ethanporcaro/eric-fulltext-meta huggingface dataset:
Man Is Invincible--About Hemingway's Humanism
Author: Huang, Liangguang
Date: 2010-06-00
Type: Journal Articles
Subjects: Literary Genres,Authors,Humanism,Figurative Language,Christianity,Resilience (Psychology),Novels,Death,War

Hemingway wrote a short story &quot;A Day's Wait&quot; in 1933, a nine-year old boy spent a whole day waiting for death because of misunderstanding the difference between Centigrade and Fahrenheit. &quot;Glory under pressure&quot;, when facing the death, the little boy would rather stay calmly than do something uncontrollably. In his masterpiece &quot;The Old Man and the Sea,&quot; an old fisherman, Santiago tried his best to catch a giant marlin, and then he fought with packs of sharks when he returned home, which almost exhausted all his strength. Whether in his short story or masterpiece, whether the little boy or the old man, when they faced the crisis, they showed the great courage. A man can be destroyed, but not be defeated.
A Balanced Approach to the Teaching of Intermediate-Level Writing Skills to EFL Students
Author: Qian, Xinyu
Date: 2010-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Writing Instruction,Writing Skills,Communicative Competence (Languages)

By analyzing the shortcomings of the traditional approach and the drawbacks of the modern approach, the author attempts to explore a better way for the teaching of intermediate-level writing skills to EFL students. Taking into account all of the factors which are involved in good writing, the author puts forward a balanced approach to such teaching and provides some principles and techniques for the classroom procedures in which the balanced approach is applied.
The Effects of Reading Only vs. Reading plus Enhancement Activities on Vocabulary Learning and Production of Iranian Pre-University Students
Author: Amiryousefi, Mohammad
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Standardized Tests,Language Tests,Comparative Analysis,Pretests Posttests,Secondary School Students,Reading Achievement

The present research was conducted to examine the relative effectiveness of two instructional approaches to second language vocabulary learning: the &quot;Reading Only&quot; (RO) approach and the &quot;Reading Plus&quot; (RP) approach. To carry out this study, sixty EFL students from Shahed Pre-University Center of Isfahan were selected and divided into two groups of thirty after a standardized test (The Nelson Test) was administered to120 of them to determine group homogeneity. In the &quot;Reading Only&quot; group, the students only read several reading passages. In the &quot;Reading Plus&quot; group, the subjects read passages and then did a series of text-based vocabulary exercises. The analysis of the results revealed a significant difference between the two groups. The results indicated that &quot;Reading Plus&quot; group had significantly outperformed the &quot;Reading only&quot; group. This strongly suggests that the &quot;Reading Plus&quot; approach to foreign language vocabulary learning is highly effective in promoting a deep and stable knowledge of vocabulary.
Qualitative Characteristics of Coherence, Substitution, and Reference by Non-English Major Chinese Students
Author: Shen, Ying
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Undergraduate Students,Gender Differences,Statistical Analysis,Rhetoric,Connected Discourse,Questionnaires,Language Patterns

This study addresses the interrelation among coherence, substitution, and reference by non-English major Chinese students. The author collected data through student questionnaires. Participants included 30 non-English major Chinese undergraduate students. The findings of this study suggested that the similarities and differences were confirmed either in all participants or in the two gender groups. For example, in terms of similarities either all participants or the two gender groups tend to commit more mistakes in regards to coherence than substitution or reference. On the other hand, some significant differences were found, for instance, males scored relatively higher in the mean substitution and reference than did females, whereas females performed better in the mean coherence compared to males in the same field.
Managing Language Testing in Nigerian Large Classes: Processes and Prospects
Author: Abioye, Taiwo
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,English (Second Language),Second Language Instruction,Large Group Instruction,Secondary Education,Language Proficiency,Teacher Qualifications,Teacher Empowerment,Evaluation Methods,Pragmatics,Teaching Methods

