ethanporcaro/eric-fulltext-meta huggingface dataset:
Texture, Textuality and Political Discourse: A Study of Lexical Cohesion in Nigeria's President Goodluck Jonathan's Inaugural Address, May, 2011
Author: Enyi, Amaechi Uneke
Date: 2015-10-00
Type: Journal Articles
Subjects: Political Attitudes,Presidents,Discourse Analysis,Speeches,Language Role,Linguistic Theory,Connected Discourse,Foreign Countries,Grammar,Semantics,Language Usage,Intention,Persuasive Discourse,Audiences,Text Structure,Phrase Structure

This study, entitled, &quot;Texture and textuality in Political Discourse: A Study of Cohesive Devices in President Goodluck Jonathan's Inaugural Address-May, 2011&quot; was an analysis of the lexical cohesive devices employed by Nigeria's President Goodluck Jonathan in crafting his May, 2011's Presidential Inaugural Address (PIA). Guided by the theoretical postulations of Halliday's tripartite metafunctions of language: the ideational, the interpersonal and the textual, with closer affinity to the textual metafunction that has to do with text creation, cohesion is understood in this study, to be a textual quality, attained through the use of grammatical and lexical elements that enable readers to perceive semantic relationships within and between sentences. Specifally, the study concentrated on the various lexical cohesive devices the President used to bring his message and intentions to the forecourt of the listeners' and readers' attention. The basic finding was that the President made preponderant use of: lexical repetitions, synonyms and near synonyms, superordinate/hyponyms and the various shades of oppositeness in language use, in fleshing out the details of his text and making the text to say what it intends to say. In a more general terms, it was discovered that producers of political discourse normally have particular intentions and aims. These aims are not far from convincing, conscientizing and swaying, their target audience to their side on various issues, subjects or particular demands. To achieve these, it was discovered that they use a properly crafted, well-articulated, tightly knit coherent body of discourse rich in cohesive ties and other linguistic elements that give their texts texture.
Acoustic Analysis on the Palatalized Vowels of Modern Mongolian
Author: Bulgantamir, Sangidkhorloo
Date: 2015-12-00
Type: Journal Articles
Subjects: Distinctive Features (Language),Languages,Vowels,Dialects,Phonemes,Acoustics,Articulation (Speech),Definitions,Comparative Analysis,Phonology,Phonetics

In Modern Mongolian the palatalized vowels [a?, ??, ?? ] before palatalized consonants are considered as phoneme allophones according to the most scholars. Nevertheless theses palatalized vowels have the distinctive features what could be proved by the minimal pairs and nowadays this question is open and not profoundly studied. The purpose of this work is to determine the acoustic and articulator features of the vowels preceding the palatalized consonants and the corresponding plain vowels of Modern Mongolian, Khalkha dialect. In the introduction, the definitions on the palatalized vowels and the previous traditional, experimental analysis of the palatalized vowels are discussed. Therefore, in the second section we presented the results of comparison of the short palatalized vowels and the corresponding plain vowels: (1) methods of the experimental study, (2) results of the acoustic features of palatalized and plain vowels. In result of this observation the formants, the length and the pitch of the short palatalized vowels differ more or less in comparison with corresponding plain vowels
The Impact of Motivational and Metacognitive Cultural Intelligence on the Study Abroad Experience
Author: Racicot, Bernadette M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Student Motivation,Cultural Awareness,Study Abroad,Student Behavior,Predictor Variables,Experiential Learning,Student Interests,Surveys,Motivation,Self Esteem,Statistical Analysis,Foreign Countries,College Students,Least Squares Statistics,Likert Scales,Regression (Statistics)

The current study used a time-lagged design to examine the effects of Metacognitive and Motivational Cultural Intelligence (CQ) prior to studying abroad on the experiential behavior of students during their study abroad trip and their future interest in work and study abroad opportunities. Using Hayes' conditional process analysis, results indicated that Motivational CQ predicted Metacognitive CQ which predicted cultural experiences pursued while studying abroad which in turn predicted future interest in working/studying abroad. Implications for improving the study abroad experience and training of students for study abroad programs are discussed.
Acculturation Attitudes and Sociocultural Adaptation of Chinese Mainland Sojourners in Hong Kong
Author: Ma, Yuanyi
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Acculturation,Questionnaires,Social Influences,Age Differences,Gender Differences,Interpersonal Relationship,Academic Achievement,Language Proficiency

