ethanporcaro/eric-fulltext-meta huggingface dataset:
The Interaction of Code-Switching and EFL Teachers&apos; Perceptions on Their Teacher Identity Development
Author: Atlun, Suna
Date: 2019-02-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teachers,Student Attitudes,Professional Identity,Private Colleges,Teacher Education Programs,Learning Experience,Language Usage,Classroom Communication,Teaching Methods,Foreign Countries

This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers' past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers' identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.
Demystifying Phraseology: Implications for Translating Quranic Phraseological Units
Author: Hassan, Hassan Badr
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Islam,Semitic Languages,Phrase Structure,Second Language Learning,Second Languages,Contrastive Linguistics,Cultural Differences,Accuracy,English,Language Styles,Language Research

This paper examines phraseology as a lexical feature from a Quranic perspective. It explores the importance of demystifying the phraseological theoretical base in order to facilitate the task of translators and second language learners and deal more efficiently with the challenging language aspects of phraseology. Despite prolific publications and the growing interest that research on phraseology generates, too many grey areas still prevail, and many questions remain unanswered. There is a degree of inconsistency and stalemate in the phraseology debate, often yielding fragmented literature and inconclusive evidence. Research on phraseology remains stuck at the level of description and prescription. Similarly, research on translation studies seldom moves beyond comparative analysis of language pairs, examining cross linguistic and cultural differences. The literature does not have a strong theoretical base and is largely anecdotal, lacking empirical data from which to draw clear-cut conclusions on the key issues of translating phraseology. This paper focuses on five selected English translations of the Quran to assess the degree of faithfulness and accuracy in rendering the Quranic phraseology into English. Findings suggested that the five selected translators of the Quran fell short of checking exegesis of the Quranic text. The findings revealed that translations of the Quranic phraseological units gave an echo at best. Results showed the literal translation method was frequently used for translating phraseology; however, this often led to inaccurate and stilted English. The findings suggest that the translation of the Quran in English is still a work in progress, and it needs to be periodically evaluated and updated to address the flaws identified by researchers from different perspectives. Findings are polarised between those who advocate as close a rendering of the Quranic text as possible and those who believe in a 'natural style' in the target text. This study is pertinent because it has several practical implications. Firstly, it will benefit translators of the Quran by providing fresh insights on how to deal with some of the challenges of translating Quranic phraseology. Secondly, it will provide a platform for further research on translating Quranic phraseological units and addressing the current shortcomings. This study has also expanded the extant literature on translating Quranic collocations to benefit future researchers.
Beyond Practicum: Interplay between Prospective EFL Teachers&apos; Conceptualizations of Field Experience and Teaching Career
Author: Selçuk, Merve
Date: 2019-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Lesson Plans,Preservice Teachers,Beginning Teachers,Practicums,Teacher Education Programs,Teaching Experience,Program Descriptions,Teacher Persistence,Decision Making,Student Attitudes,Career Choice,Educational Experience,Teacher Attitudes,Mentors,Student Teachers,Teacher Student Relationship,Knowledge Base for Teaching,Foreign Countries

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students' decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semicontrolled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students' practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.
Implementing Educational Innovations at Scale: Transforming Researchers into Continuous Improvement Scientists
Author: Cohen-Vogel, Lora
Date: 2015-01-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Research,Research and Development,Theory Practice Relationship,Educational Improvement,Educational Policy,Program Implementation,Organizational Theories

There is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges when they try to implement. Failed attempts at replicating positive outcomes in new (or simply expanded) settings underscore the need for a different relationship between research and practice, one that takes a systemic perspective on improvement and transforms the role for research. In this article, we describe the new science of improvement and where it sits in the evolution of research on education policy implementation. We discuss the roots of the approach as well as its key features. We explain how the work differs from that of traditional research and end with illustrations of this difference from our experiences with the National Center on Scaling Up Effective Schools. [For the corresponding grantee submission, see ED595047.]
Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context
Author: Saglam, Asli Lidice Gokturk
Date: 2019-02-00
Type: Journal Articles
Subjects: Testing Problems,English (Second Language),English for Academic Purposes,Language Tests,Language Proficiency,High Stakes Tests,Second Language Learning,Second Language Instruction,Foreign Countries,College Students,Student Attitudes,Listening Comprehension,Vocabulary,Sentence Structure,Test Validity,College Preparation,Reading Skills,Writing Skills