The demand for literacy in a developing country like Nigeria has multiple results such as the expansion, by leaps and bounds, of the average Nigerian classroom. This paper highlights the reasons for large classes in Nigerian secondary schools, the educational and psychological dimensions of language testing in large classes, the challenges of such classes and how they affect achievement and in the long run, the standard of education. It also tasks the proficiency levels of English Language teachers especially in the area of testing and points out new paradigms in language testing, particularly in large classes from the two perspectives of human and infrastructural development, and teacher empowerment and initiatives. The study suggests methods of improving language testing in large classes through pragmatic techniques.
The Effects of Anxiety on Cognitive Processing in English Language Learning
Author: Khan, Zaved Ahmed
Date: 2010-06-00
Type: Journal Articles
Subjects: Anxiety,Cognitive Processes,English (Second Language),Second Language Instruction,Video Technology,Vocabulary Development,College Freshmen,Comparative Analysis,Control Groups,Experimental Groups,Foreign Countries,Recall (Psychology),Learning Processes,Multivariate Analysis

Language anxiety is a prevalent phenomenon in second language learning. This experiment examines the arousal of anxiety caused by the introduction of a video camera at various points in a vocabulary learning task. Two hundred sixteen students of 1st-year university English language course were randomly assigned to one of four groups: (a) one group who had anxiety aroused during their initial exposure to the stimuli, (b) a second group who had anxiety aroused when they began to learn the meanings of the words, (c) a third group who had anxiety aroused when they were asked to produce the English word (when prompted with the Hindi), and (d) a control group who did not experience anxiety arousal. Significant increases in state anxiety were reported in all three groups when the video camera was introduced, and concomitant deficits in vocabulary acquisition were observed. It is concluded that the stage at which anxiety arises has implications for any remedial action taken to reduce the effects of language anxiety.
To Give Control to Learners or Not? A Comparative Study of Two Ways of Teaching Listening
Author: Wang, Yushan
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Questionnaires,Student Surveys,Student Attitudes,Teaching Methods,Student Centered Learning,Comparative Analysis,Control Groups,Experimental Groups,Statistical Analysis,Computer Software,Listening Comprehension,Personal Autonomy,Quasiexperimental Design,Mixed Methods Research,Pretests Posttests,Interviews

This paper reports a quasi-experimental study that was carried out in listening classes to address the following questions: What control do students expect in the listening classroom? What are the effects of the &quot;zero class hour&quot; way of teaching listening when more control is given to the students? The study was conducted at Huaiyin Normal University, where two non-English major classes taught by one teacher were selected. A questionnaire survey was conducted to get students' opinion about the traditional way of teaching listening and what control they wanted to have. The results of the pretest and posttest were analyzed with SPSS. Both the experiment group and the control group made similar progress in the test of their listening comprehension, which indicates that the new way of teaching listening is as effective as the traditional one. From the amount of time that the experimental-group students spent on improving their listening comprehension, we can see that they made more efforts and became more active and more autonomous than before. The findings may give some support for the web-based distance education.
An Understanding of Language Development Models--Pidginization from the Perspective of Chaos Theory
Author: Zhao, Guodong
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Pidgins,Physics,Diachronic Linguistics,Structural Linguistics

With the accelerated globalization, domestic and international communications become more frequent than ever before. As the major media of international communication, languages contact with each other more actively by day. And in the active contact any language would gradually develop and change. Pidgin language is a unique linguistic phenomenon resulted from the frequent language contact. By taking pidgin as an example, this article attempts to shed some light on the language development models in the frequent contact and how one language reacts to its environment, which includes a foreign language, a new culture and new information. With &quot;Chaos Theory&quot; brought to the horizon, this paper figures out three ways, namely, to progress, to decay, and to remain untouched, for any language to choose from when it is in contact with a new environment.
Infusing Cooperative Learning into an EFL Classroom
Author: Tuan, Luu Trong
Date: 2010-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Cooperative Learning,Teaching Methods,Experimental Groups,Control Groups,College Students,Foreign Countries,Student Attitudes,Language Proficiency,Interaction,Academic Achievement,Cognitive Style,Observation,Questionnaires,Surveys,Measures (Individuals),Learning Activities,Reading Skills

This study sought to investigate student diversities in terms of learning styles and linguistic competence, and the extent to which students change as regards participation, interaction and achievement through Cooperative Learning activities embracing their diversities. 77 first-year EFL students from from the two reading classes, one treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Linguistics of the University of Social Sciences and Humanities in Ho Chi Minh City (USSH-HCMC) were invited to participate in the study. The findings substantiated that Vietnamese learners are open to change and Vietnamese EFL teachers should create effective activities for learners to immerse themselves in talking cooperatively instead of talking individualistically in the classrooms.
Transcultural and Postcolonial Explorations: Unsettling Education
Author: Manathunga, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Theories,Neoliberalism,Educational Policy,Social Theories,Doctoral Programs,Supervision,History,Geography,Cultural Influences,Interdisciplinary Approach,Intercultural Communication,Language Usage,Foreign Countries

