ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyclic Linearization and Island Repair in Sluicing
Author: Qiu, Chunan
Date: 2009-12-00
Type: Journal Articles
Subjects: Phrase Structure,Nouns,Language Research,English,Phonology,Syntax,Linguistic Theory,Structural Analysis (Linguistics)

Cyclic Linearization is adopted to account for the island repair of Sluicing in English. The extraction of wh-phrase out of certain islands undergoes non-successive-cyclic movement, which yields conflicting ordering statements. The derivation can be rescued by deleting all ordering statements in IP, including those conflicting ones. Two arguments concerning Complex NP Constraint (relative clause) and Adjunct Island support the proposal.
Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students
Author: Zhao, Na
Date: 2009-12-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,Learning Strategies,Control Groups,Vocabulary Development,Questionnaires,Language Tests,Experimental Groups,College Students,Asians,Teaching Methods,English (Second Language),Pretests Posttests,Check Lists,Foreign Countries,Likert Scales

This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five week training program. It aims to answer the following question: Can metacognitive strategy training facilitate vocabulary learning of Chinese college students? Both questionnaire and tests were used in the study. One hundred and thirty-four students participated in the study; one class of 68 which received both cognitive vocabulary training and metacognitive training comprised the experimental group; the other class of 66 students served as the control group and received only cognitive strategy training without metacognitive component. The metacognitive strategy training for vocabulary learning of these students proved to be effective. The experimental group outperformed the control group in the post-training vocabulary test and the questionnaire displayed in what aspects the students improved on these metacognitive strategies.
Kate Chopin's View on Death and Freedom in &quot;The Story of an Hour&quot;
Author: Wan, Xuemei
Date: 2009-00-00
Type: Journal Articles
Subjects: Novels,Authors,Conflict,Death,Metacognition,Females,Social Behavior,Freedom,Philosophy

&quot;The Story of an Hour,&quot; written by the American woman writer, Kate Chopin (1851-1904) fully shows us the tremendous conflict between life and death among those women who had the more self-awareness, the less social living space according to the established social norms 100 years ago in a dramatic way. The heroine's strong desire for freedom and sudden death remind us of the philosophical thought on life and death of Zhuangzi, ancient Chinese thinker and Martin Heideggar, which deconstruct and transcend the conflict between them.
Realigning the Focus of Plagiarism Detection Using &quot;Plagiarismdetect.com&quot;
Author: Sabapathy, Elangkeeran A/L
Date: 2009-12-00
Type: Journal Articles
Subjects: Plagiarism,Computer Software,Essays,Research Papers (Students),Ownership,Ethics,Prevention

The purpose of this article is to examine the extent to which &quot;plagiarismdetect.com,&quot; an internet help/tool to detect plagiarism helps academicians tackle the ever-growing problem of plagiarism. Concerned with term papers, essays and most of the time with full-blown research reports, a tool like &quot;plagiarismdetect.com&quot; may provide an avenue to ease the burden of detecting plagiarism. As far as plagiarism is concerned, not being computer savvy itself can be a bane when faced with students who appear like wizards in the area of managing information from the internet. Tracking down plagiarists is made easy and free by this site and it may still prove to be the nightmare that is needed to check the unprecedented unethical practices within the academic circle as well as curtail plagiarised work from students. Although some people use other people's material as &quot;seed&quot; for generating ideas and to support their own, the point where material ownership becomes plagiarised material is also another area that a detection tool for plagiarism should be able to handle. Other than this, paraphrasing has always been the solution by lecturers for consistent occurrences of students' plagiarised work. How much of paraphrasing can be considered before it borders on plagiarism? Will &quot;plagiarismdetect.com&quot; be able to live up to its reputation as a tool to detect and to help students and academicians to turn in original pieces of work?
Reflections on Online Learning Designs and Cross-Institutional Research Collaborations: Revisiting &quot;Classrooms without Walls&quot; in Two Australian Universities
Author: Rossi, Dolene
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Online Courses,Electronic Learning,Educational Environment,Educational Research,Institutional Cooperation,Educational Quality,Outcomes of Education,Academic Achievement,Computer Software,Social Networks,Web 2.0 Technologies,Instructional Design,Educational Technology,Innovation,Transformative Learning

The article on which this paper reflects [&quot;Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities&quot;] presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching &quot;classrooms without walls&quot; by distilling and updating the authors' propositions and by examining these propositions' potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations. [For &quot;Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities,&quot; see EJ1001776.]
Teaching Culture within and beyond Language
Author: Mao, Weiqiang
Date: 2009-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Teaching Methods,Foreign Countries,Cultural Context,Course Descriptions

