ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;L'Étranger&quot; Strange to Its Translation: Critical Analysis of the Turkish Translation of &quot;L'Étranger&quot; from Berman's Perspective
Author: Tasdan, Tugçe Elif
Date: 2017-06-30
Type: Journal Articles
Subjects: Turkish,Translation,Philosophy,Inferences,Social Environment,Cultural Background,Novels,Case Studies,French,Language Patterns,Figurative Language,Second Language Learning

Philosophical works are rich resources in terms of ideological aspects and literary inferences. Since these works aim to transmit the philosophical references to readers, original utilizations should be well-preserved in translation. Nevertheless, certain deviations can be observed in the translation of philosophical works due to the individual preferences of the translators, their social environments and cultural, political or ideological background information. Antoine Berman's translational approach evaluates the possible deviations and deformations in the translation of literary products. Twelve deforming tendencies classified by Berman constitute a solid basis for the evaluation of the translations of philosophical works and the preferences of the translators. Within this context, the present study analyzes the Turkish translation of one of the most well-known philosophical novels, &quot;L'Étranger&quot; within the scope of Berman's perspective. This study aims to present a comprehensive case study demonstrating the impacts of the deformations observed in the translations of philosophical works. For this purpose, the study firstly gives brief information on the ideology of Albert Camus, the author of &quot;L'Étranger.&quot; Secondly, it elaborates Berman's translational perspective in order to provide a theoretical aspect for the analysis. Thirdly, &quot;L'Étranger&quot; is briefly introduced, and the examples selected from this novel are analyzed within the scope of Berman's approach so as to create awareness about the significance of the preservation of philosophical references in the translation.
International Student Carbon Footprint Challenge--Social Media as a Content and Language Integrated Learning Environment
Author: Fauville, Géraldine
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Conservation Education,Social Media,Second Language Learning,Teaching Methods,Course Content,Language of Instruction,English (Second Language),Second Language Instruction,High School Students,Global Approach,Life Style,Measurement Equipment,Conservation (Environment),Computer Mediated Communication,Problem Solving,Discourse Analysis,Foreign Countries,Affordances

Environmental education (EE) is now clearly specified in educational standards in many parts of the world, and at the same time the view of language learning is moving towards a content and language integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2006). In this respect, environmental and English instruction can be merged to benefit both purposes and to offer learning experiences that go beyond the school walls. Einztein, the social learning network for the education community, collaborates with the environmental project Inquiry-to-Insight (http://i2i.stanford.edu/) inviting high school students around the world to participate in the International Student Carbon Footprint Challenge (ISCFC), challenging students to learn about the environmental impact of their lifestyle choices on their carbon footprints. In the ISCFC, students use an online carbon footprint calculator to measure the amount of CO2 (carbon dioxide) released by their everyday choices (food, transportation, etc). Teachers then share student data with other classrooms around the globe and use Einztein to engage students in several environmental discussions online using English as the lingua franca. Students use Einztein to reflect upon their own carbon footprint, envision global and local solutions and share knowledge about environmental issues. For this study we focused on a specific discussion and investigated the discourse structure of students from six different countries (USA, Croatia, Switzerland, Iceland, Greece and Bulgaria) reflecting upon their very own CO2 emissions. Preliminary results indicate that the students' presumptions about their own impact are crucial and whether they are English natives or not is not as important when it comes to developing an understanding of their own responsibilities regarding carbon footprint. Thus, in relation to a motivating content, the students' English is productive and sufficient enough for communication and collaboration. [For the complete volume, see ED574893.]
Text and Language Practices in One-to-One Environments in a Swedish Primary School
Author: Hashemi, Sylvana Sofkova
Date: 2012-08-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Educational Technology,Technology Uses in Education,Laptop Computers,Access to Computers,Observation,Student Attitudes,Competence,Writing Assignments,Textbooks,Oral Reading,Printed Materials,Grade 3,Expository Writing

