ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Development in Language Education Programs
Author: Shawer, Saad Fathy
Date: 2013-00-00
Type: Reports - Research
Subjects: Career Education,Program Evaluation,College Faculty,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Administrators,Language Teachers,Faculty Development,Questionnaires,Pedagogical Content Knowledge,Teaching Skills,Reflective Teaching,Coping,Teacher Attitudes,Research Skills,Semitic Languages,Semi Structured Interviews,Mixed Methods Research

This study assesses the influence of a two-year language program evaluation on program directors and faculty career development. The study makes use of mixed-paradigms (positivism and qualitative interpretive), mixed-strategies (survey research and qualitative evaluation), one-way analysis of variance (ANOVA) and a post-hoc test of multiple comparisons (Scheffe). The findings indicate that imposed program evaluation experiences help faculty members advance their career skills in terms of course planning, classroom teaching, learning assessment, classroom research, and coping with career pressure. The findings also indicate significant improvement in program director academic and administrative career skills. Moreover, the findings did not show inter-program differences regarding the program evaluation impact on faculty and program director career skills. The study recommends program evaluation as an effective and systematic approach to program stakeholder career development. (Contains 6 tables and 1 figure.)
The Case for Using Learning Designs with Pre-Service Teachers
Author: Cameron, Leanne
Date: 2013-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Teaching Methods,Learning Activities,Experienced Teachers,Practicums,Field Experience Programs,Case Studies,Student Teacher Supervisors,Design,Foreign Countries,Group Discussion,Brainstorming

This research paper documents what learning designs, teaching methods and teaching activities were most commonly used by pre-service teachers and experienced teachers as observed by the pre-service teachers when on their practicum visits in schools. The paper also outlines the benefits of documenting learning designs so that good teaching practice might be shared. Using case study methodology, the authors also report how infrequently the pre-service teachers participated in discussions about learning designs, teaching methods and teaching activities with their supervising teacher and/or other experienced teachers. The findings demonstrate that while the pre-service teachers recognized the benefits of documenting and sharing learning designs, experienced teachers did not regularly engage in these types of discussions. (Contains 2 tables.)
Slipping through the Cracks: One Early Career Teacher's Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities
Author: Morrison, Chad M.
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teaching Experience,Self Concept,Professional Identity,Rural Schools,Professional Isolation,Social Isolation,Well Being,Teacher Attitudes,Interprofessional Relationship,Semi Structured Interviews

This paper presents experiences and responses of a first-year teacher, Emily, who participated in research exploring the identity formation of early career teachers. 14 teachers were recruited from South Australian schools and Emily was one of four participants working in a rural school in her first year of teaching. What emerged from her experiences and responses were issues of acute personal and professional isolation, absence of professional and personal dialogue and support, including limited acknowledgement of the implications of deteriorating personal and professional wellbeing. In the midst of these disparaging experiences, and in light of the subsequent personal and professional distress, focus shifts to where responsibility lies for recruiting early career teachers into unfamiliar social and professional contexts without adequate relational supports. This raises questions about how understandings of these challenges can be translated from research into practice in rural schools with high staff turnover and limited resources.
Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences
Author: Cartolari, Manuela
Date: 2013-06-00
Type: Journal Articles
Subjects: Reading,Notetaking,Preservice Teacher Education,Social Sciences,College Faculty,Observation,Teaching Styles,Lecture Method,Discussion (Teaching Technique),Reading Assignments,Writing (Composition),Foreign Countries,Preservice Teachers,Teaching Methods,Qualitative Research,Case Studies,Semi Structured Interviews

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students' active approach to meaning construction when learning.
A Contrastive Analysis of the American and Persian Newspaper Editorials
Author: Homayounzadeh, Maryam
Date: 2013-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,English,Indo European Languages,Journalism,News Reporting,Newspapers,Editing,Ideology,Public Opinion,Statistical Analysis,Nuclear Energy,Foreign Countries

