ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross-Linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
Author: Wang, Tammy
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Interlanguage,Native Language,Influences,Multilingualism,Phonology,Monolingualism,Bilingualism,College Students,English,French,Spanish,Morphology (Languages),Syntax

In the field of Second Language Acquisition (SLA), the role of transfer has been theorized and studied to account for the influence of the native language on an interlanguage. However, stemming from behaviorist mentality, the concept of &quot;transfer&quot; has become widely associated with the direct transfer of habits and fails to take into consideration other cross-linguistic influences (CLI) that shape or are shaped by the interlanguage, such as avoidance, 'reverse transfer' from a learner's second language (L2) to native language (L1), &quot;perception&quot; of linguistic distance, and interlanguage transfer. Thus, the reductionist analysis of direct L1 to L2 transfer is no longer sufficient to account for the parallel activation of languages in multilinguals. To acknowledge the unique and complex cognitive development of multilinguals, a wave of research has been conducted to extend our theoretical perspective of CLI to include interlanguage transfer, the carryover of a linguistic feature from one interlanguage system to another. This research in third language acquisition (TLA), an offshoot of SLA that concentrates specifically on the acquisition of a subsequent language beyond the second, may enhance our understanding of cross-linguistic influences in particular and acquisition processes in general. A general theoretical overview will be presented in the first section of this paper in order to provide background knowledge of the current theories on the psycholinguistic factors involved in L3 acquisition. After establishing these theoretical foundations, the paper will then delve into a more in-depth analysis of some prominent studies on the topic of interlanguage transfer. In order to ensure a comprehensive view, the studies range and are organized according to the linguistic domains they assess beginning with a focus on the development of L3 phonology, followed by the development of L3 lexicon and morphology, and finally the development of L3 syntax. The findings from the studies discussed will then be coalesced in the final sections to develop an understanding of interlanguage transfer overall and its role in the broader field of SLA.
How Teachers Reflect on Their Pedagogy: Learning from Teachers&apos; Pedagogical Vocabulary
Author: Lund, Lea
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Skills,Teaching Styles,Beliefs,Educational Practices,Qualitative Research,Adult Educators,Teaching Experience,Professional Continuing Education,Phenomenology,Pedagogical Content Knowledge,Foreign Countries

This paper considers the importance of teachers' beliefs and pedagogical awareness in relation to their teaching practices. The paper draws on findings from an in-depth qualitative study of ten teachers of adult learners over a period of eight months. The study examined the potential of learning in practice and explored how teachers reflect on their pedagogy. In this paper, I consider what these reflections tell us about the choices teachers make about their practice. The findings reveal that teachers' gut feelings play a significant role in shaping their thoughts and beliefs and in informing their choices and teaching practices in class. I suggest, however, that these teachers' everyday practices do not hold pedagogical learning potential on their own, as individual teachers are not all capable of taking advantage of the opportunities offered to them in their everyday teaching. The study reveals that over time--when working with teachers' beliefs during the process of writing and discussing--their pedagogical awareness strengthens and they are more capable of taking advantage of the opportunities offered to them in their everyday teaching.
Mentoring: A Key to the Professional Development of the Teacher
Author: Mathipa, Elias Rajabalala
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Faculty Development,Training Methods,Teacher Researchers,Research Skills,Interviews,Teacher Surveys,Teacher Attitudes,Hermeneutics,Higher Education,Learning Experience,Foreign Countries

The teaching profession has a long history of providing mentorship to mentees (budding lecturers) through focused, collaborative, and one-on-one relationships. However, despite new lecturers' ongoing need for guidance and assistance, mentoring is relatively neglected as a concept in institutions of higher education. This study explores the concept of mentoring in higher education institutions to ascertain whether different mentoring strategies and approaches can be utilized to support junior researchers who are in need of guidance, coaching, and assistance. In this study, purposively sampled mentors and mentees were interviewed about their views of, and experiences with, mentoring. The study extends beyond the mentoring research and highlights that mentoring can promote unintended outcomes due to its dynamic nature. The article also addresses how both the mentor and mentee play important roles in the success of the mentoring process. The article concludes with recommendations for mentoring programs.
Strategic Competence and L2 Speaking Assessment
Author: Seong, Yuna
Date: 2014-00-00
Type: Journal Articles
Subjects: Competence,Language Proficiency,Second Language Learning,Language Skills,Applied Linguistics,Literature Reviews,Taxonomy,Language Tests,Speech Tests,Oral Language