Recent investments in schools in Sweden focus on increased availability of technology and ways to incorporate digital media in the classroom. Via the computer screen, students are involved in a new type of writing and communication culture that allows for new approaches in literacy instruction and learning (Lorentzen &amp; Smidt, 2010). The purpose of the present study was to investigate how the availability and every day access to technology in a one-to-one laptop programme in primary school impact on text and language practices. The objective was to explore what text genres the students meet and what artefacts they use to facilitate their work, the modalities they engage in and if they work on their own or in collaboration. Also, what new demands are put on the instruction. The empirical results are based on classroom observations of a sample of lectures in two classes in year three and two classes in year five where the students had been using computers for about 2.5 years. In both year three and five the students expressed great enthusiasm for the work on computers. Narrative and expository strategies were prominent in the development of text and language competencies. New practices facilitating multimodal and digital expression occurred more on the students' own initiative. The activities in year three provided opportunities for both individual and collaborative work, whereas year five mainly did individual work. The assignments in both years were mostly designed to result in products of the same type and were published on their computers for a restricted audience. We interpret these practices as being mainly teacher-controlled and for the benefit of the teacher and fellow classmates. This stands in contrast to previous analyses on changes in literacy processes in laptop classes that report on more student autonomous and public uses (e.g., Warschauer, 2008). [For the complete volume, see ED574893.]
The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching
Author: Eristi, Bahadir
Date: 2017-06-30
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Pretests Posttests,Program Effectiveness,Vocabulary Development,Experimental Groups,Control Groups,Reading Instruction,Tests,Teaching Methods,Comparative Analysis,College Students,Foreign Countries,Word Recognition,Coding

This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application of the research was carried out during the fall semester of 2016-2017, with a total of 16 class hours in English reading course in English preparatory class. Research data was gathered from an English vocabulary achievement test which was designed by the researchers. In the process of analyzing the research data, independent t-tests, Cohen's d effect size test and thematic analysis were used. The major findings reveal that Synectics based vocabulary teaching has a strong effect on the level of learning and the persistence of the learning. On the other hand, there is a considerable difference between the numbers of the words that students learn indirectly in the process in favor of the experimental group students. Finally, the analysis also reveals that the experimental and control group students have variability in terms of the thematic diversity and semantic equivalence of the words learned indirectly in the process.
Mobile Technologies Put Language Learning into Young Second Language Learners' Hands
Author: Pellerin, Martine
Date: 2012-08-00
Type: Reports - Research
Subjects: Foreign Countries,Handheld Devices,Technology Uses in Education,Second Language Learning,French,Immersion Programs,Elementary School Students,Skill Development,Speech Skills,Action Research,Ethnography,Observation,Semi Structured Interviews,Reading Skills,Writing Skills,Oral Language,Learning Motivation,Outcomes of Education,Scaffolding (Teaching Technique),Student Evaluation,Formative Evaluation

This paper examines the use of mobile technologies such as iPods and tablets in promoting the development of oral competencies and literacy skills in early French immersion classrooms in Canada. The paper is based on a two-year collaborative action research project involving 16 teachers in two schools. Data collection involved digital ethnographic observation in the classroom, students' artifacts (examples of the use of iPods and tablets by students), teacher interviews, and student interviews. The findings demonstrate that the young language learners use these mobile devices as tools to practice not only their oral skills in the target language through individual and group activities, but also their literacy skills (reading and writing). In addition, by providing more authentic and frequent experiences in using the target language, the use of the iPods and tablets has positive outcomes on the development of oral language skills. The young learners also demonstrate an increase in their motivation to use the target language following the use of the mobile devices. The results indicate the potential of the use of oral language and iPods/tablets in promoting the development of early literacy skills (reading and writing). The iPods/tablets also provide a kind of scaffolding to the writing process by linking the oral language with the written form. Finally, the use of the oral language with the support of mobile technologies promotes new forms of assessment tools for the teachers; it also promotes self-assessment by the learners, as well as peer assessment. [For the complete volume, see ED574893.]
The Impulse of Class Tutoring Activities Evaluated in the Light of Foreign Language Teaching Methods
Author: Erdogu Yilmaz, Sule
Date: 2017-06-30
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Teaching Methods,Communicative Competence (Languages),Language Teachers,Teacher Attitudes,Foreign Countries,College Faculty,Turkish,Tutoring,Computer Assisted Instruction,Universities,Indo European Languages,Native Language,Error Patterns,English (Second Language),Language Usage,Learning Activities,Portfolios (Background Materials),Case Studies,Video Technology,Educational Games,Semitic Languages

Teaching Turkish as a foreign language (TTFL) has recently gained much importance in modern life. For some reason, a large number of people and students with dissimilar background come from other countries so as to start off a new life primarily in Istanbul and/or many other cities in Turkey. Many of whom need to ensure their arrival and long term accommodations by visiting a language center. Some language institutes and foreign language centers, therefore have been trying to meet these needs and give a certificate in accordance with European language portfolio (ELP) levels. Through this paper it was attempted to clarify some certain questions showing up in this teaching performance of this outstanding language &quot;Turkish&quot;: &quot;What type of challenges foreign students face in Turkish courses and how language teachers/instructors help them to get through these problems, what activities teachers carry out in the classroom and what materials and games they use in courses.&quot; This paper reports the findings of a study aiming to reveal what mistakes the students make while learning their first, second or even more foreign languages and this study evaluates them through the more frequently used language teaching methods. Abbreviations:	TTFL: Teaching Turkish as a Foreign Language L: Language FL: Foreign Language
Paradoxes of Social Networking in a Structured Web 2.0 Language Learning Community
Author: Loiseau, Mathieu
Date: 2012-08-00
Type: Reports - Research
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Social Networks,Communities of Practice,Second Language Instruction,Teaching Methods,Peer Teaching

