ethanporcaro/eric-fulltext-meta huggingface dataset:
Pragmatic Oral Proficiency in English of the Entering Freshmen at the College of Education
Author: Barrido, Evelyn L.
Date: 2005-00-00
Type: Journal Articles
Subjects: College Freshmen,Oral Language,Language Skills,English (Second Language),Second Language Instruction,Interlanguage,Educational Quality,Language Proficiency,Foreign Countries,High School Students,Grades (Scholastic),Student Characteristics,Intervention,Preservice Teacher Education,Tagalog,Communication Skills,College Entrance Examinations,Vocabulary,Grammar,Language Fluency,Scores,Statistical Analysis,Pragmatics,Code Switching (Language)

This study is guided by the following objectives: (1) Assess entering freshmen's pragmatic oral skills in English second semester SY 2004 2005; (2) Describe the learner language respondents in terms of variability of the inter language; (3) Determine the relationship of their language performance &quot;vis-à-vis&quot; high school grade, high school grade in English, CMUCAT score, or CMUCAT score in English; (4) Personality factors such as age, sec, course etc.; and (5) Develop a language intervention program for preservice teachers based on the findings of this study. Growing concerns among parents and students, educators, and everyone in the community on the need for quality and relevant education make the authors pose this question: Do schools provide quality learning to help today's children face the new challenges of the next century? The main object of the study was to gather baseline data on language background and oral proficiency in English of the entering freshmen of the College of Education (Central Mindano University, Philippines) of school year 2004-2005. A bibliography is provided.
Lexicalisation and Discursive Expression of Power in Olusegun Obasanjo's Speeches
Author: Oni, Josephine Funke
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Usage,Power Structure,Presidents,Foreign Countries,Ideology,Discourse Analysis,Linguistics,Political Issues,Higher Education

Although language is not power, it encodes power. This is the case with some speeches of former Nigerian President, Olusegun Obasanjo. This paper attempts to unravel the hidden ideological expression of power using critical discourse analysis (CDA) and systemic functional linguistics. Precisely, the paper draws on Fairclough's (2001) members' resources and Halliday's (1970) system of mood and modality as theoretical basis. The data comprise Obasanjo's addresses to public servants and the Nigerian Labour Congress (NLC) in 1978 and 2000 respectively. These are representative of the two political dispensations under which Obasanjo served. The findings show that Obasanjo deploys language as a strategy of suppression by exploiting lexical items with negative expressive values to stifle oppositions as well as make them unpopular. Also, the use of power as strategy of domination is mainly achieved through imperatives which allow the speaker to impose his opinion on others. In addition, declaratives are used to neutralise the asymmetrical power relation that exists between Obasanjo and the Nigerian Labour Congress. Obasanjo's militaristic trait of suppression and domination lends credence to his raw manifestation of power.
Some Formulas and Methods for the Effective Teaching of Verbal Concord (in Non-Native English Settings)
Author: Ekundayo, Steve Bode
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Teaching Methods,Interference (Language),Semantics,Second Language Learning,Morphology (Languages),Syntax,Verbs,Grammar,Language Skills,Morphemes

This paper examines the incidence of verbal concord rule violation in educated Nigeria ESL against the conceptual framework of interference and &quot;intraference&quot;. Intraference is a coinage for the &quot;overgeneralization of linguistic material and semantic features&quot; or &quot;intralingual interference&quot;. The paper is basically intuitively theoretical and descriptive. Library research, the Internet, observation and recording of some linguistic events by educated Nigerians were used as sources of data collection. To achieve the effective teaching, learning, and use of verbal concord in ESL and EFL, formula N+s/S+s = V-s or N-s/S-s = V+s is proposed and illustrated with graded steps. The three major steps of the formula are (i) the explanation and application of the formula symbols, (ii) categorized teaching and learning of English plurality and (iii) explanation with illustration of the structural dynamics of English that constrain non-native users to produce verbal concord errors. This formula may be used to correct concord errors and enhance concord teaching and learning.
Vietnamese Learners' Ability to Write English Argumentative Paragraphs: The Role of Peer Feedback Giving
Author: Lap, Trinh Quoc
Date: 2013-00-00
Type: Journal Articles
Subjects: Feedback (Response),Peer Influence,Writing Assignments,Persuasive Discourse,English (Second Language),Worksheets,Coding,Competence,Foreign Countries,Qualitative Research,Statistical Analysis,Writing Instruction,Pretests Posttests,Writing Tests,Second Language Instruction,Vocabulary