Assessing second language speaking has long been an important part of language testing in both large-scale assessment settings and in smaller scale classroom-based assessments. Accordingly, researchers in the second language (L2) assessment field have made efforts to establish a better understanding of the nature of speaking ability and its underlying competences. With speaking tests increasingly involving test takers' performances on certain tasks, test takers are required to utilize their language knowledge by means of their &quot;strategic competence&quot; (i.e., skills necessary to put language knowledge into use), which has been considered an integral component of communicative language ability (e.g., Bachman &amp; Palmer, 1996) and L2 speaking ability (e.g., Bygate, 1987; Fulcher, 2003). However, what strategic competence in speaking entails remains unclear, as its definition has varied greatly across different theoretical models and empirical studies. This paper provides a brief overview of the varying approaches to defining &quot;strategic competence,&quot; and reports on major empirical findings related to the conceptualization of this important facet of speaking ability, surveying the extensive literature in the broader fields of applied linguistics and L2 assessment in particular. The paper starts with (1) a review of the applied linguistics literature on the major influential approaches to understanding oral strategic competence, followed by (2) an in-depth review of how the L2 assessment literature has conceptualized &quot;strategic competence&quot; in relation to different theoretical models, and lastly, (3) a discussion of empirical studies examining strategic competence in the context of speaking test performance. The paper concludes with directions for future research.
Revitalizing Students&apos; Geographical Imagination in a Digital World
Author: Pow, Jacky
Date: 2016-00-00
Type: Journal Articles
Subjects: Imagination,Geography Instruction,Stimulation,Teaching Methods,Technology Uses in Education,Geographic Information Systems,Cartography,Electronic Learning

Many geographers have argued that geographical imagination plays a crucial role in geography education. Unfortunately, geography teachers often find it difficult to stimulate their students' geographical imaginations. One emerging concern is to determine how geography teachers can foster their students' geographical imaginations so that they can develop real understandings of the nature and value of geography. In this paper, two possible areas in which IT can serve a role in revitalizing students' geographical imagination are presented. These areas include volunteered geographic information and digital cartography.
Reflective Practice in English Teacher Education: Why Active Learning Is Not Enough
Author: Krulatz, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Reflective Teaching,Action Research,Inservice Teacher Education,Teaching Models,Constructivism (Learning),Classroom Techniques,Scaffolding (Teaching Technique),Experiential Learning,Educational Practices,English (Second Language),Second Language Instruction,Drafting,Higher Education,Foreign Countries

This paper presents the process and the outcomes of an action research project aimed at examining and improving pedagogical practices in a Norwegian in-service English teacher course through the use of the Reflective Teaching Model (Hart, Najee-ullah, &amp; Schultz, 2004). The project was conducted in a constructivist-based classroom and consisted of the following steps: initial reflection, plan for action, action, and repeated reflection (Elliot, 1991). Course activities and student papers were included in the analysis. The improved, post-evaluation teaching approach, while still based in constructivist views of learning (Biggs, 1996; Vygotsky, 1978), utilized various scaffolding techniques (Wood, Bruner, &amp; Ross, 1976) and an experiential pedagogical approach referred to as the Loop Input (Woodward, 1988, 2003). The outcomes suggested that reflective teaching practice in higher education can lead to improved classroom methodologies as well as increased critical thinking and attainment of course objectives among students.
An Outsider&apos;s Viewpoint of Germany&apos;s Teacher Education Reform: What Kind of Influence Was Brought by Teacher Education Standards?
Author: Tsujino, Kemma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Quality Assurance,Educational Policy,Comparative Education,Preservice Teacher Education,Inservice Teacher Education,Higher Education,Academic Standards,Achievement Tests,International Assessment,Universities,Preservice Teachers