Within these years, there has been a significant increase in the number of Chinese Mainland sojourners studying in Hong Kong. Due to the huge differences in various aspects like language, culture, cultural value, it would be considerably difficult for the Chinese Mainland students to adapt to the Hong Kong environment. This article investigates the ways for a group of doctoral students from Chinese Mainland to acculturate in Hong Kong. With the help of questionnaires, the difficulties that the sojourners have encountered in social situations are measured. It is found out that age and gender may have influenced the participants' acculturation strategies, and interpersonal relationship is that which the subjects have the most difficulties with, while academic domain is the area with the least difficulties. Meanwhile, the results have shown that competence of local language is not a determinant factor of the sociocultural adaptation, and female subjects seem to adapt better than male subjects.
Mapping Saldana's Coding Methods onto the Literature Review Process
Author: Onwuegbuzie, Anthony J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,Discourse Analysis,Coding,Computer Software,Data Analysis,Counselors,Researchers,Evidence Based Practice,Content Analysis,Heuristics,Qualitative Research,Evaluation Criteria

Onwuegbuzie and Frels (2014) provided a step-by-step guide illustrating how discourse analysis can be used to analyze literature. However, more works of this type are needed to address the way that counselor researchers conduct literature reviews. Therefore, we present a typology for coding and analyzing information extracted for literature reviews based on Saldana's (2012) coding methods. We present stages for conducting these analyses using an actual body of published works and illustrate how to use a computer-assisted qualitative data analysis software program, namely, QDA Miner. Finally, we delineate how using this systematic approach promotes counselor identity and addresses the call for ethical, transparent research and evidence-based practices.
The Effect of Flipped Learning (Revised Learning) on Iranian Students' Learning Outcomes
Author: Yousefzadeh, Malahat
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Homework,Video Technology,Secondary School Students,Secondary School Teachers,Comparative Analysis,Conventional Instruction,Science Achievement,Mathematics Achievement,Geography,Academic Achievement,Hypothesis Testing,Instructional Effectiveness,Tests,Statistical Analysis

The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as &quot; Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa&quot; (p.32). The participants in this study were 250 students and five teachers from a secondary school in Ardabil. Homogenous students were selected on the basis of their scores in the last year. Ten classes were considered for investigation. There were 25 students in each class and each teacher taught two classes that one of classes was flipped class and another was ordinary class. T-test was used to compare the overall performances of two classes in each subject in order to determine the effect of flipped learning on students' learning outcomes. The findings of this research demonstrated that there were significant differences between flipped and ordinary classes in students' learning outcomes.
Teaching Certificates Earned Online and Hiring Practices of High School Principals
Author: Adams, Jonathan
Date: 2016-00-00
Type: Journal Articles
Subjects: National Surveys,Principals,High Schools,Job Applicants,Teacher Selection,Online Courses,Teacher Certification,Teacher Education Programs,Academic Degrees,Experience,Interpersonal Relationship,Teacher Competencies,Program Effectiveness,Questionnaires,Distance Education,Secondary School Teachers,Statistical Analysis,Qualitative Research

A national survey of United States high school principals (n = 2,187) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a residential teacher-training program. The applicants with coursework taken in a residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Analysis indicated that the type of institution, personal experience and perceived benefits of face-to-face interaction play an important role in the formation of the perceived quality of online degree, programs and courses.
Students' Perceptions of Life Skill Development in Project-Based Learning Schools
Author: Meyer, Kimberly
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Daily Living Skills,Student Projects,Skill Development,Correlation,Instructional Program Divisions,Secondary School Students,Charter Schools,Rural Schools,Urban Schools,Likert Scales,Semi Structured Interviews,Focus Groups,Statistical Analysis,Time Management,Problem Solving,Cooperation,Interpersonal Communication,Responsibility,Ethics,Self Management,Creativity,Qualitative Research

