ethanporcaro/eric-fulltext-meta huggingface dataset:
Between Home and Exile: A Reading of the Exilic Experience of the Iraqi Poet Adnan Al-Sayegh
Author: Ghena, Hana Khlaif
Date: 2016-06-00
Type: Journal Articles
Subjects: Poets,Poetry,Immigration,Psychological Patterns,Foreign Countries,Alienation,Autobiographies,Refugees,Immigrants,Emotional Experience

This paper aims at exploring the exilic experience of the Iraqi poet, Adnan Al-Sayegh whose involuntarily departure from his homeland, Iraq, in the early 1990s made him suffer a strong sense of estrangement, nostalgia, self-fragmentation and disconnection. The paper is divided into three sections and a conclusion. Section one sheds light on the circumstances that forced Al-Sayegh into self-exile. Investigating these circumstances necessarily entails a discussion of the concept of exile, its nature and consequences, which is the subject of section two. Section three examines a number of poems that typically translates Al-Sayegh's deep sense of dislocation and disaffection in his new host lands. The conclusion argues that exile as a physical, geographical, and psychological state of being is a &quot;basic condition,&quot; in Al-Sayegh's poetry and life.
The Teaching of English Idioms in Kenyan Secondary Schools: Difficulties and Effective Strategies
Author: Gathigia, Moses Gatambuki
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Multilingualism,Secondary School Students,Instructional Effectiveness,Retention (Psychology),Language Processing,Qualitative Research,Interviews

The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language (ESL) in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing. The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan secondary schools with a view to establishing the challenges teachers face in teaching the expressions and, thereafter, proposing effective strategies that can be applied for effective teaching of English idioms to ESL speakers. Ten teachers of English from both rural and urban secondary schools in Kenya were interviewed to find out the actual practices in their classrooms, the difficulties they face, and the effective strategies they employ for successful teaching of English idioms. The data collected were qualitatively analyzed. First, the study notes that it is possible to infer semantic relations between the literal sense of individual parts of an idiom and its meaning when interpreting compositional idioms. Second, there is incongruity between form and meaning when dealing with non compositional idioms since their semantic interpretation cannot be retrieved by means of their constituent parts. The study concludes that an understanding of the etymology of idioms can improve the comprehension and retention of idioms. The study recommends that idioms should be taught effectively in schools because the acquisition of idioms by learners will be an important indicator of their mastery of the English language.
The Relationship between Test Anxiety, Epistemological Beliefs and Problem Solving among Students
Author: Mehdinezhad, Vali
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Test Anxiety,Student Attitudes,Epistemology,Beliefs,Problem Solving,Questionnaires,Likert Scales,Statistical Analysis,Correlation

The purpose of this study was to investigate the test anxiety, epistemological beliefs and problem solving among students. The target population of the current research was all the students of University of Sistan and Baluchestan in the academic year 2013-2014 and the number of the sample was 375. They were selected using a classified and simple random method. The main tools to collect data were three questionnaires. The test anxiety questionnaire by Abolqasemi et al. (1996), epistemological beliefs questionnaire by Schommer (1998), and Patio problem-solving questionnaire (2002) were used. The reliability of these questionnaires was calculated through Cronbach's Alpha test as 0.93, 0.75 and 0.88. To test the research questions, single sample t-test, independent t and Pearson correlative coefficient were adopted using SPSS software, version 20. The results showed that students have relatively high-test anxiety. It was also shown that they have relatively good epistemological beliefs. The students' status to solve the problems is also satisfactory to some extent. There is a positive and significant relationship between test anxiety and epistemological beliefs at low level. But no statistically meaningful relationship was noticed between test anxiety and problem solving. Meanwhile the results showed that there is a negative and meaningful relationship at low level between epistemological beliefs and problem solving.
Edward Said's Worldliness, Amateurism and Heterotopia: Negotiating the Interdisciplinarity of Literary Theory, Canonicity, and Paradigm
Author: Abu-Shomar, Ayman
Date: 2016-06-00
Type: Journal Articles
Subjects: Literary Criticism,Interdisciplinary Approach,Theories,Power Structure,Scholarship,Epistemology