Based on the principles of critical discourse analysis this contrastive study sought to investigate the effect of culture on the journalistic style and the strategies used to report news in the American and Persian newspaper editorials. To this end, articles were selected from the New York Times, the Washington Post, Kayhan and Ettelaat, taking Iran's nuclear dispute as the tertium comparationis for the selection of the articles. The analysis involved primarily a demarcation of the micro genres of the selected texts. Based on the principles of the newly developed appraisal theory, patterns of interpersonal rhetoric, devised in the texts to shape public opinion, were investigated. Attitudinal lexis and naming choices and expressions were also examined to discover the different strategies used in the editorials of the two languages to communicate their evaluations of the specified subject matter. Using a Chi-square test, no statistically significant difference was found between the editorials of the two languages for the selected criteria. Given the war of words between the two nations, the selected editorials were found to utilize quite similar strategies to perpetuate their own ideologies and to diminish the effects of the rival newspapers, leaving no room for culture to affect their strategies. (Contains 3 tables.)
Some Phenomena on Negative Inversion Constructions
Author: Sung, Tae-Soo
Date: 2013-00-00
Type: Journal Articles
Subjects: Sentence Structure,Structural Analysis (Linguistics),Word Order,Language Research,Form Classes (Languages),English

We examine the characteristics of NDI (negative degree inversion) and its relation with other inversion phenomena such as SVI (subject-verb inversion) and SAI (subject-auxiliary inversion). The negative element in the NDI construction may be&quot; not,&quot; a negative adverbial, or a negative verb. In this respect, NDI has similar licensing environments to those of negative polarity items (NPIs). NPIs are licensed only in a negative environment. Borroff (2006) deals with characteristics of NDI in detail, but she does not explain the relation between NDI and other inversion phenomena in English. Therefore, she fails to capture the generality of the two. I argue that NDI is related to other ICs such as SVI and SAI, focusing on the very nature of these constructions. In English, degree-modified adjectives typically follow the determiner, but they may precede the article in NDI constructions. I argue that this noncanonical word order is related to a specific function, i.e., Green's (1980) emphatic function. I also argue that the NDI shares this same function with other ICs, such as the SVI and SAI constructions. In this respect, the nature of the NDI will be more clearly revealed when we examine these inversion phenomena together, not respectively. Therefore, further studies should be focused on why a speaker uses this noncanonical word order instead of the canonical word order. (Contains 5 footnotes.)
Investigation of EFL Teachers' Career and Motivation at Universities in Japan
Author: Tsutsumi, Rie
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Teacher Motivation,Teacher Attitudes,Questionnaires,Private Colleges

Motivation is one of the most popular topics on language teaching and learning. Many studies on language learning focus on students' motivation; however, teachers' motivation is easily overlooked in the area of the applied linguistics field. In this paper, the researcher presents a study to investigate how satisfied English teachers at private universities in Japan are with their work as English instructors. In this study, the researcher created questionnaires and conducted a survey of thirty English teachers at private universities in Japan. This study shows the perception and the degree of satisfaction in their jobs. The study vividly shows what the most significant obstacles are as well as approaches to solve the problems. The researcher asked participants what significant aspect of teaching is included in their personal teaching philosophy. The major question the researcher was looking for was the following: what the reward was, what obstacles existed, and what possible solutions were for the problematic aspects in the field. Overall, this study clearly provides the reader a clearer idea of what motivates teachers and how closely it is related to their productivity in their daily teaching. (Contains 3 tables.)
A Review of Errors in the Journal Abstract
Author: Lee, Eunpyo
Date: 2013-00-00
Type: Journal Articles
Subjects: Periodicals,Error Patterns,Comparative Analysis,Error Correction,Feedback (Response),Sentence Structure,Vocabulary,Language Usage,Written Language,Nursing Education,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Classification,Error Analysis (Language)