This paper critically inquires into social networking as a set of mechanisms and associated practices developed in a structured Web 2.0 language learning community. This type of community can be roughly described as learning spaces featuring (more or less) structured language learning resources displaying at least some notions of language learning methodology. Taking Livemocha as an example, and especially the Culture space, social networking will be analyzed in terms of the extent to which it is used and taken up by language learners by means of social networking technologies comparable to those of a Social Networking Site (SNS). In addition, we critically examine the role of social networking architectures in sustaining peer language learning in highly networked spaces. We argue that social networking, both as a conceptual framework and as a technical incarnation, can be put in the service of collective activity and instrumented in a way that leads to effective language learning, beyond merely being a trendy or fun component of an SNS-like community. [For the complete volume, see ED574893.]
The Comparison of the View of &quot;Communicative Language Teaching&quot; in Abant Izzet Baysal University, Turkey and Sussex University; UK
Author: Metin Tekin, Bilge
Date: 2017-06-30
Type: Journal Articles
Subjects: Comparative Education,Communicative Competence (Languages),Foreign Countries,Language Teachers,Teacher Attitudes,Teaching Methods,Universities,Statistical Analysis,Second Language Instruction,Second Language Learning,Faculty Mobility,Faculty Development,Educational Environment,English (Second Language),College Faculty,College Students,Qualitative Research,Questionnaires

For language teachers, the study of education from international and comparative points of view, which is undertaken by comparative education, is essential because of the international nature of language education. For language teachers, working abroad to widen their experience is very common. Therefore, knowing the latest and common approach is also very important. The purpose of this study is to examine instructors' attitudes towards &quot;communicative language teaching, CLT&quot; in AIBU, Turkey and Sussex University, UK. Therefore, this study gives a chance to understand the instructors' views of CLT. Furthermore, as it is known that European countries start to use CLT before Turkey, it provides us with an opportunity to compare and contrast two universities. To accomplish this, 10 prep-class instructors from AIBU and 10 instructors from Sussex University were surveyed using an instrument. In analysis and presentation of the data derived from this study, SPSS 15 was used. At the end of the study, it is observed that there is a remarkable difference between two universities in terms of using CLT. The instructors at Sussex University appreciate using CLT in their teaching process. On the other hand, the instructors at AIBU are not comfortable while using CLT. They can't use it accurately. Moreover, the instructors at AIBU claim that there isn't a suitable environment to use this approach. The questionnaire is appended.
The Beneficial Impacts of Applying Formative Assessment on Iranian University Students' Anxiety Reduction and Listening Efficacy
Author: Bayat, Abbas
Date: 2017-06-30
Type: Journal Articles
Subjects: Formative Evaluation,College Students,Anxiety,Experimental Groups,Control Groups,Listening Comprehension,Communication (Thought Transfer),Second Language Instruction,Second Language Learning,Foreign Countries,English (Second Language),Teaching Methods,Language Tests,Academic Achievement,Educational Benefits,Achievement Gains,Statistical Analysis,Pretests Posttests,Multiple Choice Tests

This study investigated the continuous influence of applying formative assessment on EFL (English as a foreign language) learners' anxiety and listening efficacy. The participants, divided into an experimental and a control group, were 60 Iranian EFL learners in an English-language institute. This study thus highlights the pedagogical implications of assessment in EFL classrooms. Therefore, this report investigated the effect of formative testing used by teachers on students' achievement in EFL classes and its effect on reducing anxiety and improvement of listening efficacy. All in all, our hypothesis was that providing learners with formative testing during the instruction will have a beneficial impact on their improvement and learning. The sample consisted of one experimental and one control group. The data collected were analyzed by using t-test. The results revealed that there was a significant difference in the level of achievement of the treatment group in the intended matters (anxiety and listening efficacy in comparison to the control group in the summative test due to taking advantage of formative assessment).
Viewing Teaching Techniques in Enhancing Viewing Comprehension Skills of Undergraduate Students in Literature
Author: S. Guieb, Maria Diana
Date: 2017-06-30
Type: Journal Articles
Subjects: Undergraduate Students,Literature,Teaching Methods,Comprehension,Films,Video Technology,Correlation,College Instruction,Student Attitudes,Statistical Analysis,Technology Uses in Education,Foreign Countries,Cognitive Style,Questionnaires

