ethanporcaro/eric-fulltext-meta huggingface dataset:
Tribal Folklore as ELT Material for First-Generation Learners
Author: Viswanath, K.
Date: 2019-04-00
Type: Journal Articles
Subjects: Folk Culture,Indigenous Knowledge,English (Second Language),Second Language Instruction,Tribes,Language of Instruction,Culturally Relevant Education,Student Motivation,Foreign Countries,Elementary School Students,Student Attitudes,Teaching Methods,Program Effectiveness

An important component of any ELT programme is the content. A course-book ensures that the required course content is presented in a uniform format for ready implementation. In most cases where English is taught as the second or foreign language, a course-book is 'the only point of contact with the language' for learners. Available research has established that appropriate language content motivates learners to acquire language skills. In the eastern Indian state of Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal learners in the English Medium Instruction (EMI) system are being deprived of the desired results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of them drop out midway. Tribal communities in India have a rich tradition of folklore but it has by and large remained oral and no serious attempts have been made to use it as material for ELT. A pilot-project with ELT material drawn from the local tribal-folklore, aimed at providing familiar course content, was conducted to encourage students to learn better. Improvements in compliance of the assigned classroom tasks were noticed and the familiar content did bring in an element of enthusiasm among the young learners. It is believed that the findings of this study will be helpful in contextualising ELT course content using materials from learners' own folklore.
Linguistic Verbal Arts and the Problem of Overpopulation Growth in Nigeria
Author: Tajudeen, O?`po?`o?la´ Bo?´la´n´le´
Date: 2019-06-00
Type: Journal Articles
Subjects: Verbal Communication,Oral Language,Written Language,Emotional Response,Population Growth,Social Problems,Religious Factors,African Culture,Muslims,Christianity,Marriage,Spouses,Family Size,Beliefs,Foreign Countries,English,Translation,African Languages

Linguistic verbal arts deals with the use of chants, statements and verses of oral and written materials in expressing feelings using one language or the other. Among the challenges militating against expected human and material development in many African countries is population explosion. Available social infrastructures can no longer adequately satisfy the needs of the people. At present, in Nigeria compared with what obtained many years ago, religious practices are taken as excuses for marrying many wives when in the actual sense, there are often misinterpretations of the doctrines of the religions. The findings of this paper is that though many Nigerians are either Muslims or Christians with few number of traditional religious faith, the lust for marrying more than one wife did not make them obey the doctrines of their religious practices. This paper derives its strength from collation of verbal arts as expressed in the Holy Books of the Muslims, Christians and Ifa´ Oracle, one of the African traditional religions. The paper posits that no religion in Nigeria advocates for many wives and many children. The implication of this paper among others is that it provides valuable information on Nigerian population particularly as this concept remains a great troubling issue for Nigerian and many African governments. It is yet an attempt aimed at discouraging Africans from creating more problems for themselves and the continent through production of more children than they can cater for.
Explicit and Implicit Collocation Teaching Methods: Empirical Research and Issues
Author: Mahvelati, Elaheh Hamed
Date: 2019-06-00
Type: Journal Articles
Subjects: Phrase Structure,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Intervention,Accuracy,Language Fluency,Individual Differences,Instructional Design,Learning Processes,Instructional Effectiveness,Course Descriptions,Linguistic Input,Linguistic Theory,Metalinguistics,Comparative Analysis

The need for integrating collocations into English language syllabuses in order to enhance EFL/ESL learners' language accuracy and fluency has been emphasized by a great number of researchers and scholars. Given this, finding viable collocation teaching methods has become the focal center of some specialists' interest. This has led into the emergence of various pedagogical suggestions some of which have aroused controversy. One of the most significant points of disagreement between these specialists concerns the effectiveness of implicit versus explicit collocation teaching methods. This article reviews the pedagogical potential of these two teaching approaches as well as the issues limiting generalizability of findings in the related literature. The review reveals that the scarcity of empirical studies which have compared the efficacy of these two controversial methods, lack of consistency in the reported findings, and neglect of some determining factors, such as learners' individual differences, have caused a great deal of confusion in the literature regarding the most effective pedagogical intervention. Further research is, therefore, required to address these gaps in the realm of collocation and help teachers, instructional designers and material developers effectively support learners in the learning process. Some suggestions for future research are provided.
Apologia, Image Repair and Rhetoric in the Defence of Electoral Defeat
Author: Sarfo-Kantankah, Kwabena Sarfo
Date: 2019-06-00
Type: Journal Articles
Subjects: Presidents,Foreign Countries,Reputation,Political Campaigns,Elections,Persuasive Discourse,Victims,Religious Factors,Figurative Language,Language Usage,Language Styles,Political Attitudes,Discourse Analysis,Communication Strategies

