ethanporcaro/eric-fulltext-meta huggingface dataset:
The ESP Teaching and Learning Situation in the Algerian Universities with Reference to Psychology Students at Tlemcen University
Author: Bouabdallah, Naima
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Educational History,Barriers,College Students,Language Proficiency,Language Usage,Middle Schools,High Schools,Educational Change,Psychology,Student Attitudes,Educational Objectives,Learning Experience

Language for specific purposes reveals some specificities quite complex to grasp and make use of, if not an explicit knowledge and an appropriate approach to the situation at hand is devoted to its teaching. This is why, it has been the study that goes back to the time of the ancient Greeks and Romans, and from its earliest days has caught the interest of the learned and the wise. Strevens (1977) says that the history of LSP teaching can go back to the 16th and 17th centuries. In fact, this was the period of new discoveries and experiments of new approaches to science which called for a language suitable for expressing accurately the new phenomena. The main concern of the present research work is to give a clear picture of the ESP teaching and learning situation in Algeria. First, this study draws a quick sketch on the Algerian ESP project background, then, restates the major objectives of ESP teaching. Besides, it presents the Algerian ESP teaching situation, the difficulties and barriers that English teachers encounter when dealing with this area of English as well as the need for change which will allow the learners to use the foreign language in their specific fields. A case in point is the teaching/learning of ESP to 1st year psychology students at Tlemcen University. The problem is that Algerian university students, and especially those of the 1st year, who have received at least seven years of formal English teaching in the middle and secondary schools still find themselves unable to use the English language, let alone make an effective use of it for specific purposes.
The Situation of ESP in EFL Economics Classes
Author: Amel, Zine
Date: 2017-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Economics Education,Foreign Countries,Graduate Students,Native Language,Semitic Languages,Language Teachers,Teacher Attitudes,Teaching Methods,Translation,Vocabulary Development

ESP is defined as an approach to teaching English for any purpose that could be specified. It is concerned with what to teach in a context where learners are classified as homogeneous sharing a set of specific needs. Accordingly, the purpose of the present study is to explore the situation of ESP teaching and learning in a class of third year graduate students at the department of Economics, University of M'sila, Algeria. The investigator attempts to know whether the ESP approach to EFL teaching is applied in such a specific class. To this end, 49 students have been randomly chosen as a representative sample joined by their ESP teacher who is a specialist in the same department. Data has been collected through using two research instruments: a questionnaire for students, and a structured interview for the teacher. It has been, then, analyzed both quantitatively and qualitatively. The results revealed that students are exposed to a general English kind of teaching with much focus on learning economic terms and translating short texts into the mother tongue language (Arabic), and with little awareness of their academic as well as professional needs (once in a workplace). Additionally, the ESP teacher expressed his felt need for a specific &quot;teacher training.&quot; The results could make the ESP teachers aware of what is really needed in this very context. Hence, ESP approaches should be applied to teaching English for different specialized subjects, each according to its needs.
Critical Appraisal of Teacher Education Programmes in Achieving Curriculum Goals in Kenya
Author: Njogu, Kagema
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education Curriculum,Educational Objectives,Preservice Teacher Education,Educational Quality

This paper makes a critical appraisal of teacher education programmes in achieving curriculum goals. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. Although ideally it should be conceived of, and organized as, a seamless continuum, teacher education is often divided into several stages, especially in Kenya. This paper, therefore, makes a critical evaluation of teacher education programmes in the Kenya school curriculum. It develops an understanding of the concepts in teacher education and the diversity of curriculum for teacher preparation at the respective stages from the neophyte or pre-primary stages to continuing education. It further examines the educational trends of post-independent Kenya in respect to teacher preparation as well as the diverse global perspectives. A comprehensive landscape of teacher education in Kenya is provided, drawing from the history. Finally, the paper dissects the emerging challenges of teacher education in Kenya in the realm of attainment of Kenya's Vision 2030 and makes recommendation of the prospects in this field associated with this kind of education in the attaining of the overall goals of education in Kenya.
Student Perceptions of Online and Face-to-Face Learning
Author: Mather, Meera
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education,Student Attitudes,Two Year College Students,Community Colleges,Preferences,Interaction,Performance,Barriers,Teaching Methods,Conventional Instruction,Computer Mediated Communication,Feedback (Response)