This research aimed to examine students' perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: (1) What are students' perceptions of their development of life skills in project-based learning schools?; (2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time?; and (3) What relationship, if any, is there between grade level and students' perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students' perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students' life skills development across 6-12 grade levels and helps prepare them to be successful in the 21st century global community and economy.
Development and Validation of a Materials Preparation Model from the Perspective of Transformative Pedagogy
Author: Barjesteh, Hamed
Date: 2015-12-00
Type: Journal Articles
Subjects: Teaching Methods,Transformative Learning,Language Planning,Material Development,Regression (Statistics),Models,Critical Theory,Applied Linguistics,Second Language Learning,Second Language Instruction,Factor Analysis,Construct Validity,Educational Principles,Instructional Materials,English (Second Language),Sampling,Language Teachers,Teacher Education,Preservice Teachers,Foreign Countries

This study is a report on the design, development, and validation of a model within the main tenets of critical pedagogy (CP) with a hope to implement in education in general and applied linguistics in particular. To develop a transformative L2 materials preparation (TLMP) model, the researchers drew on Crawford's (1978) principles of CP as a springboard. These principles provide the theoretical framework of the ELT program in general, but they need to be adapted to the specific features of L2 materials development. To this end, Nation and Macalister's (2010) model of materials development were utilized to base different aspects of materials preparation. The newly developed model has driven 22 principles which was validated through a stepwise process. It was administered among 110 participants in 15 cities of Iran. Exploratory and confirmatory factor analyses were performed. The results indicated a high level of internal consistency and satisfactory construct validity. The TLMP model could be conducive for language policy makers, ELT professionals, materials and curriculum developers.
Examining the Effect of Interference on Short-Term Memory Recall of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms
Author: Alduais, Ahmed Mohammed Saleh
Date: 2015-12-00
Type: Journal Articles
Subjects: Semitic Languages,Interference (Learning),Recall (Psychology),Short Term Memory,Correlation,Task Analysis,Undergraduate Students,Foreign Countries,Classification,Psycholinguistics,Statistical Analysis,Native Language,Cues,Vocabulary

Purpose: To see if there is a correlation between interference and short-term memory recall and to examine interference as a factor affecting memory recalling of Arabic and abstract words through free, cued, and serial recall tasks. Method: Four groups of undergraduates in King Saud University, Saudi Arabia participated in this study. The first group consisted of 9 undergraduates who were trained to perform three types of recall for 20 Arabic abstract and concrete words. The second, third and fourth groups consisted of 27 undergraduates where each group was trained only to perform one recall type: free recall, cued recall and serial recall respectively. Interference (short-term memory interruption) was the independent variable and a number of recalled abstract and concrete words was the dependent variable. The used materials in this study were: abstract and concrete words classification form based on four factors was distributed to the participants (concreteness, imageability, meaningfulness, and age of acquisition), three oral recall forms, three written recall forms, and observation sheets for each type of recall. Also, three methods were used: auditory, visual, and written methods. Results: Findings indicated that interference effect on short-term memory recall of Arabic abstract and concrete words was not significant especially in the case of free and serial recall paradigms. The difference between the total number of recalled Arabic abstract and concrete words was also very slight. One other the hand, we came to the conclusion that Pearson's correlation between interference at these memory recall paradigms (M: 1.66, SD = 0.47) and the short-term memory recall (M: 1.75, SD = 0.43) supported the research hypothesis that those participants with oral interruptions tended to recall slightly less Arabic abstract and concrete words, whereas those participants with no oral interruptions would tend to recall slightly more Arabic abstract and concrete words, r = 0.713, p&lt; 0.01. Conclusions: Interference as a factor affecting short-term memory recall didn't show any significant effect where there was a noticeable increase or decrease in the number of recalled words; although, it is moderately yet positively correlated to short-term memory recall.
Syntactic Dependencies and Verbal Inflection: Complementisers and Verbal Forms in Standard Arabic
Author: Saeed, Feras
Date: 2015-12-00
Type: Journal Articles
Subjects: Syntax,Verbal Communication,Morphology (Languages),Transfer of Training,Semitic Languages,Verbs,Morphemes,Language Variation,Language Research,Grammar