This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming &amp; Silva, 2008: Leki &amp; Carson 1997). The data were collected from both focus-group interviews after the instruction and pre- and post- proficiency test scores of 147 EFL students in the Preparatory English Language Program (PEP). Test of Readiness for Academic English (TRACE) was administered at the beginning and at the end of a 4-month English language instruction period. Repeated measure ANOVA and inductive analysis of the transcribed interview data were used for analyzing quantitative and qualitative data respectively. The findings indicated that the test had both positive and negative washback on the learning. Most students considered that using source-based information and their notes taken during the listening task into their writing raised their awareness in terms of generating, organizing and linking ideas as well as modelling vocabulary and sentence structures. However, the test also exerted negative washback upon learning since students were inclined to prioritize test-oriented practice. The implications of the study suggest that a theme-based integrated proficiency exam may elicit positive washback on learning that could be used for validity evidence in EAP contexts and lead to more appropriate language assessment. The procedures are detailed, the findings are presented and discussed, the applications and implications for teachers and test designers are explained, and some suggestions are made for further research.
Cartoons as an Authentic Supplementary Teaching Tool in English as a Second Language Classrooms
Author: Gamage, Sandamali
Date: 2019-02-00
Type: Journal Articles
Subjects: Cartoons,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Authentic Learning,Speech Communication,Task Analysis,Learning Experience,Linguistic Input,Cooperative Learning,Peer Relationship,Foreign Countries,Educational Benefits,Undergraduate Students,Dravidian Languages,Native Language

The present study seeks to find the students' performance towards the assigned tasks related to cartoons and their perceptions towards the use of it as an authentic, supplementary teaching tool to facilitate the process of speaking. A sample of thirty-five students was selected to involve in different tasks related to selected number of cartoons. The researcher conducted an empirical investigation by employing quantitative and qualitative research methods. Audio recordings and classroom observations were used to investigate the students' active involvement towards the assigned tasks related to cartoons and a well-structured questionnaire was employed to evaluate their perceptions towards the use of it as an authentic supplementary tool in teaching the speaking skills of ESL learners. The results of the study revealed that a majority of students actively involved in the assigned task related to cartoons. The students gave a comprehensive and controversial account of the assigned cartoons incorporating the clues given by the facilitator resulting to assure better learner motivation and participation, transforming the teaching and learning experience into an enjoyable, stimulating, and memorable experience. Furthermore, nearly 70% of students demonstrated a positive perception towards the use of cartoons in ESL classrooms as they believed it facilitates their speaking skills making the input more comprehensible and enhancing collaborative learning. Besides, they accepted that cartoons improve students' personal relationships with fellow students and promote peer learning. Based on the findings, it was concluded that cartoons can be effectively used as an authentic supplementary tool in ESL classrooms to teach speaking skills to Sri Lankan ESL learners.
A Linguistic (Stylistic) Reading of Ideological Discourse in Festus Iyayi&apos;s &quot;Violence, the Contract&quot; and &quot;Heroes&quot;
Author: Alli, Oyedokun
Date: 2019-02-00
Type: Journal Articles
Subjects: Language Styles,Discourse Analysis,Correlation,Novels,African Culture,Literature,Marxian Analysis,Literary Criticism,Language,Literary Devices,Critical Theory,Foreign Countries