The nature of peer feedback and its impacts on writing in English has attracted much attention of researchers and educators. Recent studies have indicated various types of peer feedback and its positive effects on writing development. This paper presents the results of an investigation into the nature of peer feedback and its effects on learners' writing argumentative essays in a Vietnamese context. The study aimed to explore the types of feedback which competent and less competent learners employed when they reviewed their peers' argumentative paragraphs. The study also aimed to measure the effects of one's giving feedback on their ability to write argumentative paragraphs. The study followed a two-group experimental research design with the participation of twenty-four English learners at preintermediate level of English. Four instruments were used in the study: the worksheet for peer feedback to elicit learners' comments to peers' argumentative paragraphs, the writing tests to examine learners' ability to write argumentative paragraphs before and after the treatment, the feedback coding scheme to code learners' comments and the assessment scale to evaluate learners' argumentative paragraphs. The results showed that both competent and less competent learners generated different types of peer feedback when commenting on their peers' argumentative paragraphs. In addition, the extent to which competent and less competent learners used the types of feedback was the same. Remarkably, giving feedback enhanced the mechanics component of learners' argumentative paragraphs.
Sociolinguistic Documentation of Endangered Ethnography of Communication in Yoruba Language
Author: Olaoye, Anthony Ayodele
Date: 2013-00-00
Type: Journal Articles
Subjects: Sociolinguistics,African Languages,Ethnography,Interpersonal Communication,Dialects,Cultural Influences,Language Usage,Syntax,Morphology (Languages),Semantics,Social Influences,Context Effect,Paralinguistics,Interviews,College Students,Adults,Older Adults,Native Speakers,Foreign Countries

The ethnography of communication, particularly of greetings, among speakers of some Yoruba dialects is the major concern of this paper. The author observed that the much-cherished, rich culture of greetings, among Yoruba, which the author grew up to know, by linguistic globalization and modernization is being eroded fast. The study and documentation of the sociolinguistic structure of greetings is both anthropological and ethnographic because greetings, as part of Speech Act, belong to the domain of language and culture. Describing language behavior observed daily in different cultures is the purview of an ethnographer. A detailed comparison of greetings among speakers of three Yoruba dialects (Igbomina, Ijesa, Ijebu) can no longer be regarded as a compulsive desideratum, because documentary linguistics is now seen as a salvage work. Therefore, our work is therefore that of data collection, organization, transcription, translation, and interpretation of the morph-syntax and semantics of greetings in the three dialects. The rationale for the study is based on our belief that since language is rooted in a speech community, in its history and culture, each language or dialect is unlike any other language, hence no data can be regarded as the same. By the same token, linguistic data are not easily replicable. Because data from extinct dialects are not easily replaceable, documenting greetings in these dialects will make them accessible to others, thus saving them from gradual extinction.
Toward a Movement: Uniting Organizers and Direct Service Providers in a Movement for Juvenile Justice Reform
Author: Austria, Ruben S.
Date: 2006-00-00
Type: Journal Articles
Subjects: After School Programs,Juvenile Justice,Educational Change,Social Change,Advocacy,Service Learning,Accountability,Delinquent Rehabilitation,Individual Development,Community Programs,Public Policy,Compliance (Legal),Youth Programs,Minority Groups,Community Cooperation

This article highlights the importance for the youth justice movement to come to terms with a critical reality: The struggle for justice on a societal level cannot be separated from the work of nurturing, healing, and developing young people. Ruben S. Austria, Juvenile Justice Coalition steering committee member and founding director of BronxConnect, a faith- and community-based alternative-to-incarceration program for Bronx youth, describes some of the tensions between direct service providers and community organizers in New York City's juvenile justice movement and explores how working together to build a movement forces one to overcome the dichotomy between individual development and systemic change. Austria begins by describing how as a court-mandated alternative-to-incarceration program, sought to hold young people accountable for their actions, to diagnose and treat mental health disorders, and to provide educational support so adjudicated youth could develop skills and basic competencies. Yet, it was not long before the work of BronxConnect became intertwined with local and national movements to change juvenile justice policies and practices that unjustly affect poor youth of color. She goes on to define terms such as &quot;direct services&quot; and &quot;organizing&quot; that she uses throughout the article to contrast the individual approach with the systemic approach. This is followed by a discussion on &quot;youth organizing&quot; defined by LISTEN, Inc. (2003) as &quot;a youth development and social justice strategy that trains young people in community organizing and advocacy, and assists them in employing these skills to alter power relations and create meaningful institutional change in their communities&quot; (p. 9). The remainder of the article presents a discussion on the tensions in the youth justice movement and how direct service providers and organizers must work together to effect change.
Free Reading: A Powerful Tool for Acquiring a Second Language
Author: Priya, J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Programs,Communicative Competence (Languages),Language Acquisition,Vocabulary,Writing Skills,Language Fluency,Grammar,Reading Strategies

