to know if honors is just more and/or harder work and hence not worth the risk. Having gotten a B in honors calculus will do damage to a GPA when the student could have earned an A in a non-honors calculus course. Students and parents might thus perceive the cost of honors work to outweigh the possible benefits, believing that the notation of honors on a transcript or diploma will not look as important as the GPA on a future résumé. The author replies to the question with an explanation that honors education is different in approach from regular coursework and employs different methods. Typically retention and graduation rates support the contention that honors helps rather than impedes a student's college career. While this approach can allay worries of students and parents, perhaps there are more things that can be done in making the argument more convincing to upper-level administrators given the constant strain on resources in honors. The answer to the question about what honors has to offer is that it provides the kind of co-curricular support for an academically rigorous curriculum that enables students to graduate from college with a rich experiential background and to launch a successful career. Here the author argues that if strong and meaningful co-curricular activities have positive effects on graduation and retention, and if honors is a co-curricular experience writ large, then worries about the risk of honors are misplaced.
Using Films in the Multimedia English Class
Author: Wang, Youming
Date: 2009-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Films,Teaching Methods,Multimedia Instruction,Audiovisual Instruction,Listening Skills,Language Skills,Foreign Countries

With the great, constant renovation and development of various knowledge and economy, talents of compound, high quality and high skills are in urgent need in society; a new educational reform runs through the whole foreign teaching courses, including audio-visual course, speaking, reading, writing and translating courses. With the aid of computers, films (DVD, Mp3, etc.) play an important role in foreign language labs in China. More and more students are interested in not only for oral but also for the process of acquiring languages. Now students are becoming stronger and stronger in their curiosity for knowledge and comprehension for acquiring languages. Therefore, the foreign teachers are confronted with the great challenges: 1) How to make audio-visual classes become effective learning process instead of pure entertainment in class; 2) How to make students become active participants in class; 3) How to practice the kinds of listening and speaking in the classroom; 4) How to help students build confidence in dealing with the language; and 5) How to design classroom procedures on students' listening and speaking abilities. So, the purpose of this paper is to introduce some useful and practical methods to build students' confidence in learning English; and also to exploit the design of films' class through multimedia.
Using English Songs: An Enjoyable and Effective Approach to ELT
Author: Shen, Chunxuan
Date: 2009-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Singing,Music,Creative Teaching,Multiple Intelligences,Brain Hemisphere Functions,Affective Behavior,Anxiety,Vocabulary,Grammar,Foreign Countries

How can ELT be made enjoyable and effective? One feasible pedagogical application is to integrate English songs into ELT. Song, a combination of music and lyrics, possesses many intrinsic merits, such as a kaleidoscope of culture, expressiveness, recitability and therapeutic functions, which render it an invaluable source for language teaching. This paper provides theoretical arguments and practical support for using English songs in ELT.