This paper undertakes, through the prism of linguistic (stylistic) analysis, a reading of the ideological discourse in Festus Iyayi's novels- &quot;Violence, The Contract&quot;, and &quot;Heroes&quot;, with the broad aim of establishing the nexus between literature and ideology, through the instrumentation of language, for societal transformation. The paper explores the symbiotic relationship between language and literature and how the former is used in the study and understanding of the latter. Attempt is made to identify the patterns of use of language with reference to the purpose of commenting on quality, the exegesis and interpretative meanings of the text. The scaffold upon which our analysis is anchored is the Marxist literary criticism based on socialist and dialectical theories. It is the contention of the Marxist theorists that literary works are a reflection of the social institutions from which they originate. Terry Eagleton has affirmed that Marxist criticism &quot;is not merely sociology of literature&quot; but paying attention to its forms, style and meaning with a view to grasping those forms, style and meaning &quot;as the products of a particular history. In all, four major literary tools-narrative technique, lexical choice, dialogue and authorial comments are deployed as indices for our analytical framework, using the Critical Discourse Analysis. What is apparent is that no success can be achieved in the reading and understanding of a literacy text without a manifest use of language.
A Corpus Based Study: Analysis of the Positive Reviews of Amazon.com Users
Author: Altun, Lokman
Date: 2019-02-00
Type: Journal Articles
Subjects: Web Sites,Form Classes (Languages),Verbs,Word Frequency,Internet,Consumer Economics,Decision Making,Electronic Publishing,Publications

This study aims to investigate online consumer reviews on Amazon.com. Thanks to this study, learners can make use of this study when they prefer a corpus based learning strategy especially for the product reviewers. This study includes two aspects of review structure. The frequency of adverbs, adjectives and verbs that are mostly used together are main focus in this study. Adjectives and adverbs that are used more and which collocations are used more with that adjective and adverbs were examined. In addition, it was examined which verbs are used mostly when people try to show their phrases. This study is quantitative study with survey design. In order to collect data, different Apple products were analyzed such as iPhone 7, Apple Watch 1 and Apple Watch Series 3, Apple Airpods. An analysis of 1,587 reviews which were 4 or 5 stars from Amazon. com across four products pointed out that online consumer reviews have a very effective role in terms of the sales of products. To assure the validity and reliability of the process, a teacher who has a very good knowledge about linguistic checked reviews and came to an agreement with the researcher. Descriptive analysis was used in this study by calculating frequency of adverbs, adjectives and verbs. It was found out that consumers generally prefer specific verbs, adverbs and adjectives in a specific context. This study may help to understand the linguistic background of consumers. As a result of the study, it was seen that some adjectives, adverbs and verbs were mostly chosen deliberately by the users. This study also resulted that these words have some specific collocation words. These collocation words were used by the users both before and after that adjective, adverb and verb. As an implication for this study, new writing topics that this study has suggested can be integrated to the curriculum. These topics can be seen as a new way for writing lessons.
Effects of Two Puzzle-Based Instructional Strategies on Primary School Pupils&apos; Learning Outcomes in Social Studies in Ondo State, Nigeria
Author: Adedoja, Gloria
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Puzzles,Elementary School Students,Social Studies,Active Learning,Academic Achievement,Student Attitudes,Gender Differences,Geographic Location,Rural Urban Differences,Program Effectiveness,Student Participation