Using the concepts of apologia, image repair and rhetoric, this paper examines the strategies employed by a former president of the Republic of Ghana to simultaneously maintain his reputation after losing the 2016 Ghanaian general elections and campaign for re-lection as the standard bearer of his party. The paper finds that the former president did not accept responsibility for the electoral loss, but used several indirect ways to deny responsibility for the defeat. He employed &quot;bolstering, accusation/attack, playing the victim, throwing a challenge&quot; and &quot;the God's will factor&quot; as defence strategies in order to repair his image. He exploited the Aristotelian appeals of &quot;logos, ethos and pathos&quot; to boost his persuasion. In doing so, he deployed several rhetorical tools such as &quot;metaphor, allusion, rhetorical questions&quot; and &quot;parallelism&quot; to enhance the expression of the defence strategies. The analysis reveals that, as noted in the literature, some of the image repair strategies espoused by Benoit (1995, 2015), for example, outright denial and mortification, hardly apply to political contexts -- the former President's defence was indirectly expressed. Thus, the paper concludes that combining the concepts of apologia, image repair and rhetoric in the analysis of political discourse can illuminate political discourse analysis. The paper has implications for communicating defence, reputation repair and political rhetoric.
Analyzing Cross-Cultural Writing Differences using Contrastive Rhetoric: A Critical Review
Author: Almuhailib, Badar
Date: 2019-04-00
Type: Journal Articles
Subjects: Cultural Differences,Second Language Learning,Second Language Instruction,Writing Skills,Cultural Influences,Writing Instruction,Teaching Methods,Contrastive Linguistics,Semitic Languages,Native Language,Transfer of Training,Criticism,Native Speakers,Rhetoric

This paper presents a critical review of the cross-cultural writing styles in the light of contrastive rhetoric approach established by Kaplan in 1966. Although Kaplan compared different writing styles depending on the culture each language was attached to, his comparison was criticized by some scholars the prominent one of which is Conor 1996. Advantages and disadvantages of the approach being utilized to find the cultural influences in L2 writing was discussed detail. Further, the implementation of such approach was shed light on, apart from how policy makers would benefit from the approach in teaching the L2 writing skill.
A Critical Review and Analysis: What Role of ICT Plays in Improving Professional Teachers&apos; English Instruction?
Author: Yang, Xiaoyu
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Second Language Instruction,English (Second Language),Teaching Methods,Higher Education,Foreign Countries,Teacher Competencies,College Faculty,Technology Integration,Barriers,Educational Policy,Educational Research

This article reviews the Information and Communications Technology (ICT) in improving College English Language Teaching (ELT) of China. Drawing upon evidence and theories in the preliminary literature, the study reveals that it could be seen that in the long run of history, the application and adoption of ICT on English intrusion has many merits in Chinese Colleges environment; And insufficient teachers' development needs to improve during the Implementation of specific ICT. It reflects the literature and provides useful evidence in the field; Also, gaps in the current knowledge in question and the possible future exploration are shown. It summarises some new directions for future explorations, particularly regarding Digital-assisted teaching research in China.
Suicide Reduction: Building a Culture of Belonging as an Anecdote to Suicide in Northern Manitoba
Author: Griffin, Tricia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Suicide,Prevention,Adolescents,At Risk Students,Indigenous Populations,Canada Natives,Youth