This paper attempts to make a thorough examination of the factors that necessitate and influence the teaching of culture in the EFL classrooms with an aim to present a mode of culture teaching in China.
A Study of Policy for Providing Feedback to Students on College English
Author: Chen, Liping
Date: 2009-12-00
Type: Journal Articles
Subjects: Educational Policy,English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Cognitive Style,College Students,Teaching Methods,Language Teachers

Feedback is central to the development of effective learning in college English. This article presents a study on feedback to students on college English. The purpose of providing feedback to the students is to help teachers and students to identify their strengths and weaknesses. The author offers different kinds of feedback in her teaching. There is no such thing as perfect feedback; different types of assessment require different sorts of comments. But good feedback should encourage the students' deep approach to learning.
On Translators' Cultural Frame of Functionist Reference
Author: Fu, Zhiyi
Date: 2009-12-00
Type: Journal Articles
Subjects: Translation,Second Languages,Asian Culture,Second Language Learning,Second Language Instruction,Cognitive Style,Sociocultural Patterns,Teaching Methods,Motivation,Language Styles,Communication (Thought Transfer),Chinese,Foreign Countries

A deep cognition with translators' cultural frame of functionist reference can help instructors and teachers adjust and extend patterns and schemes of translation and generate the optimal classroom conditions for acquisition of the target language. The author of the paper, in the perspectives of motivational, cognitive and communicative functionist styles, has probed into their respective common patterns that are grounded in the connotation of Chinese culture and examined the implications these three important components have for the would-be translators to work out ways to promote functionist translation.
Second Language Theories and Their Influences on EFL in China
Author: Wang, Xuesong
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Influences,English (Second Language),English Instruction,Linguistic Theory,Educational Theories,Intellectual History,Educational Development,Barriers,Educational Practices

This article begins by accounting the development of Second language theories. It describes major ESL theories ever since the 18th century to those currently adopted in ESL field. Then it proceeds to demonstrate their influences on EFL teaching in China, like nowadays an increasing awareness of non-cognitive factors in teaching foreign languages, reforms in some traditional teaching methodologies to satisfy the current demand for temporary EFL learners and ever-increasing case studies in new teaching modes. Lastly the author points out some problems existed in current EFL teaching and learning in the hope of drawing the attention of teachers and researches in this field.
Textbook Representation of Prepositions
Author: Mukundan, Jayakaran
Date: 2009-12-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Teaching Methods,Computational Linguistics,Secondary School Students,Foreign Countries,Word Frequency

This article presents a corpus-based investigation on English prepositions which are presented in three English language textbooks used by lower secondary schools in Malaysia. The aims were to find out the distributions of prepositions, its frequency order in comparison with the British National Corpus (BNC) and the differences in terms of their co-occurrence with other parts of speech. The findings showed that there is a difference between the textbook corpus and the BNC in terms of the frequency order of certain prepositions and there are similarities and differences in terms of their co-occurrence with other parts of speech. This study indicates the textbook corpus is essential in the study of prepositions and the results can guide teachers in deciding how best to supplement the text with activities that will give learners exposure to target grammar item that is not sufficiently presented in the textbook.
Revisiting &quot;Beyond Instructional Design&quot;
Author: Sims, Rod
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Electronic Learning,Teaching Methods,Educational Technology,Conferences (Gatherings),Active Learning,Communities of Practice,Cooperative Learning,Computer Mediated Communication,Guidelines,Empowerment,Epistemology,Cognitive Style,Teacher Role,Student Role,Audio Equipment,Video Technology,Feedback (Response),Models,Alignment (Education),Learning Activities

Since the article &quot;Beyond Instructional Design: Making Learning Design a Reality&quot; (Sims, 2006) was published, much has changed in the opportunities we have for learning, and Professor Rod Sims's thinking has evolved. In this article, Professor Rod Sims reflects upon his original article, and he offers an evolved model of learning design, known as &quot;Design Alchemy.&quot; The original reason for challenging the concept of &quot;instructional design&quot; is that while the underpinning theory tends to hold true (that good design will enable learning), the practice he had observed too often focused on content (subject-matter) (re)organisation rather than the learner, learning, and knowledge application. This challenge aimed to debate whether a system that emerged from formal, classroom, military training was consistent with contemporary organic and personal environments of social computer-based and online education. For those involved in &quot;designing for the learner,&quot; &quot;Design Alchemy&quot; demonstrates that the design of learning environments can be effectively and efficiently produced without explicit or initial reference to subject-matter; instead, a design focused on alignment of learning outcomes, learning activities, and assessment is sufficient to create a course, and in itself will define the necessary subject-matter resources. [For &quot;Beyond Instructional Design: Making Learning Design a Reality,&quot; see EJ1066491.]
Reflection on &quot;Designerly Talk in Non-Pedagogical Social Spaces&quot;
Author: Gray, Colin M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Interpersonal Communication,Interaction,Design,Masters Programs,Graduate Students,Discourse Analysis,Cooperative Learning,Naturalistic Observation,Coding,Educational Technology,Hidden Curriculum