This article is based upon my keynote presentation to the 42nd ANZCIES Conference held at Queensland University of Technology in Brisbane from November 26-28, 2014. It explores the ways in which an assemblage of transcultural and postcolonial theories allow us to productively unsettle Education at a time when dominant neoliberal discourses risk driving us back to conservative, monocultural, Westernized educational policies. Based on my recent book (Manathunga, 2014), this article summarizes the ways in which I drew upon a bricolage of postcolonial, Indigenous, feminist, social and cultural geography theories (which I have loosely categorized as &quot;Southern&quot; theories) about time, place and knowledge to reimagine intercultural doctoral supervision. It demonstrates how I found that assimilationist approaches to supervision are based upon the absence of history, geography and other cultural knowledge, while transcultural pedagogies are founded upon the centrality of place, the presence of past, present and future time and a deep respect for diverse cultural knowledges.
Solidarity and Competitiveness in a Global Context: Comparable Concepts in Global Citizenship Education?
Author: Torres, Carlos Alberto
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,Citizenship Education,Competition,Neoliberalism,Ideology,Political Issues,Moral Values,College Role,Social Change,Networks,International Cooperation,Comparative Education,Role of Education

Any study linking terms such as global education, internationalization, and global citizenship facing the dilemmas of local and global tensions, invariably has to address the questions of globalizations and neoliberalism, two concepts and two global movements that define our time and age, the age of interdependence. Neoliberal globalization, as I have analyzed in other places defines the top down model of global hegemonic dominance, resting on the power of corporations, bilateral and multilateral organisms, and the global and regional power of nations who exercise control over people, territories, capital and resources of all kinds, including the environment. Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, and has become the new common sense shaping the role of government and education. This &quot;common sense&quot; has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Universities play a major role in knowledge production and teaching of comparative education. How to cope with these challenges of globalization in the universities is a central concern of this keynote in which I address the challenges of global education for social transformation, focusing on frontiers and boundaries of citizenship. Three themes are central for this conversation namely a) how multiple globalizations are impacting global life and academics b) how networks have become privileged sites for global education collaboration, and c) what are the implications of globalization and networks for global citizenship, global universities and comparative education. Looming in the shadows of this conversation is an important question: What should be the goals of global citizenship education in a decade marked by the UN Education First Initiative with a special focus on the question of furthering global citizenship and the responsibilities of universities and governments?
Beginning Teachers as Policy Workers in Malaysia and New Zealand
Author: Anderson, Vivienne Ruth
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Educational Policy,Discourse Analysis,Partnerships in Education,Teacher Education Programs,Comparative Education,Comparative Analysis,Policy Analysis,Position Papers,Teaching Experience,Questionnaires,Mail Surveys,Teacher Attitudes,Teacher Responsibility,Accountability,Collegiality,College School Cooperation,Beginning Teacher Induction

In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning teacher journeys of 13 Malaysia based twinning programme graduates and six New Zealand based teachers. The study involved two aspects: (1) a comparative discourse analysis of key Malaysia and New Zealand education policy documents; and (2) thematic and discourse analysis of participants' reflections on their early teaching experiences. Our focus is on beginning teachers as &quot;policy workers&quot;: policy subjects whose work is shaped and constrained by policy discourses and imperatives, and policy actors who mediate, translate and resist these. We compare the two policy contexts and consider how policy discourses appeared and were contested in teachers' initial online questionnaire responses.
Intellect, Dream and Action: Story-Telling in Steiner Schools in New Zealand and the Embedding of Indigenous Narrative Knowledge in Education
Author: Burnett, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Indigenous Populations,Story Telling,Personal Narratives,Intuition,Teaching Methods,Cultural Background,Cultural Influences