This paper investigates the syntactic dependency between complementisers and verbal forms in Standard Arabic and provides a new analysis of this dependency. The imperfective verb in this language surfaces with three different forms, where each form is indicated by a different suffixal marker attached to the end of the verb as (-u), (-a), or (-Ø). The occurrence of each suffixal marker on the verb corresponds to the co-occurrence of a particular type of Comp-elements in the C/T domain. I argue that these morphological markers on the three verbal forms are the manifestation of an Agree relation between an interpretable unvalued finiteness feature [Fin] on C and an uninterpretable but valued instance of the same feature on v, assuming feature transfer and feature sharing between C/T and v (Pesetsky &amp; Torrego 2007; Chomsky 2008). I also argue that the different verbal forms in Standard Arabic are dictated by the co-occurrence of three types of Comp-elements: i) C-elements; ii) T-elements which ultimately move to C; and iii) imperative/negative elements.
Ego Is a Hurdle in Second Language Learning: A Contrastive Study between Adults and Children
Author: Abdullah, Shumaila
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Second Language Learning,English (Second Language),Second Language Instruction,Language Usage,Children,Adults,Age Differences

The aim of this research paper is to find out by comparing and contrasting between the adults and children in second language learning process how language ego of adult learners affects them to learn second language, and how it becomes a barrier for them in second language learning process. Nowadays learning English as foreign and second language is one of the most dominant socio-cultural requirements of people for seeking employment, foreign tour, business, education and other basic communicative purposes. Therefore, English as foreign and second language is definitely necessary for everybody because it is one of the most urgent socio-cultural pre-requisites of the Post-modern era. It is commonly observed during teaching and learning English as a foreign language in Pakistan, that language ego hinders the adults to learn it properly. Therefore, children are more successful L2 learners than the adults are. Children learning L2 use to reproduce construction process just as they do in their L1 learning and they have the ability to cognize and reproduce new and novel utterances. The compare and contrast between adult and child second language learner will be highlighted in this research paper, which may be helpful for teachers, researchers and scholars on the subject.
The Extent of the Contribution of the Educational Environment of Najran University in Developing Creative and Innovative Enterprises among the University Students
Author: Nimer, Ameen Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Environment,Creativity,Innovation,College Students,Student Projects,College Administration,Student Development,College Faculty,Teacher Role,Questionnaires,Creative Development,Learning Resources Centers,Extracurricular Activities,Research and Development Centers,Student Motivation,Teaching Methods,Scientific Research,Clubs,Partnerships in Education,Independent Study,Statistical Analysis

This study aims at identifying the reality of stimulating educational environment for creativity at the Najran University (NU), and the importance of the availability of certain influencing factors, which in turn contribute to the provision of innovative and creative projects. Reviewing the literature and related studies, the importance of the availability of those factors in the university educational environment were explored and organized into two main categories. The first category: Practices and roles played by the university administration in the development of students to provide creative and innovative projects (6 elements). The second category: Practices and roles played by the teaching staff members in the development of students to provide creative and innovative projects (3 elements). A questionnaire consisting of twenty items was designed and distributed to a sample of university teaching staff members. The results clarified that such practices and roles were in the moderate level of sample agreement in general, with a decrease in the levels of some elements and slightly higher in others. The results also showed that there were no statistically significant differences due to sex and specialization variables. The study recommended the need to address the shortcomings of each of the following elements. Providing learning resource centers at the university, supporting extracurricular activities &quot;Students Club&quot;, establishing incubators supporting creative projects, providing scientific research centers, establishing scientific and research partnerships, motivation and encouragement, teaching methods, scientific research, and self-learning skills.
On (De) Personification in Prophet Muhammad's Tradition
Author: El-Sharif, Ahmad
Date: 2015-12-00
Type: Journal Articles
Subjects: Folk Culture,Religious Cultural Groups,Islam,Islamic Culture,Imagery,Concept Formation,Fundamental Concepts,Ideology,Descriptive Linguistics

In this paper, I discuss the themes of personification and de-personification in the Prophet Muhammad's Tradition from a cognitive linguistic viewpoint. Instances of personification and de- personification in Prophet Muhammad's Tradition are analysed following approaches of conceptual metaphor theory and critical metaphor analysis. The analysis reveals that the two linguistic phenomena are eminent in the language of the Prophet Muhammad. Personification, for instance, is frequently used for ontological purposes to portray and conceptualise non-human entities such as abstract concepts, body parts, and human deeds. De-personification, on the other hand, is used to evoke more prevalent ideological implication whereby people are classified into a hierarchical scale according to the degree of their faith and the nature of their deeds and behaviours.