The rapid expansion of online learning in higher education in recent years has attracted a large number of students. In this paper, the researchers examined students' perceptions of both online and face-to-face learning by conducting a qualitative study that surveyed 313 students from an Ontario community college. The objective was to explore students' perspectives on the issues of learner preference, interactivity, workload, performance, and challenges. An analysis between the two groups, online and F2F, showed a difference in student perceptions and experiences.
Strategic Approaches to Curriculum Integration for Pre-Doctoral Dental Education in an Iranian Research-Intensive University Context
Author: Radafshar, Golpar
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development,Dentistry,Dental Schools,Instructional Leadership,Foreign Countries,Integrated Curriculum,Best Practices,Tenure,Faculty Promotion,Medical School Faculty,Research Universities,Evidence Based Practice

Drawing on the scholarship of educational leadership (SoEL), this paper examines strategic approaches to curriculum integration in a pre-doctoral dental program at Guilan University of Medical Sciences (GUMS), Iran. Appreciative inquiry methodology was employed to assess broad contextual factors, best practices and strategic institutional supports within a diverse disciplinary setting. Data suggest that strategically aligned promotion, tenure and reappointment criteria, as well as customised professional development initiatives are contributors to facilitate faculty engagement in effective learning-centred curriculum practices in the predoctoral dental program. Furthermore, a networked improvement community grounded in curriculum inquiry is to enhancing and sustaining curriculum integration in this research-intensive university context. Key institutional supports, challenges and strategic applications of curriculum integration are discussed.
An Analysis of &quot;Gerontion&quot; by T.S. Eliot
Author: Boran, Gültekin
Date: 2018-00-00
Type: Journal Articles
Subjects: Poetry,English Literature,Romanticism,Humanism,Culture,Western Civilization,Christianity,Protestants

Thomas Stearns Eliot, who is believed to be one of the most important poets of his time in the English and American Poetry, as well as today, left many poems in most of which he criticized and even rejected the Western Puritanist society and the principles of Romanticism. In this brief study, one of T.S. Eliot's major poems, 'Gerontion' will be presented with other critics' and this researcher's interpretations. The speaker of the poem is an old man in an old house whose thoughts drift while being read to by a boy, and these thoughts form the poem. He misses fighting in the war and laments his presence in the mundane and common-place house (Basu, 2017). Since it will be useful to know T.S. Eliot's philosophy of life and his background in order to understand and interpret his works better, his life story and background are also provided briefly in the first part of this study. In the final part, conclusions in connection with the society in which we live in were drawn from T.S. Eliot's 'Gerontion'.
A Proposed Model and Framework for Developing a Curriculum for the Gifted in the Philippines
Author: Pawilen, Greg Tabios
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Academically Gifted,Curriculum Development,Models,Public Education,Holistic Approach,Special Schools,Educational Innovation,Program Development,Special Programs,Science Education,Early Intervention,Early Childhood Education

The K to 12 Education provided an opportunity for the advancement of gifted education in the Philippines, especially in public schools. This paper identifies different existing programs for gifted education in the country and discusses the issues and challenges experienced by teachers and administrators in implementing the curriculum for the gifted in public schools. It presents a proposed curriculum development model that builds on a curriculum process followed by the Department of Education and based on accepted principles and theories of curriculum development. This paper also presents a proposed curriculum framework to guide teachers in designing curricula for gifted education. The proposed curriculum development model and curriculum framework could serve as a guide in the development of a curriculum for gifted students in all public schools across the country.
The Effect of Kindergarteners&apos; Perceptions of School on Their Attitudes towards School
Author: Ertugrul Seçer, Sule Yüksel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,School Attitudes,Student Attitudes,Preschool Teachers,Figurative Language

The purpose of this paper is (a) to investigate kindergarteners' perception of &quot;school&quot; through the impressions and images and (b) to find out the effect of these perceptions on their attitudes towards school in cooperation with kindergarten teachers. This qualitative study is based on metaphor technique; the data of which is derived from kindergarteners' perceptions of &quot;school&quot;, researcher's own observation of kindergarteners, and focus group interview with these kindergarteners' teachers. The research group for metaphors consists of thirty-five kindergarteners from two different classes in a state kindergarten in Bursa. Thirty-three relevant, twenty-one different metaphors are collected from the data. These metaphors are grouped under six different conceptual categories according to their common features. In addition, several interviews are carried out with the kindergarteners' teachers to determine the effect of these perceptions on kindergarteners' attitude towards school. According to the analysis of the data collected from metaphor study, kindergarteners mostly perceive &quot;school&quot; as a 'homelike' place to live in comfortably and happily beside learning new things and playing games. Only five kindergarteners regard &quot;school&quot; negatively, and are detected to have attitudinal and disorientation problem. Determining the ways to cope with the negative attitudes of these five kindergarteners to school can be the focus of a further study.
The Possible Ways of Practicing Complexity Theory through Concept Study in Mathematics Class
Author: Deogratias, Emmanuel
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Systems Approach,Theories,Teaching Methods