&quot;Designerly Talk in Non-Pedagogical Social Spaces&quot; (Gray and Howard, 2014) is a paper on a study that was conducted as an early attempt to understand the kinds of talk students engaged in outside of the formal curriculum in student-run communities that enhanced their design learning. While the paper has only been available for a relatively short time, there has been wide interest in the confluence of social media, design education, and learning opportunities that exist outside of the formal curriculum. This reflection discusses more recent work conducted by the authors, and explores the occurrence of designerly talk in a non-classroom studio space and the ways in which designerly talk arises without the initiation or management by academics. The paper, &quot;Designerly Talk in Non-Pedagogical Social Spaces&quot; (Gray and Howard, 2014) is included as it appeared in &quot;Journal of Learning Design&quot; v7 n1 2014, with minor edits. [For &quot;Designerly Talk in Non-Pedagogical Social Spaces,&quot; see EJ1020704.]
Activating Strategies to Fossilization for English Learners in China
Author: Li, Dan
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Language Learners,Learning Processes,Barriers,Educational Practices,Change Strategies,Interference (Language),Interlanguage,Educational Strategies

The paper attempts to explore the activating strategies to fossilizations for Chinese EFL learners. Fossilization, although always being ignored in China, still exerts its important role in blocking the EFL learning process for Chinese learners. To overcome this learning barrier, this paper is written to put forward the practical solutions to fossilization.
Designing and Assessing Learning
Author: Quan, Hong
Date: 2009-12-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),Second Language Learning,Second Language Instruction,Vocational Education,Professional Education,Teaching Methods,Foreign Countries,Outcomes of Education,Instructional Improvement,Learning Processes,Instructional Design,Instructional Effectiveness

This paper analyses the design, implementation and assessment of a level 2 module for non-English major students in higher vocational and professional education. 1132001 is a code of module that uses active methods to teach college English in China. It specifically reflects on the module's advantage and defect for developing and improving learning and teaching. The paper concludes with an evaluation and effective suggestions for the next school year.
ESL Students' Attitude towards Texts and Teaching Methods Used in Literature Classes
Author: Ghazali, Siti Norliana
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Questionnaires,Interviews,Teaching Methods,Secondary School Students,Likert Scales,Reading Materials,Literature,Reading Material Selection

Malaysia's Vision is for the country to become a fully developed nation by 2020. In order to compete at an international level, the country needs to produce future workers who are well-versed in English. The National Philosophy of Education aims to produce holistic graduates who excel academically and have better intercultural understanding, which resulted in the re-introduction of literature into the curriculum. In addition, English is also used as the medium of instruction for teaching science and mathematics. In 2000, literature became a part of the English syllabus when the Literature in English Component was implemented in secondary schools. This paper aims to discuss students' attitudes towards the texts used in the program, the challenges faced in reading these texts and the type of texts students prefer to read. It also discusses the teaching strategies used in class, their effectiveness as well as the methods favoured by students. The study was carried out in two schools in Kemaman, Terengganu involving 110 Form Five students. Questionnaire and interview were used as the research instrument. Findings suggested that students generally had positive attitudes towards the text selection although they were less enthusiastic about the teaching methods used by teachers.
A Survey Study of Autonomous Learning by Chinese Non-English Major Post-Graduates
Author: Xu, Jianping
Date: 2009-12-00
Type: Journal Articles
Subjects: Independent Study,English (Second Language),Second Language Learning,Graduate Students,Asians,Questionnaires,Student Attitudes,Semi Structured Interviews,Nonmajors,Individual Differences,Foreign Countries,Learning Strategies,Statistical Analysis,Qualitative Research

