ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Applications of Modern Educational Technology in Maritime English Teaching from the Perspective of Constructivism
Author: Cui, Zhongliang
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,English for Special Purposes,Marine Education,English (Second Language),Second Language Instruction,Second Language Learning,Constructivism (Learning),Student Role,Lifelong Learning,College Students,College Faculty

Nowadays maritime transportation has become a major modern logistics because of its large capacity and low cost. English plays a leading role in the industry of maritime transportation. It is the most important medium and an indispensable communication tool in international business and global marine industry. Maritime English teaching has made some progress in China since 1990s. However, the applications of modern educational technology in maritime English teaching are still at its preliminary stage when compared to its current status abroad. Research on maritime English teaching has been very limited. This has raised a realistic question on current maritime English teaching: how can we improve maritime English teaching so that more people can be trained to be more competent in international business and trade.
The Cultural Impact upon Human Struggle for Social Existence in Chinua Achebe's &quot;Things Fall Apart&quot;
Author: El-Dessouky, Mohamed Fawzy
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Authors,Novels,Culture Conflict,Political Issues,Political Influences,African Culture

This paper aims at introducing an insight into the nature of cultural conflict as depicted in Chinua Achebe's &quot;Things Fall Apart.&quot; This study shows how the African black culture represented by Ibo tribe comes into disagreement with the white one imposed by the British imperialism. The greatness of Achebe lies in the vivid description of place which is Nigeria and people who are the native Africans and how he was able to show the inner conflict that took place inside the major characters, like Okonkwo, in their pursuit of mere existence within a declining culture in the face of a tyrannical white one. The conflict has two aspects; an internal which can be traced within the same culture among its members and sometimes inside a specific character, on the other hand an external conflict took place between two cultures the African and the British one. The pursuit of mere existence is the dominant theme within this novel. It may be argued that Okonkwo's pursuit of existence represents the African culture itself in its endeavor for survival in the face of a domineering British one. Despite the fact that Okonkwo dies at the end, but it is quite evident that the African culture continued its struggle for existence in the hearts and minds of the new generation. All search for existence whether on individual level or cultural level.
Making Sense of Reading Scores with Reading Evaluation and Decoding System (READS)
Author: Mohamed, Abdul Rashid
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Tests,Evaluation Methods,Student Evaluation,Reading Ability,Scores,Decoding (Reading),Accuracy,Reliability,Test Construction,Benchmarking

It is imperative that teachers need to assess their learners' reading proficiency. Incidentally, most assessments developed and conducted by teachers merely discriminate who among their learners are performing better than the other. These assessments deplorably provide nothing more than norm reference data. Nonetheless, this is the only information that teachers have pertaining to the reading proficiency of their learners. A test score preferably should supply teachers with analytical information of what learners can or cannot do. The test scores should allow teachers to determine where the learners' position in their reading development. It is long overdue for teachers and those in the education enterprise to take a closer look behind test scores and their learners' precise abilities. As such, it was felt that a system that not only provides test scores but matches learners' performance against a benchmark and divulge their precise reading abilities should be developed. This article traces the development of a Reading Evaluation and Decoding System (READS) comprising an Encoder, Analyser and Decoder components. A prototype system was first devised based on the Malaysian school curriculum. Next, a model encoder was developed and piloted on more than three thousand students. Their scores were then used to develop the Analyser. Finally, the Decoder was developed based on data gathered from the respondents. The three components of READS were then calibrated and refined through more tests for accuracy. The study found that READS is a reliable system to evaluate learners' performance and decode their reading abilities.
Lexical Attrition of General and Special English Words after Years of Non-Exposure: The Case of Iranian Teachers
Author: Abbasian, Reza
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Skills,Vocabulary,Context Effect,Literature,English (Second Language),Translation,Task Analysis,Lexicology,Language Skill Attrition,Questionnaires,Teaching Experience,Individual Differences,Teacher Characteristics,Indo European Languages,Language Teachers