This paper addresses the ways that the complexity theory can be practiced in mathematics class to encourage students' participation in learning of the mathematical concepts. The paper starts by introducing the theory and its associated attributes which are necessary to organize the class for the individual and collective understandings of the mathematical concepts during teaching and learning process. After that, the paper illustrates the ways that the attributes of complexity theory can be practiced in mathematics class under the lens of concept study, a model for teachers' professional development of the mathematical concepts (Davis &amp; Renert, 2014). The paper ends by providing the potential of practicing complexity theory in mathematics class.
The Effects of a Grammar Error Correction Session on Language Learners&apos; Success
Author: Karaazmak, Fulda
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Error Correction,Language Tests,Second Language Learning,Second Language Instruction,Grades (Scholastic),Control Groups,Experimental Groups,Scores,Pretests Posttests,Grade 11,High School Students,Teaching Methods,Feedback (Response),Foreign Countries

Error correction has a significant place in language teaching classrooms since language learning involves some kind of a trial and error process during which learners test their language related hypotheses. The present study sought to examine the effects of a grammar error correction session on 64 eleventh grade high school students' success in a grammar test. The pre-test post-test quasi-experimental design involving the experimental and control groups was used in the study. In the data collection procedure, two parallel grammar tests were implemented to the learners. Results showed an increase in learners' mean scores in the grammar test used as the post-test, which the learners took following the error correction session. However, the increase in the learners' grades was not at a statistically significant level. The positive effects of the remedial error correction session were not explicit in the study.
Developing a Curriculum for the Transition Program of Special Learners in the Philippines
Author: Pawilen, Greg Tabios
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Special Education,Transitional Programs,Intellectual Disability,Physical Disabilities,Elementary Secondary Education,Public Schools,Problems

This paper focuses on creating a curriculum development model and curriculum framework for the Transition Program designed for special learners with intellectual and physical disabilities. It explains the idea of a transition program in Philippine context, discusses the curriculum framework, and proposes a curriculum development model for creating a relevant and responsive transition program. The curriculum framework for the proposed Transition Program Curriculum includes five learning areas: (1) Livelihood, (2) Academic, (3) Enrichment, (4) Pre-vocational, and (5) Care. All these learning areas are designed to help and prepare Filipino learners with special education needs to be capable of engaging in entrepreneurship, pursuing further studies, or living functional lives. The curriculum development model for the Transition Program Curriculum follows a linear-cyclical procedure starting with deliberations, development of curriculum philosophy and framework, identification of programs and strategies, development of curriculum materials and instructional resources, development of assessment framework and evaluation tools, and development of curriculum policies that will guide the teachers in implementing the curriculum. This model can be used for the planning and development of special education curricula for the K to 12 basic education programs in the Philippines.
Difficulties of Learning Essay Writing: The Perspective of Some Adult EFL Learners in Nigeria
Author: Okpe, Agnes Ada
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Essays,Writing Difficulties,Adult Students,English (Second Language),Second Language Learning,Writing Instruction,Adult Education,Student Attitudes,Relevance (Education)

Good essay writing skills are necessary for composing correspondences, reports, term papers, research papers, homework, examinations and lots more. Essay writing provides the avenue for people to express themselves in a logical manner, develop their writing skill, vocabulary and grammar. Hence, its inclusion at all levels of the school curriculum of English as a foreign language (EFL) teaching in Nigeria. Despite the good intention of the curriculum planners, adult learners still perform poorly in the task as well as similar exercises after being taught, which is worrisome considering the predominant need for good essay writing skills in school and post school existence. This paper examines the causes of the difficulty which adult learners encounter that result in their inability to write acceptable essays during assessments and post school living. A questionnaire was used for data collection, and the conclusion of the findings is that students lack the basic motivation for understanding the topic due to non-realization of the importance of the topic. It recommends that teachers create the awareness of the relevance of Essay Writing among adult EFL learners prior to teaching them the topic as well as giving them essay topics which are specific to their courses rather than general ones.
Comparing Teacher Competencies Formed by Professional Teaching Knowledge Lectures in Terms of Teacher Training Moves in Turkey and Germany
Author: Ültanir, Emel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Educational Innovation,Comparative Education,Teacher Education Curriculum,Preservice Teacher Education,Counselor Training