In this article, teacher education reforms in Germany were analysed from a Japanese outsider's viewpoint. To describe the feature of &quot;Germany&quot; is never easy because of its diversity; however, from an outsider's viewpoint, certain unified features can be made clear. The symbol of today's reform is the teacher education standards from federal level symbolized with content standardisation. Most of all, its influence is radicalized in the first stage of teacher education--university. In the first stage, the framework regularising at a European level through the Bologna Process pushes the reform from behind. Through data analysis as well as field research in different states of Germany, the features of reform influence are described.
Instructional Strategies, Mathematical Ability, Mode of Entry, and Gender as Correlates of Pre-Service Teachers&apos; Performance in Integrated Science in Nigerian Colleges of Education
Author: Agoro, Aminat Aderonke
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Strategies,Mathematics Skills,Mathematics Instruction,Gender Differences,Correlation,Preservice Teachers,Schools of Education,Foreign Countries,Science Instruction,Science Curriculum,Integrated Curriculum,Control Groups,Experimental Groups,Achievement Tests,Hypothesis Testing,Multiple Regression Analysis,Statistical Analysis

The declining rate of pre-service teachers' performance in integrated science has continuously engaged the attention and concern of stakeholders in Nigeria. Many reasons have been adduced, but effectiveness of instructional strategies adopted by lecturers and other student variables stand out. As panacea, researches have focused on collaborative teaching and self-regulation strategies without considering opportunity for peer instruction coupled with reflection before, during, and after lessons for subsequent adjustment and improvement in a rapidly changing classroom situation and student characteristics. An ex post facto type of descriptive design was used to explore the relationship among the variables involved in the study using 294 pre-service teachers purposively selected from six colleges of education in southwest Nigeria. Five instruments were developed, namely: Pre-service Teachers' Achievement Test (r = 0.85); Pre-Service Teachers' Numerical Ability Test (r = 0.79); Operational Guides for RRT, RRPT and Modified Conventional Teaching Strategy (r = 0.75, 0.72 and 0.77 respectively). Three hypotheses were tested at 0.05 level of significance. Data were subjected to Pearson product-moment correlation and multiple regression. Results showed that instructional strategy (r = 0.305; p&lt;0.05) and mathematical ability (r = 0.05; p&gt;0.05) have positive significant relationship with pre-service teachers' performance in integrated science. On the other hand, mode of entry has no significant relationship (r = 0.94 ;p&gt;0.05) with the dependent variables. All the four factors jointly correlate positively with the pre-service teachers' performance in integrated science (R = 0.377). From the four factors mathematical ability made the highest contribution (ß = 0.221) followed by instructional strategy (ß = 0.217), then sex (ß = 0.074), while mode of entry made the lowest contribution. It was recommended that peer instructional strategies coupled with reflection before, during, and after lessons should be encouraged in the teaching methodology course during the training period. Also, stakeholders should encourage pre-service teachers to improve upon their mathematics skills as this would go a long way to improving their performance and teaching skills in integrated science.
Community-Based Instructional Strategies, School Location, and Primary School Pupils&apos; Environmental Knowledge
Author: Ajitoni, Sunday Olukayode
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Knowledge Level,School Location,Community Education,Educational Strategies,Elementary School Students,Teaching Methods,Intermode Differences,Conventional Instruction,Instructional Innovation,Quasiexperimental Design,Pretests Posttests,Service Learning,Hypothesis Testing,Experimental Groups,Control Groups,Foreign Countries,Statistical Analysis

The environmental issues we face as individuals and as a society are pervasive and ingrained in our cultural ways of being so that we can no longer look to science and technology to solve these problems alone. Instead, educators have been charged with providing students with environmental education through community-based service learning and educational trips. This study investigated the effects of these two community-based instructional modes relative to traditional instruction and any moderating effect of school location on primary school pupils' environmental knowledge in Oyo Metropolis, Nigeria. The study adopted a pretest-posttest quasi-experimental design. The Environmental Knowledge Test was used to elicit responses from 264 primary-5 pupils across 12 schools. There was a significant main effect of instruction on pupils' environmental knowledge and significant interaction effect of treatment and school location. This suggests that curriculum developers and planners should promote service learning and educational trips for effective teaching and learning of social studies.
A Snapshot from a Rural Area of Australia: Why and How Early Childhood Educators and Carers Take on Board Sustainable Practices
Author: Amadio, Karren
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Rural Areas,Early Childhood Education,Preschool Teachers,Child Caregivers,Child Care,Sustainability,Teacher Attitudes,Teaching Methods,Educational Practices,Case Studies,Low Income Groups,Indigenous Populations,Well Being