Literary criticism nowadays is essentially crossing the boundaries of disciplinarity and canonicity where literary theory has increasingly been shaped by overlapping concepts and branching out of theories as well as whipping out the limitations imposed by theory itself. The post-conditions of contemporaneity have imposed a view of reading and analysing the literary text that is dynamic, proliferated and in flux as well as resistant to monolithic critique and confined disciplines and professionalization. This outlook has increasingly made the notions of literary criticism, theoretical paradigms and canons not only artificial and irrelevant to our materialistic world, but, in many cases, &quot;violent&quot; to those whose life concerns exist in the margins of these paradigmatic notions. In this essay, I argue that those of us who aspire to an interdisciplinary and a metacritical analyses would be well served by importing inspirations from Edward Said's work, scholarship and life, particularly drawing on his &quot;Worldliness,&quot; &quot;Amateurism&quot; and &quot;Heteroglossia&quot; (or heterotopia) as well as drawing examples from his negotiation with intellectual paradoxes and tensions informed by his positionality as a border crosser intellectual (or his exilic consciousness). Specifically, this article engages with Said as an author of a radically secular body of work marked by as comportment towards being, and as an example of an &quot;amateur&quot; critic who &quot;speak[s] truth to power.&quot; It argues that Said instates a critically-interrogative scholarship as antidote to essentialist, politicised, determinist and hegemonic literary canons (whether those of texts or theory) which are paradigmatically informed by relations of power in academia. The paper argues that through the investment of his scholarship and personal life, Said rejects academic institutions and affiliations with their tendency towards doctrinaire assumptions of critical work. Further to this, Said's fascination of diversity, heterogeneity and his advocacy of the intellectual's detachment from the institution of specialised criticism mount up as a radical critique of specialisation and professionalism and denouncing them as being allied with ideological and cultural dogma.
Discourse Analysis of Tennessee Williams' &quot;The Glass Menagerie&quot;
Author: Nalliveettil, George Mathew
Date: 2016-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Drama,Literature,Social Attitudes,Family Relationship,Psychological Patterns,Language Usage,Dialogs (Language),Literary Devices

&quot;The Glass Menagerie&quot; is one of the Tennessee Williams' most famous plays which won the New York Drama Critics' Circle award. It elevated him to be one of the greatest playwrights of his generation. As a playwright, he is skilful to make the readers conscious of the unconscious habits and attitudes in everyday life. In &quot;The Glass Menagerie,&quot; Tennessee Williams (1911-1983) portrayed family relationships and struggles against hopelessness that threaten their lives. The present study made a discourse analysis of Tennessee Williams' &quot;The Glass Menagerie&quot;. This discourse analysis of the dialogic language was based on dialogic principles outlined by Weigand (2009). The researchers applied these principles to uncover conventional and unconventional elements embedded in the structures of the language. The study also analyzed the discourse contexts and their impact on the meaning of the given different situations that the main characters, i.e., Amanda, Laura, Tom Wingfield, encounter during the ongoing actions of the play. This research, furthermore, presented insights on how Tennessee Williams achieved the intended dramatic effect in the discourse of the characters. The introductory part of the research paper presented the features of a dramatic discourse in relation to language of &quot;The Glass Menagerie&quot;. A review of literature related to the play gives a summary of the literary and linguistic research carried out by different researchers to understand the play from various aspects. A detailed linguistic analysis unravels the functional aspects of dialogic discourse that are embedded in the lines of the text. The findings unfold the logics concealed in the dialogues and kind of structures used for dramatic effect.
Diction and Expression in Error Analysis Can Enhance Academic Writing of L2 University Students
Author: Sajid, Muhammad
Date: 2016-06-00
Type: Journal Articles
Subjects: Second Language Learning,Writing Skills,Academic Discourse,Linguistic Competence,Error Analysis (Language),English (Second Language),Second Language Instruction,Role,Pronunciation,Computational Linguistics,Grammar,Computer Science Education,Management Development,Business Administration,Vocabulary,Research Reports,Periodicals,Discourse Analysis,College Students,Graduate Students,Foreign Countries

Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers' academic writing in interdisciplinary texts of IT &amp; Computer sciences and Business &amp; Management sciences. Though the importance of vocabulary in L2 academic discourse is widely recognized, there has been little research focusing on diction and expression at higher education level. A corpus of 40 introductions of the published research articles, downloaded from the journals (e.g., 20 from IT &amp; Computer sciences and 20 Business &amp; Management sciences) authored by L2 novice writers, was analyzed to determine lexico-grammatical errors from the texts by applying Markin4 method of Error Analysis. &quot;Rewrites&quot; in italics letters is an attempt to demonstrate English language flexibility, infinite vastness and richness in diction and expression, comparing it with the excerpts taken from the corpus.
Educative Supervision in International Cooperation Contexts
Author: Ortiz, Ana
Date: 2015-01-00
Type: Journal Articles
Subjects: International Cooperation,Educational Needs,Administrator Characteristics,Administrator Education,Guidelines,Supervisors,Supervisory Training,Educational Innovation,Questionnaires,Likert Scales,Interviews,Educational Development,Foreign Countries