The joint improvement studies in education in Europe and the development of common teacher training initiatives/policies to support it goes back to Marc-Antoine Jullien (Jullien de Paris 1775 - 1848) of Comparative Education Science. Educational reform movements link to teacher education. During the establishment period of the Republic of Turkey, innovations have been made in the education system and teacher training system. This teacher training system was also left to education faculties in universities as of 1982. Program for International Student Assessment (PISA) survey laid down by the Organization for Economic Co-operation and Development (OECD) which Turkey is also a member, has shown the educational achievement to OECD member countries in their respective domestic distribution and Trends in International Mathematics and Science Study (TIMMS) results are also included in such educational achievement indicators. Turkey is among the failing countries compared to the OECD countries. According to the educational systems in Germany and the United States, the Turkish educational system should be compared in terms of the places where there are problems. In addition, contemporary and democratic, the secular education system should rapidly focus on the stand of the advanced industrialized countries. In all the European countries, the educational actions, or more precisely the reform studies, are repeatedly reviewed according to the PISA results. Here is a study based on comparative education science and the study aims to reveal the differences and similarities between the moves of teacher training in Turkey and innovative teacher training in Germany, for the example of Europe.
Does Pronunciation Instruction Make Any Sense? EFL Learners and Teachers&apos; Beliefs
Author: Üstünbas, Ümran
Date: 2018-00-00
Type: Journal Articles
Subjects: Pronunciation,Pronunciation Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Student Attitudes,Teaching Methods,Communicative Competence (Languages),Preferences,Age Differences,Language Teachers,Instructional Effectiveness,Language Skills,College Faculty,College Students,Foreign Countries

Pronunciation has been regarded as a neglected language skill and there is a lack of research on the nature of pronunciation instruction in the literature. Thus, this paper presents the findings of a survey which investigates a) EFL learners and teachers' beliefs about the significance of correct pronunciation and its relation to other language skills, b) their preferences for explicit or implicit pronunciation instruction and whether background variables such as age or language level have an effect on these stakeholders' views about pronunciation instruction. The study also examines whether beliefs about pronunciation instruction influence learners' communicative competency and performance. In order to collect data, a 5-point Likert scale questionnaire consisting of 54 items about related areas was administered to EFL learners (N=642) and teachers (N=42) following its reliability analyses. The findings revealed that EFL learners and teachers have a tendency towards implicit pronunciation instruction whereas their preferences are not totally in the similar vein. The study provides further data and evidence from the perspective of English language teachers and learners for the discussion of the effective way of pronunciation instruction.
Multiple Meanings in the EFL Lexicon
Author: Ozturk, Meral
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,Web Sites,Word Frequency,Dictionaries,Form Classes (Languages),Teaching Methods,Definitions,Computational Linguistics

The extent of words with multiple meanings in English has important implications for the vocabulary learning load of EFL learners. The greater proportion of such words among the target vocabulary implies an increased learning load. The present study investigates the extent of multiple word meanings among the most frequent 9,000 words of the English language, which we refer here as the EFL lexicon. These include two subsets of vocabulary 'the high frequency vocabulary' covering the most frequent 3,000 words and 'the mid-frequency vocabulary', which covers the subsequent 6,000 words in the 4,001-9,000 frequency range. The meanings of 225 words randomly sampled from nine word frequency lists based on the British National Corpus were checked using the Oxford Learner's Dictionaries website. The results indicated that 64% of the words in the entire sample had multiple meanings. The percentage was much higher among the high frequency vocabulary (95%) but dropped considerably (48%) in the mid-frequency vocabulary. The words had 2.49 meanings on average amounting to a learning load of over 22,000 meanings for the 9,000 words. The high frequency vocabulary had more meanings, 4 meanings per word, suggesting an even heavier load for lower proficiency learners for whom this vocabulary is a common first target. The extent of multiple meanings was greater in adjectives: there was a greater percentage of adjectives with multiple meanings (85%) and the number of meanings per word was also higher (2.93 meanings) warranting special pedagogic attention.