A report card on the wellbeing of young Australians does not paint a promising picture (ARACY, 2013). Some of the poor performance indicators from this report can be linked to early childhood education and sustainability, which forms the basis of this paper. A survey of recently graduated Certificate III and Diploma students will provide a snapshot of their feelings on sustainability. This will provide a point of view from a new generation of early childhood educators and carers in one rural area of Australia. The survey questions how these educators rate the need for sustainable practices and why. Will these educators follow their services program, or do they genuinely feel they have a role in the big picture of ensuring young people gain knowledge about sustainable practices? The second part of this paper will give an overview of a case study of sustainable practices being undertaken in a rural preschool that caters to Aboriginal and low income families. These practices will be linked to the 2009 Early Years Learning Framework that has the philosophy of children being, belonging, and becoming (DEEWR, 2009). The case study will demonstrate how sustainable practices can be linked to the wellbeing of children as well as providing them with hands-on learning opportunities and knowledge. This is done in the hope that these educational practices will contribute to the children's sense of well-being and thus contribute to their resilience in our volatile, uncertain, complex, and ambiguous world.
Effects of 7E Learning Cycle Model and Case-Based Learning Strategy on Secondary School Students&apos; Learning Outcomes in Chemistry
Author: Adesoji, Francis Adewunmi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Science,Science Education,Chemistry,Science Process Skills,Constructivism (Learning),Case Method (Teaching Technique),Science Achievement,Scientific Attitudes,Instructional Effectiveness,Models,Mathematics Tests,Achievement Tests,Student Attitudes,Questionnaires,Pretests Posttests,Control Groups,Experimental Groups,Quasiexperimental Design,Hypothesis Testing,Statistical Analysis,Scores,Learning Strategies

The purpose of the study was to determine the effectiveness of 7E learning cycle model, which is based on constructivist theory and case-based learning (CBL), on students' achievement in and attitude to chemistry. A total of two hundred and eight (208) SSII chemistry students drawn from some selected secondary schools in three local government areas in Ibadan, Oyo state, Nigeria participated in the study. Two stimulus instruments were used: Teachers' Instructional Guide for 7E Learning Cycle Model and Teachers' Instructional Guide for Case-Based Learning Strategy. They were complemented with Chemistry Achievement Test (r = 0.81), Students' Attitude to Chemistry Questionnaire (r = 0.84), and Evaluation Sheet for Research Assistants. The study adopted pretest, posttest, control group, quasi-experimental design. Two hypotheses were tested at 0.05 level of significance and data collected were analyzed using analysis of covariance (ANCOVA). Multiple classification analysis (MCA) was used to present the magnitude of the mean scores while Scheffé multiple range test was used for post-hoc test to determine the source(s) of significant main effects. The results showed a significant main effect of treatment on students' achievement in chemistry (F [subscript (2,207)] = 4.584; p&lt;0.05] and students in the case- based learning group obtained the highest chemistry achievement score (x-bar = 9.49) followed by those exposed to the 7E learning cycle model (x-bar = 8.40) while the conventional method group obtained the lowest (x-bar = 7.50); there was significant main effect of treatment on students' attitude to chemistry (F[subscript(2,207)] = 72.551; P&lt;0.05] with the students exposed to case-based strategy obtaining higher attitude mean score (x-bar = 69.21) than those in 7E learning cycle model (x-bar = 68.87) and the conventional group (x-bar = 68.54).The two strategies, 7E learning cycle model and CBL, are more effective in improving senior secondary school students' achievement in and attitude to chemistry than conventional teaching strategy. However, CBL proved to be the most efficacious. Therefore, it is recommended that chemistry teachers should adopt constructivist/inquiry methods like 7E learning cycle model and case-based learning as these strategies will help students perform better in chemistry and also positively enhance the attitudes of many more students to the subject.
Effects of Three Categories of Manpower on Undergraduate Students&apos; Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation
Author: Alade, Ibiwumi Abiodun
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Force,Undergraduate Students,Outcomes of Education,Technical Education,Curriculum Implementation,Pretests Posttests,Control Groups,Quasiexperimental Design,Hypothesis Testing,Data Collection,Statistical Analysis,Job Skills,Vocational Education,Gender Differences,Academic Ability

The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P&lt;0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.