The persistent poor achievement being recorded in Social Studies at the primary school level in Nigeria has been attributed to inadequate instructional resources and the use of lecture methods which do not promote active participation of pupils in the teaching-learning process. Most previous studies have not explored the use of Three Dimensional Puzzle-Based Strategy and Paper and Pencil Puzzle-Based Strategy especially in Social Studies classroom which encourage active pupils' participation. This study therefore determined the effects of Three Dimensional Puzzle-Based Strategy (TDPS) and Paper and Pencil Puzzle-Based Strategy PPPS on pupils' achievement and attitude towards Social Studies. It also determined the moderating effects of gender and school location on the dependent variables. The study adopted pretest-posttest, control group, quasi-experimental design, using a 3×2×2 factorial matrix. Two hundred and forty primary 4 pupils from six primary schools purposively selected from three Local Government Areas of Ondo State, participated in the study. Instruments used were: Social Studies Achievement Test (r = 0.82), Social Studies Attitude Questionnaire (r = 0.84), Instructional Guide on Three Dimensional Puzzle-Based Strategy, Instructional Guide on Paper and Pencil Puzzle-Based Strategy, and Instructional Guide on Modified Conventional Teaching Method. Four hypotheses were generated and tested at 0.05 level of significance. Data were analysed using Analysis of covariance and Scheffe's post hoc test. Treatment had significant main effect on pupils' post achievement score in Social Studies (F[subscript (2,227)] = 112.203; p&lt;0.05). Pupils exposed to TDPS attained highest post achievement mean score (x-bar = 13.103) in social studies, followed by PPPS group (x-bar = 8.841) and control group (x-bar = 5.882). Also, there was significant effect of school location on pupils' achievement in Social Studies (F[subscript (1,227)] = 222.203; p&lt;0.05). Pupils in urban schools had highest achievement mean score (x-bar = 12.093) than their counterparts in rural schools (x-bar = 6.452). Similarly, gender has no significant effect on pupils' achievement in Social Studies (F[subscript (1,227)] = 1.571; p&lt;0.05). The two way interaction effect of treatment and gender on pupils achievement in Social Studies was not significant (F[subscript (2,227)] = 81.793; p&lt;0.05). The TDPS and PPPS were effective at improving pupils' achievement and attitude in Social Studies. It is therefore recommended that TDPS and PPPS should be used by Social Studies teachers in order to facilitate active participation of pupils in the classroom and also improve their learning outcomes in the subject.
Applying the Kintsch-Van Dijk Model to Evaluate Impact on Foreign Language Learning: A Case Study
Author: Alghonaim, Ali Saleh
Date: 2019-02-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Second Language Learning,Foreign Countries,Males,Case Studies,English (Second Language),Teaching Methods,Models,Reading Skills,Reading Comprehension,Personal Autonomy

Reading comprehension is not an area of much attention in the EFL scene in Saudi Arabia. The reason is simple: In the current teacher perception of foreign language acquisition in the country, vocabulary and grammar are the only two components paid any attention. With the teacher at the center of the learning process, learner centric tasks such as reading are left to the ingenuity of the learners and kept strictly out of the class boundaries. Consequently, learners never acquire reading ability and their little exposure to the foreign language dies as soon as they leave the structured education system. This runs contrary to the very basis of language acquisition as being a life long process. The aim of this paper was to evaluate the possibility of greater learner autonomy by developing and training them in reading techniques that can be used beyond the classroom. The idea was to intervene using the theory of Kintsch-Van Dijk as proposed in their model of reading comprehension. Conducted as a case study with a proficient learner of English, the results indicated that the model can be applied to the advanced learner with much success, giving such learners a potent tool for lifelong language acquisition.
An Analysis of Arabic-English Translation: Problems and Prospects
Author: Akan, Md. Faruquzzaman
Date: 2019-02-00
Type: Journal Articles
Subjects: English (Second Language),Semitic Languages,Translation,Second Language Learning,Second Language Instruction

This research paper is designed with a view to looking into various problems of translating Arabic texts into English and fixing them with prospective and suitable solutions. As translation is a very sensitive and subtle task of language studies, it involves some serious issues to deal with. However, it becomes a more complex task when we translate from Arabic to English. So, a translator must have the critical linguistic knowledge in tackling both the surface and underlying relations of language. Translation also entails the transferring and transforming a variety of characteristic elements from one language into the other. As Arabic and English are of different and distant origins, any translation from one script into the other poses a lot of difficulties such as in the areas of vocabulary, grammar, sound, style and usage. The present paper addresses the problems relating to translating the Arabic texts, specially of the language, into English as well as resolving the obstructions in a practical, possible and acceptable way on the bases of types of readership, text, context, culture and so forth. To make this work more accessible to the nonnative users of the Arabic language, Arabic IPA transcriptions are furnished wherever necessary.