The paper claims that free reading is a crucial ingredient in acquiring a second or foreign language. It contributes to the development of all measures of language competence which include grammar, vocabulary, spelling, syntax, fluency and style. The review supports the claim that readers acquire language subconsciously when they receive comprehensible input in a low anxiety situation. Pleasure component in free reading will lower the anxiety level of learners in the learning environment. Despite the benefits of reading, curriculum designers include more grammar study into the curriculum. Moreover, the focus is more on learning forms rather than experiencing reading in ESL classes. In fact, free reading is a powerful tool for acquiring grammar and forms and, therefore, more reading could be included in ESL curriculum.
Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences
Author: Haghi, Eshrat Bazarmaj
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Vocabulary,Vocabulary Skills,Social Sciences,Gender Differences,Taxonomy,Questionnaires,Cognitive Style,Student Attitudes,Student Surveys,Incidence,Undergraduate Students,English for Academic Purposes,English (Second Language),Foreign Countries

The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present study deals with vocabulary learning strategies used by EAP students at Guilan University, and, it aims at investigating the most and the least frequently used vocabulary learning strategies among Iranian EAP students majoring in the field of Social Sciences. It also seeks to find out whether there are difference between male and females regarding their use of these strategies. Data collection was done using a modified version of Schmitt's (1997) Vocabulary Learning Strategies taxonomy in the form of a questionnaire, and asking 55 students to complete it. The results indicate that the EAP learners who took part in this study use more or less the same kind of vocabulary learning strategies with a rather similar frequency of usage, and also the issue of gender makes no significant difference in their strategy use.
The Trouble with the Curve: An Argument for the Abolishment of Norm-Referenced Evaluation
Author: Raymond, Gregory
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Norm Referenced Tests,Grading,Criterion Referenced Tests,College Students,Summative Evaluation,Formative Evaluation,Grades (Scholastic),Achievement Gains

The norm-referenced evaluation system has been used to grade students, from elementary to post-secondary, for decades. However, the system itself is inherently flawed. Looking at the history of the norm-referenced system and its most famous tool, the Bell Curve, and taking examples from the author's own teaching experience, this paper examines the erroneous logic that makes the system, as a whole, invalid for grading at any level, particular for college or university. The paper goes on to propose alternatives to the norm-referenced system. Examining first a self-referenced system, and ultimately finding it, too, lacking, the paper turns to criterion-referenced evaluation. Criterion-referenced evaluation is shown to be not only the best choice for evaluation at a post-secondary level, but also proves to be the only viably fair system available to teachers in today's, grade-emphasised education system.
Suburban Myths
Author: Knight, Elizabeth C.
Date: 2003-00-00
Type: Journal Articles
Subjects: Misconceptions,After School Programs,Urban Areas,Youth Programs,Socioeconomic Influences,Suburbs

Elizabeth C. Knight left the suburbs to major in English at Boston University. Knight currently lives in New York City and works for an afterschool program that deals primarily with inner city youth. Having grown up in an affluent neighborhood, Knight dispels many of the myths centered around growing up in beautiful, safe, wealthy suburbs, saying that suburban kids often go home to a house that is empty for days on end, and are not seen as neglected. Alcohol and drugs were not considered problems because they were the norm in the affluent suburb where she was raised. Here she writes that the money-equals-happiness theory may have a ring of truth to it, as money buys food, a roof over our heads, and a million luxuries. However, the concept that much more money brings much more happiness is not always true. Knight argues in favor of much needed afterschool programs by saying that no matter what their financial background, kids are kids. They all need to be heard and understood. They all require attention, guidance, positive role models and meaningful activities under the supervision of caring adults.
Knowledge Management
Author: Deepak
Date: 2005-00-00
Type: Journal Articles
Subjects: Knowledge Management,Program Implementation,Organizational Culture,Delivery Systems,Program Descriptions,Shared Resources and Services,Organizational Effectiveness,Information Processing,Sustainability

Knowledge Management (KM) is the process through which organizations generate value from their intellectual and knowledge-based assets. Frequently generating value from such assets means sharing them among employees, divisions and even with other companies in order to develop best practices. This article discusses three basic aspects of implementing knowledge management: (1) the process of capturing and sharing knowledge; (2) putting in place a knowledge management infrastructure and an organisation culture that encourages pooling of knowledge; and (3) building on existing knowledge. The article then describes the benefits of an effective KM program and emphasizes that in order to sustain the effectiveness of a knowledge management framework, a culture of sharing information and knowledge needs to be developed within the organization. To make such a culture viable it is vital to make people realize the importance of sharing information and helping each other. Integrating KM initiatives with the organizational processes and rewarding knowledge sharing and knowledge creation are two key steps in this direction. Configuration and development of special interest groups is also a reliable approach to initiate such cultural change. [A combined list of notes and references are included.]
The Effects of Semantic Mapping, Thematic Clustering, and Notebook Keeping on L2 Vocabulary Recognition and Production
Author: Zarei, Abbas Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Semantics,Second Language Learning,Vocabulary Development,Word Recognition,Foreign Countries,Notetaking,English (Second Language),Statistical Analysis,Pretests Posttests,Comparative Analysis,Cluster Grouping,Learning Strategies,Language Tests,Language Proficiency,Multiple Choice Tests,Experimental Groups,Control Groups