This paper argues that the historic mode of expression for Indigenous knowledge has been essentially visionary and mythic, often grounded in oral traditions of great antiquity. Essentially, communication of this knowledge has had a poetic &quot;supernormal&quot; character, employing imagery that can be interpreted on many levels. The danger of superficially rendering ancient cultural forms of knowledge to fit with Western &quot;scientific&quot; understanding is discussed, particularly the risk of divorcing such knowledge from the original, primal, imaginative source in which it is situated. Appreciation of this is necessary if Indigenous knowledge is to be effectively and sustainably embedded in education. The paper explores the educational significance of oral story-telling as a medium through which such knowledge can be articulated but also renewed and further developed, using the concept of Te Whariki in New Zealand Schools as a model of culturally-inclusive, narrative-rich educational practice within the New Zealand national school system. A fruitful link is drawn between the oral traditions of holistic-wisdom knowledge of Indigenous people and the creative activity of oral story-telling in schools, encouraging an integrated approach to Indigenous knowledge in education that integrates intellect with emotional and practical intelligence.
Teacher Transculturalism and Cultural Difference: Addressing Racism in Australian Schools
Author: Casinader, Niranjan R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Student Diversity,Immigrants,Racial Bias,Student Attitudes,Cultural Awareness,Multicultural Education,Teacher Attitudes,Cultural Pluralism,Teacher Role,Educational Environment,Teaching Methods

The increasing cultural diversity of students in Australia's schools is one of the salient changes in education over the last 30 years. In 2011, nearly half of all Australians had one or more parents born overseas, with migration from China, the Indian subcontinent and Africa increasing during the early 2000s (Australian Bureau of Statistics, 2012). However, despite these long established patterns of exposure to a multicultural environment, the incidence of racism experienced by children in Australian schools remains highly problematic. Recent research has shown that around 70% of school students witness or experience some form of racism (Mansouri, Jenkins, Morgan &amp; Taouk, 2009). This paper argues that, although the reasons for this persistent marginalisation of cultural difference are multivariate, the background attitudes of teacher educators cannot be ignored. It posits that, in line with recent research (Casinader, 2014), the development and awareness of transcultural modes of thinking in educators, which are inclusive and reflective of different cultural approaches, are essential for modelling an educational environment for students in which cultural difference is accepted and prized, and not held up as a point of separation. It is also argued that such a transition will be facilitated only when the existing monocultural reality of the Australian teaching profession) is acknowledged and addressed.
The Impact of Self-Assessment on Iranian EFL Learners' Writing Skill
Author: Javaherbakhsh, Mohammad Reza
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Individuals),English (Second Language),Second Language Learning,Writing Skills,Writing Tests,Pretests Posttests,Skill Development,Language Tests

Self-assessment has gained much attention in recent years owing to graving emphasis on learner independence and learner autonomy and self-assessment has significant pedagogic value (Mrudula, 2002). The present study was an attempt to investigate whether self-assessment impact Iranian EFL learners' writing skill. To fulfil the purpose of the study, 73 participants from 105 students of advanced level of English in Zabansara and Marefat Institutions were chosen by means of a TOEFL test. Two groups; namely, experimental and control groups, were formed. A writing pre-test was administered to measure their writing ability. The subjects in the experimental group enjoyed the treatment. After each writing activity, they assessed themselves with writing checklist. Three raters scored the activities by utilizing the analytical method of scoring. The teacher commented on the students' weaknesses at the bottom of each checklist. At the end of the study, all subjects took writing post-test. By utilizing an independent t-test, the researcher found out that the change in the experimental group was significant. Therefore, the null hypothesis of the study was rejected. The results of this research can be used by those involved in the field of language teaching.
The Interpersonal Metafunction Analysis of Barack Obama's Victory Speech
Author: Ye, Ruijuan
Date: 2010-06-00
Type: Journal Articles
Subjects: Speeches,Persuasive Discourse,Discourse Analysis,Form Classes (Languages),Interpersonal Communication

This paper carries on a tentative interpersonal metafunction analysis of Barack Obama's victory speech from the interpersonal metafunction, which aims to help readers understand and evaluate the speech regarding its suitability, thus to provide some guidance for readers to make better speeches. This study has promising implications for speeches as follows: (1) Positive declarative clauses are recommended to convey information and convince the audiences with positive facts. (2) Modal verbal operators with high modal commitment can show the addresser's firm determination to finish tasks and build up the addresser's authority. (3) The frequent applications of &quot;we&quot; and &quot;we&quot;-&quot;you&quot;-&quot;we&quot; pattern help to create an intimate dialogic style, which can shorten the distance between the addresser and the audience and further persuade the audience to share the same proposal of the addresser.