This thesis reports a survey study of the autonomous L2 learning by 100 first-year non-English-major Chinese post-graduates via the instruments of a questionnaire and semi-structured interview after the questionnaire. It attends to address the following research question: To what extent do Chinese postgraduate students conduct autonomous L2 learning? It was found that the overall degree of the postgraduates' autonomous English learning is not so satisfactory as expected. Much needs to be done in order to have a deeper insight into the essence of the learner autonomy and make contributions to the realization of learner autonomy for postgraduates.
The Cognitive Nature of Metonymy and Its Implications for English Vocabulary Teaching
Author: Guan, Jialing
Date: 2009-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Efficiency,Teaching Methods,Language Usage,Definitions,Classification,Language Processing,Psycholinguistics,Figurative Language

Metonymy is an important means for people to know the world and enrich the language; and it is a way of thinking used widely in people's daily life. This paper illustrates firstly the cognitive nature of metonymy in terms of its definition, classification and contiguity notion. Based on this, the author then studies the meaning extension and lexical conversion of vocabulary from the perspective of metonymy, and concludes that understanding the cognitive nature of metonymy can greatly promote the efficiency of vocabulary teaching and help to expand students' vocabulary amount.
A Research on Second Language Acquisition and College English Teaching
Author: Li, Changyu
Date: 2009-12-00
Type: Journal Articles
Subjects: College English,Language Acquisition,English (Second Language),English Instruction,Instructional Effectiveness,Linguistic Input,Performance Factors,Learning Theories,Educational Research,Instructional Innovation,Educational Practices

It was in the 1970s that American linguist S.D. Krashen created the theory of &quot;language acquisition&quot;. The theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition research and language teaching, the relevant acquisition theories are of great importance for college English teaching, during which teachers are expected to base their teaching on second language acquisition theories to study the rules of college English teaching, to reform the current teaching patterns and methods and to improve teaching quality. This is a significant project to study carefully for college English teachers as well as second language acquisition researchers.
Jane Austen and Imperialism--A Rereading of &quot;Pride and Prejudice&quot;
Author: Xu, Runjiang
Date: 2009-12-00
Type: Journal Articles
Subjects: Novels,Didacticism,Literature Appreciation,Literary Criticism,Literary Devices,Foreign Policy,Social Discrimination,Eighteenth Century Literature,English Literature,Foreign Countries

This thesis attempts to search for the clues related to British domestic exploitation of the peasant labors and overseas colonization of other countries after rereading the novel &quot;Pride and Prejudice,&quot; with an aim to bring out Austen's intimacy with Imperialism. It will offer some insights into a better understanding of provincial world created by Jane Austen.
Reader Stance and a Focus on Gender Differences
Author: Chi, Feng-ming
Date: 2009-12-00
Type: Journal Articles
Subjects: Gender Differences,Feminism,College Students,Student Reaction,Student Attitudes,Student Journals,Content Analysis,Comparative Analysis,Semi Structured Interviews,Text Structure,Evaluative Thinking,Reflection,Resistance to Change,Educational Practices,Foreign Countries,Qualitative Research

The purpose of this paper, drawing data from a large research base, was to investigate how and why Taiwanese EFL (English as a Foreign Language) male and female university students responded to feminist texts differently. These participants were taking an elective course titled Gender and Reading while this research was conducted. Weekly reading journal entries were used for data analysis. Idea units were first used to categorize participants' journal entries; relevant idea units were grouped together, and then organized into stances for discussion. Four stances--textual, evaluative, reflective, and resistant--were generated for interpretation. Comparative content analysis was then applied to contrast male and female participants' stances while responding to feminist texts. Some pedagogical implications are suggested for classroom practice.
Learner Perceptions of Instruction in L2 Pragmatics
Author: Chen, Yuanshan
Date: 2009-12-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Language Teachers,Second Language Instruction,Pragmatics,Lesson Plans,Teaching Methods,Foreign Countries,English (Second Language),Positive Attitudes,Instructional Materials,Films,Video Technology,Time Management,Speech Acts,Majors (Students),College Students,Cultural Awareness,Social Environment,Role Playing,Textbooks

In Taiwan, pragmatic competence has often been a neglected area in English education. Learners may be linguistically competent, but do not know how to use L2 appropriately. Through the teaching of complaint behaviors, the author demonstrates how pragmatic components can be incorporated into a college-level language classroom. After the instruction, the self reports of the forty participants showed a positive attitude toward such instruction. They also reported that the teaching materials were suitable, but suggested that the instruction would have been more interesting if videos or films had been included. When it comes to learning difficulties, most learners reported that more instructional time was needed to turn knowledge about L2 complaints to actual productions. These findings can serve as offering advice to language teachers when they plan their lessons in L2 pragmatics.