This present paper has got a clear goal: to contextualize education for development in the present moment, planning its evolution and the keys that characterize education collected from the most representative and up-to-date pieces of work. The experience that we present is integrated in a project developed in Paraguay that is expected to describe the professional characteristics of the school supervisors of the Republic of Paraguay and according to them, determine which are their training needs in order to establish the rules for the elaboration of a training programme that includes the guidelines that managers should know in order to exercise their role. The implementation of the above-mentioned programme and the global evaluation of the project, complete the study with the second and third stages of the work. An empirical descriptive study of a transverse nature has been used. One of the conclusions worth mentioning is that two fifths of the supervisors have not received update course over the last three years and those who have taken it belong to very diverse areas.
Designing an ESP Curriculum for Saudi Science Students
Author: Alfallaj, Fahad Saleh Suleiman
Date: 2016-06-00
Type: Journal Articles
Subjects: Curriculum Design,English for Special Purposes,Second Language Learning,Second Language Instruction,Science Education,Undergraduate Students,Course Descriptions,Academic Discourse,Educational Improvement,Universities,Foreign Countries,Technology Education

The present study looks at available views on ESP especially for students of science both as an academic tool and as an occupational need. It also endeavours to present a curriculum for the undergraduate students of Science at Qassim University, KSA. It is an objective of the paper to propose a use and need based syllabus to prepare the learners for life. The study concludes with a set of recommendations and suggestions that would improve the Academic and occupational aspects of the ESP scenario at all institutions of Higher Learning in the Kingdom where English is a secondary subject.
Levels of Code Switching on EFL Student's Daily Language; Study of Language Production
Author: Zainuddin
Date: 2016-06-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Sentence Structure,Indonesian,Adolescents,Television,Programming (Broadcast),Semi Structured Interviews,Qualitative Research,Diaries,Student Attitudes,Foreign Countries,Interpersonal Communication,College Students,Discourse Analysis

This study is aimed at describing the levels of code switching on EFL students' daily conversation. The topic is chosen due to the facts that code switching phenomenon are commonly found in daily speech of Indonesian community such as in teenager talks, television serial dialogues and mass media. Therefore, qualitative data were collected by using diary notes and semi structure interview techniques. As the results, there were 15 examples of the code switching collected from the students' daily conversations, and there were 4 reasons why the students tend to switch codes. In conclusion, by using the general linguistics form, the students produced three levels of linguistics structure in code switching namely word level, phrase level and sentence (clause) level.
Design and Validation of a Rubric to Assess the Use of American Psychological Association Style in Scientific Articles
Author: Merma Molina, Gladys
Date: 2017-01-00
Type: Journal Articles
Subjects: Scoring Rubrics,Journal Articles,Validity,Reliability,Scientific and Technical Information,Citations (References)

In this study, the researchers will explore the process of designing and validating a rubric to evaluate the adaptation of scientific articles in the format of the &quot;American Psychological Association&quot; (APA). The rubric will evaluate certain aspects of the APA format that allow authors, editors, and evaluators to decide if the scientific article is coherent with these rules. Overall, the rubric will concentrate on &quot;General Aspects&quot; of the article and on the Citation System. To do this, 10 articles that were published within 2012- 2016 and included in the &quot;Journal Citation Report&quot; will be analyzed using &quot;technical expertise.&quot; After doing 5 pilot studies, the results showed the validity and the reliability of the instrument. Furthermore, the process showed the evidence of the possibilities of the rubric to contribute to uniform criteria that can be used as a didactic tool in different scenarios.
Linguistic Features of Humor in Academic Writing
Author: Skalicky, Stephen
Date: 2016-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Academic Discourse,Humor,Writing (Composition),Statistical Analysis,Essays,Factor Analysis,Language Usage,Computational Linguistics,Evaluators,Scores,Correlation,Prediction,Regression (Statistics),Writing Evaluation,Psycholinguistics,Interrater Reliability,Word Frequency,Undergraduate Students,Scoring Rubrics