This study sought to investigate the rate of attrition in general and special vocabulary in and out of context. Participants of the study were 210 male Persian literature teachers with different years of non-exposure to English (2, 4, 5, 6, 7, 8 &amp;10) after graduating from university. They were selected through purposive sampling from among 1000 Persian literature teachers from three provinces, namely Esfahan, Fars and Yasuj. Their age ranged between 25 and 35. The instrument included one translation task. The task consisted of 20 items of general words and 20 items of special words which were tested in and out of context. Results indicated that the rate of attrition increased gradually as the years of non-exposure to English increased. Also, it was found that the rate of attrition in special and contextualized lexicon is respectively less than general and de-contextualized lexicon.
Symbolism--The Main Artistic Style of Katherine Anne Porter's Short Stories
Author: Wang, Ru
Date: 2010-09-00
Type: Journal Articles
Subjects: Literary Genres,Literary Styles,Psychological Characteristics,Social Attitudes,World Views,Thematic Approach,Literature Appreciation,Literary Criticism

The paper takes Katherine Anne Porter's two short stories: &quot;Flowering Judas&quot;, &quot;The Grave&quot; as objects of study. It will try to analyze Porter's writing style through her imaginary conception, vivid psychological description and multiple symbolisms so that we can understand her studies and her attitudes to female psychological world and life.
Learning Outcomes Assessment Misunderstood: Glass Half-Empty or Half-Full
Author: Jones, Beata M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,College Faculty,Outcome Measures,Evaluation Methods,Teaching Methods,College Outcomes Assessment

When faculty and the community can see the data about student learning and discover what and how students are learning, they experience a transformational moment. Faculty often see critical thinking, for example, as an important goal in honors, but educators need to explain how, where, and when it is taught directly; how students have learned it; and how educators know that students have learned it. When a measurement tool reliably and appropriately measures an outcome, the data become useful, and critical thinking becomes more than a nice concept. Faculty members begin to talk about how to increase student skills in an area; they share pedagogies; and they may participate in program-wide workshops or discussions. The walls that often surround an individual faculty member's classroom can come down, and student learning can become the important focus. Faculty may also start to look for new teaching methods that measure student learning in authentic ways. These types of transformative conversations and actions can make major changes in the culture of an honors college or program. This article lists benefits of learning outcomes assessments, which along with a &quot;sitting beside&quot; metaphor, can help honors faculty see the value of the practice of transformational teaching and learning. If faculty can find the task relevant and engaging, they might view this exercise of conducting learning outcomes assessments more as a glass half-full rather than half-empty.
The Impact of Task Complexity on L2 Learners' Written Narratives
Author: Rahimpour, Massoud
Date: 2010-09-00
Type: Journal Articles
Subjects: Narration,Writing (Composition),Writing Achievement,Second Language Learning,Difficulty Level,English (Second Language),Accuracy,Language Fluency,Task Analysis,Predictor Variables,Foreign Countries,Statistical Analysis

This main purpose of this paper is to investigate the impact of task complexity on L2 learners' written narratives. It is argued that L2 learners' written performance is influenced by the complexity of task regarding accuracy, fluency, and complexity. 52 Iranian English learners were selected as the participants of the study. They were asked to write two narratives based on two different picture stories. First, they performed the here-and-now task (present tense and context-supported) and then, they performed the there-and-then task (past tense and context-unsupported). Next, the written narratives were coded to measure the accuracy, fluency, and complexity. The results of this study demonstrated that cognitively more demanding tasks were more fluent and no significant effects on written narratives were observed on measures of accuracy and complexity.
Sociolinguistic Competence and Malaysian Students' English Language Proficiency
Author: Muniandy, Mohan K.
Date: 2010-09-00
Type: Journal Articles
Subjects: Sociolinguistics,Linguistic Competence,English (Second Language),Language Proficiency,Cultural Context,Dialects,Language Variation,Classroom Communication,Cultural Awareness,Cultural Differences,Semantics,Figurative Language,Change Strategies,Educational Policy,Foreign Countries

This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners' core sociolinguistic competence.
The Subjectivity of the Translator and Socio-Cultural Norms
Author: Pei, Denghua
Date: 2010-09-00
Type: Journal Articles
Subjects: Translation,Bias,Sociocultural Patterns,Social Influences,Norms,Political Influences,Ideology,Ethics,Moral Issues,Religion,Cultural Context,Foreign Countries