Suicide rates indicate elevated mental and emotional instability among Canadian youth. Unfortunately, increased availability of resources and online supports to both students and staff, has not alleviated its deadly impact. Northern Manitoba, in particular, continues to be plagued by the onslaught of teen suicide threats, attempts, and deaths within many of its communities, predominantly among First Nations youth. Addressing this issue requires the collaborative effort of all stakeholders, through continued research, evidence-based programming and partnerships. Health professionals and educators must delve deeper into the etiology behind youth suicide in order to fully understand and begin to address a potential impediment collectively impacting those who are suffering. Addressing one's basic human need to belong may not only provide a sustainable and economical approach to this grave issue, but also promises to result in an inclusively positive outcome overall.
Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome Their Demotivation
Author: Han, Turgay
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Student Attitudes,College Students,Negative Attitudes,Foreign Countries,Gender Differences,Academic Failure,Peer Influence,Teacher Student Relationship,Test Anxiety,Goal Orientation,Coping,Attitude Change,Positive Attitudes

The purpose of the current study is to determine main demotivating factors affecting Turkish EFL university students' English language learning process and to identify the ways they apply to cope with these negative experiences from their own perspectives. The participants were 469 first and second year Turkish EFL university students. Both quantitative and qualitative methods were used to collect data in the study. First, a demotivation questionnaire (Sakai &amp; Kikuchi, 2009) was administered to the participants, and then interviews were conducted, face-to-face, with some of the students. Descriptive and inferential statistics were performed on the quantitative data, while coding and classifying approach was used to analyze the qualitative data. Quantitative results revealed that are significant differences between female and male students in terms of the factors related to characteristics of classes and experiences of failure. Qualitative findings indicated that major factors that demotivate students are negative attitudes of the classmates, teacher-related factors, personal issues, class characteristics, test anxiety, failure experiences, and education system. Also, strategies for overcoming demotivation were determined as selfstudying, asking for assistance, changing perspective, thinking positively, ignoring what others think, and being goal oriented. It is implied that the results obtained from this study might be helpful for both language learners and teachers in developing effective coping strategies to overcome demotivation.
A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness
Author: Gürergene, Elif
Date: 2019-04-00
Type: Journal Articles
Subjects: Comparative Analysis,Reading Processes,Form Classes (Languages),Reading Materials,Teaching Methods,High School Students,Foreign Countries,Scores,Learning Processes,Linguistic Input,Second Language Learning,Second Language Instruction,Language Tests,Role,English (Second Language),Reading Comprehension,Metalinguistics,Cloze Procedure,Pretests Posttests

This study has recently been conducted to find out the effect of extensive exposure to reading materials and of moderate amount of exposure supported by explicit instruction on enhancing discourse signaling awareness. Data analyzed quantitatively came from test scores of 36 high school students at elementary level in Istanbul, Turkey, divided into two groups who were treated through a certain type of learning/teaching method over a two-week period. Unlike the first group who were instructed to read 28 reading passages with six target conjunctions embedded in them (and, or, but, so, because, although) the second one was provided 14 reading passages, and a handout with exercises on the target conjunctions, supported with explanations on the handout. It was found that those who were exposed to extensive amount of reading statistically performed better in the final test. Those who were exposed to moderate amount of reading input plus instruction performed better, as well, albeit not statistically. However, performances between the groups in the final test did not differ significantly. Further, to earn a qualitative dimension to the study, participant evaluation reports were collected, coded, and analyzed. Sentences in reports beginning with &quot;I realized …, I understood …&quot; or &quot;I have noticed that …&quot; can be an evidence that they may go on doing reading activities in a more conscious manner. Pedagogical implications in a nutshell suggest that reading comprehension can be achieved through reading itself. Still teachers can find individualized ways for their students to read in their L2. Suggestions for future research are also included.
Acquisition of English Tense and Aspect Translation Competence by Behdini Students: An Experimental Study
Author: Toma, Shivan
Date: 2019-04-00
Type: Journal Articles
Subjects: Morphemes,Verbs,Translation,Task Analysis,Syntax,English (Second Language),Decision Making,Second Language Programs,Second Language Learning,Second Language Instruction,Language Proficiency,Sentences,Morphology (Languages),Grammar,Native Language,Indo European Languages,Foreign Countries