A corpus of 313 freshman college essays was analyzed in order to better understand the forms and functions of humor in academic writing. Human ratings of humor and wordplay were statistically aggregated using Factor Analysis to provide an overall &quot;Humor&quot; component score for each essay in the corpus. In addition, the essays were also scored for overall writing quality by human raters, which correlated (r = 0.195) with the humor component score. Correlations between the humor component scores and linguistic features were examined. To investigate the potential for linguistic features to predict the &quot;Humor&quot; component scores, regression analysis identified four linguistic indices that accounted for approximately 17.5% of the variance in humor scores. These indices were related to text descriptiveness (i.e., more adjective and adverb use), lower cohesion (i.e., less paragraph-to-paragraph similarity), and lexical sophistication (lower word frequency). The findings suggest that humor can be partially predicted by linguistic features in the text. Furthermore, there was a small but significant correlation between the humor and essay quality scores, suggesting a positive relation between humor and writing quality.
Demonized Learners in Sociocultural Theory
Author: Chen, Joanna
Date: 2016-06-00
Type: Journal Articles
Subjects: Sociocultural Patterns,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Self Concept,Student Attitudes,Behavior Standards,Criticism,Academic Discourse,Asians,Student Behavior,Communities of Practice,Learning Theories

Within the frameworks of Sociocultural theory, particularly Vygotskian sociocultural theory and ZPD, Lave and Wenger's CoP, and contemporary sociocultural theory, this paper seeks to examine the unfavourable scholarly portrayal of learners and their identities based on learners' behaviours, attitudes, and beliefs about the social element of learning, particularly non-mainstream, non-normative behaviours. Such behaviours may be, to the learner, salient accompanying identity traits that were celebrated in one context but demonized in another. While learners have a degree of agency in subsequent critical, even hostile, settings, often this demonization leads to a degree of withdrawal, a retreat to grassroots rather than the mainstream, and a perpetration of accepted student norms. The deconstruction and critique of the &quot;Good Language Learner&quot; gives insight into dominant discourses and metanarratives. Further to this, we see implications of these academic discourses on practitioners, especially for Asian English language teachers, as well as recommendations.
(Re)locating (I)dentity With(in) Politicized (Re)presentation of Fe/Male Body in Kamala Das' Poetry
Author: Sultana, Sharmin
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Poets,Femininity,Masculinity,Sexual Identity,Human Body,Trauma,Feminism,Postmodernism,Gender Issues,Sex Stereotypes

This paper is going to argue that the selected poems of renowned Indian poet Kamala Das are inclined to relocate both feminine and masculine identity through the politicized representation of body. Kamala Das' representation of body in her poems has always been viewed as a medium of re-historicizing the pain, sufferings, and psychological trauma that a woman goes through in a patriarchal society. Though apparently female body seems to be submissive under patriarchal dominance but this paper reveals how female body in Das' poems acts as a powerful agent over the male body. The objective of this paper is to analyze and evaluate Kamala Das' representation of body to understand the gender reality in a patriarchal society, to question the existing discourse of sexed/gendered identity, to find a new way of viewing to both female and male body. Echoing Beauvoir, Judith Butler and Hall, this paper is going to analyze how Kamala Das represents body as an important factor in her poems to fight back the normative concept of identity based on patriarchal sex and/or gender stereotypes.
The Effects of Using Multimodal Approaches in Meaning-Making of 21st Century Literacy Texts among ESL Students in a Private School in Malaysia
Author: Ganapathy, Malina
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,English (Second Language),Private Schools,Multiple Literacies,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Blended Learning,Multimedia Instruction,Multimedia Materials,Handheld Devices,Case Studies,Outcomes of Education,Student Attitudes,Language of Instruction,Semi Structured Interviews,Focus Groups,Learner Engagement,Learning Motivation,Independent Study,Cognitive Style,Learning Experience,Reading Comprehension,Qualitative Research

In today's globalised digital era, students are inevitably engaged in various multimodal texts due to their active participation in social media and frequent usage of mobile devices on a daily basis. Such daily activities advocate the need for a transformation in the teaching and learning of ESL lessons in order to promote students' capabilities in making meaning of different literacy texts which students come across in their ESL learning activities. This paper puts forth the framework of Multimodality in the restructuring of the teaching and learning of ESL with the aim of investigating its effects and students perspectives on the use of multimodal approaches underlying the Multiliteracies theory. Using focus group interviews, this qualitative case study examines the effectiveness of ESL teaching and learning using the Multimodal approaches on literacy in meaning-making among 15 students in a private school in Penang, Malaysia. The results confirm the need to reorientate the teaching and learning of ESL with the focus on multimodal pedagogical practices as it promotes positive learning outcomes among students. The implications of this study suggest that the multimodal approaches integrated in the teaching and learning of ESL have the capacity to promote students' autonomy in learning, improve motivation to learn and facilitate various learning styles.