To investigate the effects of semantic mapping, thematic clustering, and notebook keeping on L2 vocabulary recognition and production, four groups of intermediate level learners in an EFL institute in Zanjan, Iran participated in the study. Three experimental groups consisted of semantic mapping, semantic feature analysis, and vocabulary notebook keeping. The fourth group served as the comparison group. During the treatment, the participants of the four groups were presented with the same vocabulary items but using different techniques. At the end of the experimental period, a multiple choice and a fill-in the-blanks posttest were administered. Data were analysed using two separate one-way ANOVA procedures. Results indicated that all three experimental conditions were more effective than the comparison condition on both vocabulary recognition and production. It also turned out that semantic feature analysis and vocabulary notebook keeping techniques were more effective than semantic mapping on Iranian EFL learners' vocabulary recognition. Results also showed that semantic feature analysis was more effective than semantic mapping, which in turn, was more effective than vocabulary notebook keeping on Iranian EFL learners' vocabulary production.
Evaluation of English Results Course Books at Upper-Intermediate Level
Author: Haghi, Eshrat Bazarmaj
Date: 2013-00-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),College Instruction,Second Language Instruction,Foreign Countries,Vocabulary Development,Reading Materials,Grammar,Language Usage,Language Skills,Pronunciation,College Faculty,Language Teachers,Questionnaires,Textbook Evaluation,Textbook Content

The importance of the course books in language teaching leads the way to the evaluation of them. Evaluating the teaching materials specially course books can help teachers to understand more about language learning. The purpose of the present study is to evaluate English Results course books which are widely used at Iranian institutes. The focus of the study is on the course books used at advanced lined and evaluating their physical make-up, practical concerns and different sections of them namely vocabulary, reading, grammar, language functions and pronunciation practice.100 teachers from six different institutes participated in the study and completed the questionnaire which was prepared by Hashemi and Rahimpour (2011) for textbook selection and evaluation in EFL context. Results revealed that the course books were generally regarded as appropriate materials. Finally, several suggestions were mentioned for adding to the quality of the course books.
Dictogloss or Dicto-Phrase: Which Works Better for Listening Comprehension?
Author: Marashi, Hamid
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Listening Comprehension,Females,Adolescents,Language Tests,Comparative Analysis,Pretests Posttests,Statistical Analysis,Instructional Effectiveness,Measures (Individuals),Control Groups,Experimental Groups,Teaching Methods,English (Second Language),Second Language Instruction

This research compared the effect of using dictogloss and dicto-phrase tasks on EFL learners' listening comprehension. To fulfill the purpose of the study, a piloted sample Key English Test (KET) was administered to a total number of 90 Iranian female teenage EFL learners at Kish Language School, Tehran, and then 60 were selected based on their performance. The selected participants were then assigned into two experimental groups: dictogloss and dicto-phrase group. In one group, the dictogloss tasks and in the other dicto-phrase tasks were practiced through 10 sessions and at the end of the course, all the participants were given the listening section of another piloted sample KET as a posttest to measure their listening comprehension. Subsequently, the mean scores of both groups on the posttest were compared through an independent samples t-test which led to the rejection of the null hypothesis demonstrating that the learners in the dictogloss group outperformed the dicto-phrase group significantly in terms of listening comprehension. In other words, the dictogloss task was more effective on students' listening comprehension compared to the dicto-phrase task.
Technical Communication--The Need and the Demand of Global World
Author: Patel, Dipika S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Approach,Communication Skills,Technical Education,English Instruction,Technology Uses in Education,Technology Integration,Technical Writing,Scientific and Technical Information,Organizational Communication,Educational Technology,Teaching Methods

The present world is known as Hi-tech world as it is driven by technology. It is the vehicle to get access with this modernized world. However, due to continuous changes taking place in the field of technology, people keep looking for new developments for improving the quality of teaching and learning methodologies. In the fast developing 21st century various innovative technologies are being introduced to teach English in the classrooms. To cope up with this modern trend, communication skills become an essential component in the education of technical students to facilitate not just student's education but to prepare them for their future careers. We have to use modern technologies to teach English to the technical students. The present paper deals with the nature and characteristics as well as the significance of technical communication in various fields, the availability of various technologies as well as the practical uses and benefits of it in technical communication.