In today's generation of digital natives, students find it unexciting to sit down and read literary texts in its entirety. Thus, students nowadays hardly understand and appreciate literature as a subject. This calls for additional challenge to teachers who had been used to deliver their lessons or any subject matter in traditional ways. This study used descriptive-correlational research design to unveil the most effective viewing teaching techniques that will help develop the viewing comprehension skills of literature students in a tertiary level. Findings reveal how literature students perceive the use of movies or videos as a powerful viewing teaching technique. Result of chi-square test of independence indicates the viewing teaching techniques are not significantly related to students' viewing comprehension. This suggests that no single teaching technique suits the learners' interest and ability to learn. Therefore, teachers can make use of technology combined with other viewing techniques to ensure that students will find a love for literature that will help establish their academic success in the future.
Teacher Viewpoints of Instructional Design Principles for Visuals in a Middle School Math Curriculum
Author: Clinton, Virginia
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Middle School Teachers,Mathematics Instruction,Mathematics Curriculum,Secondary School Mathematics,Randomized Controlled Trials,Teacher Attitudes,Visual Stimuli,Teaching Methods,Comparative Analysis,Teacher Surveys

Instructional design principles for visuals in student materials have been developed through findings based on student-level measures. However, teacher viewpoints may be a rich source of information to better understand how visuals can be optimized for student learning. This study's purpose is to examine teacher viewpoints on visuals. In a randomized, controlled field trial, teachers received mathematics curriculum with either the original visuals (control) or visuals revised based on instructional design principles (treatment). Teachers responded to survey questions regarding their viewpoints on issues related to instructional design principles applied to visuals (N = 22 treatment; N = 21 control). Both treatment and control teachers viewed aspects of certain instructional design-based principles favorably, but viewed issues related to math-irrelevant visuals differently. The following are appended: (1) Figure A1: Example of revisions based on the multimedia principle; (2) Figure A2: Example of revision based on the signaling principle (color coding); (3) Figure A3: Example of revision based on the contiguity principle (labeling); (4) Figure A4: Example of revision based on the contiguity principle (close physical proximity); (5) Figure A5: Example of revisions based on the coherence principle (removal of decorative visuals); (6) Figure A6: Example of revision based on the coherence principle (removal of a representational visual); and (7) Figure A7: Example of representational visual included in the revised curriculum to assist with vocabulary from the lesson context.
Improving Mathematical Problem Solving in Grades 4 through 8: Instructional Tips Based on the Educator&apos;s Practice Guide
Author: What Works Clearinghouse (ED)
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Instruction,Problem Solving,Evidence,Teaching Methods,Teaching Guides,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Educational Practices,Educational Strategies

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. The tips translate these recommendations into actionable approaches that educators can try in their classrooms. These tips are based on a practice guide authored by Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra, Kenneth R. Koedinger, Philip Ogbuehi, and John Woodward. Each set of instructional tips highlights a key concept and presents relevant how-to steps in the practice guide that are actionable and supported by evidence. [For the full practice guide, see ED532215. For &quot;Improving Mathematical Problem Solving in Grades 4 through 8: Summary of Evidence for Instructional Tips Based on the Educator's Practice Guide&quot; see ED574967.]
Improving Mathematical Problem Solving in Grades 4 through 8: Summary of Evidence for Instructional Tips Based on the Educator&apos;s Practice Guide
Author: What Works Clearinghouse (ED)
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Instruction,Problem Solving,Evidence,Teaching Methods,Teaching Guides,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Educational Practices,Educational Strategies

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. This summary describes the research evidence that supports the use of the instructional tips in classrooms and is based on a practice guide authored by Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra, Kenneth R. Koedinger, Philip Ogbuehi, and John Woodward. Provided is a summary of evidence on instructional tips for: (1) Assisting Students in Monitoring and Reflecting on the Problem-Solving Process; (2) Teaching Students to Use Visual Representations to Solve Problems; and (3) Helping Students Make Sense of Algebraic Notation. The evidence supporting the three mathematical problem solving instructional tips is drawn from research that meets What Works Clearinghouse (WWC) design standards and is summarized here. [For the full practice guide, see ED532215. For &quot;Improving Mathematical Problem Solving in Grades 4 through 8: Instructional Tips Based on the Educator's Practice Guide&quot; see ED574966.]