This thesis attempts to probe into the dialectical relationship between the subjectivity of the translator and socio-cultural norms. The socio-cultural norms inevitably regulate the translator's translating activity, as acceptability of the translated text is the primary concern of most translators. However, this does not mean that the subjectivity of the translator is suppressed. The translator, in the wider socio-cultural context, assumes the subjective role in the translation process. The descriptive nature of these norms provides the great possibility for the translator to exert his subjectivity, which can be realized by the translator's active manipulations on the source text. This point is well illustrated in the practical translation as the translator's behaviour is constrained by a list of socio-cultural norms such as politics, ideology, ethics, morality and religion.
The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher
Author: Shishavan, Homa Babai
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),English Instruction,English Language Learners,Teacher Characteristics,Teacher Surveys,Student Surveys,Gender Differences,Questionnaires,Likert Scales,High School Students,College Students,College Faculty,Secondary School Teachers,Teacher Attitudes,Student Attitudes

In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold different views on characteristics of an effective English language teacher. For this purpose a questionnaire comprising 46 questions on a 1 to 5 Likert Scale was administered to 59 English language teachers and 215 learners of English. The results indicated significant difference between the responses of male and female participants in both teacher and learner groups on some characteristics of an effective English Language teacher.
Theoretical Foundations of &quot;Competitive Team-Based Learning&quot;
Author: Hosseini, Seyed Mohammad Hassan
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Teamwork,High School Students,Competition,Linguistic Theory,Constructivism (Learning),Social Cognition,Educational Theories,Andragogy,Student Motivation,Behavior Theories

This paper serves as a platform to precisely substantiate the success of &quot;Competitive Team-Based Learning&quot; (CTBL) as an effective and rational educational approach. To that end, it brings to the fore part of the (didactic) theories and hypotheses which in one way or another delineate and confirm the mechanisms under which successful (language) learning occurs and then tries to correlate such mechanisms to those inherent in CTBL settings. This, bridging the gap between theory and practice, would, I hope, enable educators to better recognize the nature and the major goals of my instructional approach and consequently its pivotal significance especially for the present context of globalization not only as a sophisticated, modern, super-flexible, inclusive, and relevant and realistic approach to ELT/Education, but as a &quot;weapon&quot; as well. My &quot;Theory of Language&quot; and also my &quot;Multiple Input-Output Hypothesis&quot;, which are the axes of my approach, have also been thrown into sharp relief in this paper. The present conceptual paper, as such, is bound to benefit (ELT) teachers in terms of its contribution to their knowledge building, and critical, analytical, and creative thinking, and thus further pedagogical achievement and professional development.
Vocabulary: Challenges and Debates
Author: Amiryousefi, Mohammad
Date: 2010-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Teaching Methods,Dictionaries,Word Lists,Students,Language Teachers

Traditionally, vocabulary was neglected in language teaching programs and curriculums for the sake of grammar and other parts of language. Nowadays, however, researchers have realized that vocabulary is an important part of language learning and teaching and worthy of attention and research. A proliferation of studies done on vocabulary can be taken as a proof to it. There are, however, some core issues and principles which are scarcely touched up on in the studies done and interested researchers and language teachers are eager to know. This article, therefore, intends to first give an overview of historical approaches and methods of vocabulary learning and teaching and then to discuss some current issues which are mostly asked and discussed by young language teachers, researchers and even students.
What Makes a Successful EFL Teacher in China? A Case Study of an English Language Teacher at Nanjing University of Chinese Medicine
Author: Huang, Zhi
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Surveys,Questionnaires,Teacher Role,Teacher Characteristics,Case Studies,College Faculty,Focus Groups,Teacher Effectiveness,Teacher Attitudes,Interviews

This paper investigates the traits of a successful EFL teacher at a Chinese University by collecting qualitative data, including surveys with questionnaires and interviews, from Miss H and a group of her students and her colleagues. The purpose is to detect what special qualities she has and what other roles she undertakes in her teaching position. The data indicate that to fulfil her role as both a teacher and a &quot;tour guide&quot;, Miss H has the qualities of being knowledgeable, responsible, enthusiastic, patient and kind. She also has a strong ability to utilise her teaching methods in accordance with what her students need and to train them to learn in a communicative and independent way. She serves as both a friend to her students, giving them support and helping them with learning, and as a coordinator among her colleagues, encouraging professional development and cooperative teamwork.
Syntactic Priming Effects between Modalities: A Study of Indirect Questions/Requests among Persian English Learners
Author: Biria, Reza
Date: 2010-09-00
Type: Journal Articles
Subjects: Priming,English (Second Language),Second Language Learning,Language Processing,Oral Language,Indo European Languages,College Students,Foreign Countries