This study examines 29 journal abstracts that were completed reviews for publication in the year 2012. It was done to investigate the number (percentage) of abstracts that involved with errors, the most erroneous part of the abstract, and the types and frequency of errors. Also the purpose expanded to compare the results with those of the previous study done on error analysis of abstracts in 2007. This comparison was to check if the corrective feedback on the abstract in the past several years played any role in reducing errors. The parts which had most errors were methods (79%) and results (76%), respectively. Throughout all four parts, purpose, methods, results, and conclusion, using the wrong words (expressions) was the most troublesome type of errors. Preposition errors, omission and addition of words along with some miscellaneous errors decreased compared to the results of 2007 study. Giving corrective feedback on the abstract during the past years might have helped the researchers in nursing profession reduce errors since some of them continuously submitted research papers to the same journal and some others may have referenced the previously published abstract prior to their submission. It is advised to provide L2 learners with corrective feedback so that they can notice, understand errors and build cognitive error correction processes. (Contains 4 tables.)
Suggestions for an Effective Drama-Based EFL Course at a Korean University
Author: Reed, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Drama,Instructional Effectiveness,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Constructivism (Learning),Periodicals,Communicative Competence (Languages),Teacher Role,Student Role,Undergraduate Students,College Faculty,Creativity,Role Playing,Simulation,Debate

This paper aims to suggest pragmatic instructions for conducting an English course that focuses on speaking and listening skills through using drama as a language teaching activity. Recent research on drama in the ESL/EFL classroom has been about the benefits of drama and methods one can use, but research on techniques, activities, and methodology that is more beneficial in regards to student's improving their language capabilities has been lacking in Korea. For this study, drama approaches and techniques were examined based up on the constructivist methodology in teaching English as a second language and researcher's observation and participants' journals were analyzed. With this research as a premise, a model for a drama course that might effectively enhance student's speaking and listening skills is proposed. The suggested model proposes a blend of approaches and a variety of techniques that have been used globally among the EFL community, focusing on bonding activities for warm-up and team-building, guided activities for creating a scenario and debate and discussion. (Contains 4 tables and 1 figure.)
Types of Errors in College Students' L2 Writing in EFL Environments
Author: Jung, Mi-Young
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Writing (Composition),Error Patterns,Second Language Instruction,Feedback (Response),Grammar,Peer Evaluation,Error Analysis (Language),Teaching Methods,Foreign Countries,Essays,Case Studies

The purposes of this study are to examine what type of errors students make more between form-based and meaning-based errors, as well as to investigate in which error categories Korean learners frequently make errors and mistakes. In three studies, 264 essays from 42 subjects who were at a Korean university were collected. This study adopted error correction symbols by Harmer (2007) to analyze error categories simply and easily. The results indicated that form-based errors (91%) were generally reported much more than meaning-based errors (9%) by both the teacher's and students' review. In contrast, although students had different situations in three studies (e.g., a case study, two sample studies), the results were not much different: learners frequently made errors with &quot;the article&quot; and &quot;grammar&quot; categories. In English as foreign language (EFL) environments, interactions via peer-review feedback have been considered as profitable tools; however, teacher-review feedback is still required to facilitate students' second/foreign language (L2) development. These findings suggest that students will develop the quality as well as the accuracy of their writing when they recognize the most frequent error categories in their L2 writing. (Contains 4 figures, 11 tables, and 5 footnotes.)
Developmental Approaches to the Teaching of EFL Reading
Author: Shin, Kyu-Cheol
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Reading Instruction,Reading Fluency,Communicative Competence (Languages),Reading Skills,Reading Strategies,Teaching Methods,Humanism,Sight Vocabulary,Task Analysis,Vocabulary Development,Metacognition,Grammar Translation Method,Schemata (Cognition)

In the teaching of foreign language reading, there have been at least three distinctive approaches for communicative competence: grammar translation method, comprehension-questions approach with an emphasis on reading skills and strategies, and extensive reading approach. This paper surveys a selection of recent studies that address important concerns in foreign language reading pedagogy, and discusses the current issues towards fluent reading for learners' communicative competence. And it is shown that how the efficient reading methodologies in EFL context are developed on a chronological basis. In addition, this study poses the reading issues for learners' reading proficiency and discusses the pedagogical implications from the perspective of language acquisition.
Is Field Dependence/Independence a Source of Test Bias in Iranian EFL Majors' Cloze Test Performance?
Author: Alimorad, Zahra
Date: 2013-00-00
Type: Journal Articles
Subjects: Cloze Procedure,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Cognitive Style,Majors (Students),Translation,Females,College Students,Language Tests

Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their performance on cloze tests. For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' cloze test performance. 30 female students all majoring in English Translation at Shiraz Islamic Azad University took the Group Embedded Figures Test (GEFT), a reduced version of TOEFL test, and a cloze test. The results of the present study provided evidence that the field-dependent (FD, hereafter) subjects performed the same as their field independent (FI, hereafter) counterparts on the cloze test. It was, therefore, concluded that test takers' cognitive styles may not be viewed as a source of systematic variance in performance on cloze tests and hence, may not be a source of test bias. (Contains 5 tables.)
The Development of Evaluation Theories for Foreign Language Textbooks
Author: Lee, Sun-Min
Date: 2013-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Second Language Instruction,Second Language Learning,English (Second Language),Korean,Theories,Textbook Content,Classification,Futures (of Society)

This study aims to carry out a theoretical survey on the development of evaluation theories for foreign language textbooks. This study also focuses on recognizing the importance of textbook development in the field of not only teaching English as a foreign language, but also teaching Korean as a foreign language. Recently, the field of teaching Korean as a foreign language has made progress and we should admit that the theoretical basis of Korean as a foreign language is closely related to English as a foreign language. So it is necessary to adapt the theories for evaluating EFL textbooks in the field of KFL. Hence, this study intends to pursue three aims: the first is to study the existing theories of English textbook analysis, classifying them by the time (1970s, 1980s and 1990s), the second is to examine the transitional aspects of theoretical analysis of English textbooks, in order to develop a textbook of Korean as a foreign language, and the third purpose is to suggest a direction for which the future textbooks of KFL (Korean as a foreign language) and EFL (English as a foreign language) should progress through studying the theoretical analysis of textbooks for teaching English as a foreign language. (Contains 2 tables.)
Recruiting &amp; Preparing Diverse Urban Teachers: One Urban-Focused Teacher Education Program Breaks New Ground
Author: Waddell, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Education,Mentors,Urban Schools,Teacher Persistence,Employment,Partnerships in Education,Graduates,Teacher Education Programs,Social Justice,Multicultural Education,Program Descriptions,Program Evaluation,Educational Innovation,Field Experience Programs,Diversity (Faculty)

This article explores a university's Urban Teacher Education Program (UTEP) and its success not just in recruiting, preparing, retaining, and graduating its students, but in likewise leading to employment and retention as teachers in urban schools. It focuses on critical aspects of the program, including recruitment of diverse candidates, specifically for urban schools; collaborative partnerships; student support and mentorship; curriculum conceptualized for social justice and multicultural education; extended field experiences in urban schools and communities; and induction for program graduates. It also describes the program's context and its basic features, including the recruitment process and programmatic innovations, and offers an analysis of the assessment of the program's impact and sustainability.
Chicano Children's Literature: Using Bilingual Children's Books to Promote Equity in the Classroom
Author: Alamillo, Laura A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Equal Education,Mexican Americans,Bilingual Instructional Materials,Childrens Literature,Sociocultural Patterns,Elementary School Students,Educational Policy,State Policy,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Culturally Relevant Education,Reading Programs,Bilingual Education,Authors,Spanish,English (Second Language),Second Language Learning,Reading Materials

This article first sets the context by recalling a study conducted by Alamillo (2004) at a California elementary school. That study examined culturally and linguistically responsive pedagogy in the classroom through the use of Chicano children's literature. Both the text and the illustrations found in recent publications and the role they played in the socio-cultural development of children were considered. An analysis of the California context reveals that federal and state educational policy limits the use of bilingual children's literature in the classroom. This lack of inclusion is examined in an elementary classroom in the Bay Area. The focal teacher described here sees a mismatch between what the literature in the prescribed curriculum presents and the cultural and linguistic experiences of the Mexican-descent students in her class. Highlighted here are two distinct ways of looking at Chicano children's literature. Included are elements used to qualify selections as exemplary Chicano children's literature. (Contains 2 tables and 1 note.)