This study is an attempt to investigate the acquisition of translation competence of the English tense and aspect system by Behdini learners who are students at the Translation Department at the College of Languages in the University of Duhok. This paper is an experimental study that adopts the Translation Competence Acquisition model. There are many morphological and syntactic differences between English and Behdini tense and aspect and there are differences in terms of the usage of the tense and aspect between the two mentioned languages too. A Judgement Elicitation Task is employed as a tool to collect data in this study. 4o English sentences with their translations into Behdini are included in this task. Behdini learners are asked to make their judgements on each translated sentence. These test items are a mixture of four tenses: present continuous, present perfect, past continuous, and past perfect. Two subgroups of learners are involved in this study: the senior subgroup and the fresher subgroup in an attempt to investigate the effect of participants' English language level and proficiency. Mixed-effects modeling has been used for analysing the data statistically. The lmer package (version is 3.3.1) has been employed with logit link function and binomial variance for the judgement data in R, which is an open-source language and environment for statistical computing. The main hypothesis of the study is that Behdini learners are not expected to attain a complete translation competence regarding the English tense and aspect system due to the differences between the two languages. The main results of the study show that while Behdini learners were able to attain a good translation competence in terms of accepting the grammatical translations, they failed to reject the ungrammatical translations. These findings implicate that Behdini learners' acquisition of translation competence is not attained fully. It is also shown that Behdini students at lower proficiency levels employ their L1 grammar as the first stage of their translation process, but at later stages of proficiency parameter resetting becomes more possible.
I&apos;m Sorry for My Bad English: Why Does EFL Learner Say It?
Author: Bilfirdausi, Sabanta Azmah
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Intercultural Communication,Responses,Speech Acts,Self Efficacy,Psycholinguistics,Pragmatics,Failure,Motivation,Cultural Influences

Generally, people are apologizing after they make a mistake or do certain acts which offense others. But the context in which the apology needs to be said in every culture can be different. Therefore, EFL learners may fail to use appropriate apology strategy within the context since they are interfered by their L1 culture. However, the case of Richy, an adult EFL learner originally from Java, is a bit different. He apologizes by saying &quot;I'm sorry for my bad English&quot; before he starts speaking. This unique phenomenon leads me to observe and interview him to gain an answer to what factors which might affect him to do so and how that act will influence his speaking. The result shows that Richy's act was affected by cultural and psychological aspects where he got a pragmalinguistic failure in using his speech act of apology and tried to reach his need for safety through it. By reaching his need, he felt more motivated and gained his self-efficacy in delivering his speech.
Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning
Author: McMahon, Don Douglas
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Access to Education,Educational Experience,Educational Strategies,Students with Disabilities,Decision Making,Artificial Intelligence,Evidence Based Practice,Faculty Development,Intervention,Teacher Attitudes,Technology Uses in Education,Educational Trends,Trend Analysis,Technology Integration,Futures (of Society),Teaching Methods,Guidelines,Barriers,Educational Technology,Instructional Design,Assistive Technology

The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the article presents some ways in which educators can make informed implementation decisions around these new tools. First, we examine the rule of the least dangerous assumption, which supports trying new technologies even if the evidence base is lacking. Next, we present a strategy that educators can use to apply the research-based framework of UDL in order to make informed implementation choices with new technologies. Finally, based on information gained from experience in providing professional development, school level implementation, individual student interventions and teacher focus groups, we offer some recommendations for practice. We present several fun propositions that can help create a culture to support educators as they endeavour to create inclusive educational experiences with emerging technologies. We also explore current trends in technology use, describing and providing practical examples of implementation and integration to support a more inclusive future with emerging technologies.
Printed and Digital Media: Printed and Digital Textbooks
Author: Ivic, Ivan
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Printed Materials,Efficiency,Brain,Learning Processes,Outcomes of Education,Hypermedia,Difficulty Level,Cognitive Processes,Reading Processes,Neurological Organization,Individual Development,Foreign Countries,Attention

This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky's theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan's theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain's neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.