This study examines the impact of syntactic priming on production of indirect questions/requests by Persian learners of English as a foreign language. Eighty learners participated in two experiments investigating the impact of syntactic priming on oral production and the possibility of transfer of the priming effects to a different modality. Production Experiment showed that priming resulted in increased production of the target structure by the Experimental groups as compared with production by the Control groups. Transfer Experiment showed that the rate of production of the target structure remained significantly higher for participants in the Experimental groups.
The MA in Writing at DePaul University
Author: Clary-Lemon, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Masters Degrees,Writing Instruction,Writing (Composition),English Curriculum,Program Descriptions,Educational Benefits,Interdisciplinary Approach

While discussion about the nature and function of the PhD has flourished for years in the broad context of English studies (Bérubé; Lunsford et al.; Nelson) and for more than a decade now in rhetoric and composition (Brown, Meyer, and Enos; North; Young and Steinberg), the Master's degree has attracted scant attention. No doubt this traces to a continuing concern with disciplinary viability and to the awareness that recognition is dependent on a robust collection of programs offering the terminal degree. The MA in English or any of its subfields, as is true of the same degree in various disciplines, is framed almost exclusively in its relation to the terminal PhD (Dalbey; Wright; Gaylord; Duyfhuizen). The assumption that MA coursework has value to the extent that it prepares students adequately for doctoral study appears so well entrenched that how it does so in curricular terms escapes scholarly interest. Lacking a significant number of well-established undergraduate programs in rhetoric and composition, doctoral programs in this discipline--unlike their counterparts in literature--will continue to value the Master's as a locus of theoretical and historical academic training. However, a Master's writing program has much to offer students in the way of preparation for an active rhetorical life at work and in various public spheres and is not limited to solely preparing students for PhD study. This article discusses the MA in Writing program at DePaul University to draw attention to Master's programs as vibrant sites of anti/inter/disciplinary potential.
Primary Student-Teachers' Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate Change
Author: Ratinen, Ilkka
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Inquiry,Knowledge Level,Science Instruction,Classroom Communication,Knowledge Base for Teaching,Educational Environment,Lesson Plans,Planning,Communication Strategies,Interviews,Foreign Countries,Recall (Psychology),Video Technology,Coding,Climate

A teacher's practical knowledge contains the teacher's beliefs about the goals, values and principles of education that guide his or her actions in the classroom. There is still a lack of knowledge about how teachers' practical knowledge influences their teaching. The present study examines student teachers' practical knowledge in the context of teaching climate change in elementary schools. Participating student-teachers planned their lessons using the principles and ideas of inquiry-based science teaching and the communicative approach. The same two approaches were applied in analysing the lessons, providing a broader basis on which to study student-teachers' beliefs about teaching science. The analysis revealed different levels of success in terms of implementation of inquiry-based learning; the communicative approach was not comprehensively realised in any class. Stimulated recall interviews highlighted that most student-teachers possessed sufficient knowledge to reflect on their lessons and the necessary awareness to use the communicative approach. By comparing the results of lesson plan analysis, communication analysis and stimulated recall interviews, we can better understand student-teachers' practical knowledge in the classroom.
Environmental Education and Behavioral Change: An Identity-Based Environmental Education Model
Author: McGuire, Nicholas M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Behavior Change,Attitude Change,Program Effectiveness,Psychology,Misconceptions,Knowledge Level,Decision Making,Cognitive Processes,Self Concept,Predictor Variables,Ecology,Models

In this paper, the effectiveness of environmental education (EE) programs at fostering ecologically responsible behavior is analyzed through the lens of psychology. In section 1, a critique of knowledge and attitude appeals is presented using contemporary psychological understandings of these constructs to show why many EE programs have been met with mixed results. It is argued that knowledge and attitudes are misunderstood in precisely how they are employed in decision-making and that these misunderstandings hamper the impact of EE programming. In section 2, the theoretical foundation for applying identity research is developed further and is shown to engage both the automatic and controlled cognitive processes--the key distinction of the IBEE model. In section 3, this research is applied to develop a novel program for producing ecologically responsible behavior through EE using self-identity as a more sophisticated and effective behavioral mediator, as is how a &quot;pro-environmental identity&quot; could be developed. Self-identity is a durable and robust behavioral mediator that has been shown to be highly predictive of an individual's behavior and can be shaped to lead one toward ecologically responsible behavior across behavioral domains.