ethanporcaro/eric-fulltext-meta huggingface dataset:
Keynote. Motivation: Theory into Practice
Author: Vawter, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Motivation Techniques,Expectation,Positive Reinforcement,Psychological Needs,Emotional Response,Educational Psychology,Educational Strategies

A question asked by many teachers, is &quot;How do we motivate the unmotivated kid?&quot; There are many theories about motivation in the classroom and in order for these theories to work, they must become actionable strategies. These theories can be organized into five different categories: Enthusiasm, Empowerment, Encouragement, Emotions and Expectations. Any person who adds enthusiasm to teaching will be successful. John Wooden (2009) included enthusiasm as one of the blocks in his Pyramid of Success and stated that, &quot;A leader lacking enthusiasm will infect the group with the same malady&quot; (p. 40). Coaches like Jimmy Valvano believed that enthusiasm is the key to success. Most students are so starved for encouragement, they will accept it even if it is structured. Having students give each other high-fives or turn to each other and tell each other how smart or successful they are will add energy to the classroom. Filling students' emotional bank accounts will help motivate students. Discovering their emotional language or giving each student attention helps fill their emotional needs. Educational psychology has shown time and time again that students rise to the level of expectations. If students have high expectations of success their motivation will be high. Students have the tools needed to be successful if they believe that will be successful. It is a combination of self-efficacy and self-esteem. This presentation contains six practical lessons from the author's experience that relate to these theories. [This is a keynote presentation for Southeast Professors of Middle Level Education Collaboration in the Middle: Middle grades to higher education promoting, advocating, igniting support for middle schools. May 18, 2018.]
A Deconstructive Reading of Dickinson&apos;s Poetic Texts
Author: Al-Muttalibi, Aziz Yousif
Date: 2018-12-00
Type: Journal Articles
Subjects: Poetry,Poets,Literary Criticism,Critical Theory,Authors

Deconstruction, as a critical theory, maintains that language is a system of signs and, more precisely, a system of oppositions, differences and contradictions. Accordingly, the theory is operative in the sense that meanings are ultimately, unstable, and that a text, any text, contradicts, dismantles and even destroys itself. Hence, literary texts do not work as they appear to be working. They, in fact, 'subvert' and/or 'betray' themselves. Literary men cannot, therefore, control their works because any work, according to Derrida, the exponent of this theory, tries to defer or suppress its meaning which is ultimately shown as being unstable. Poetry is a unique act and Dickinson's poetry reveals its gaps, inherent oppositions, and subversions. It is in the light of the theory of deconstruction that this paper tries to show that Dickinson's poems 'I'm wife', 'This is my Letter to the World' and 'Hope is the Thing with Feathers' unmask their contradictions and enact the instability and indeterminacy of their meanings. Eventually, the newly established meanings of these pieces can hardly be sure of themselves and/or of being decidable.
A Visual Grammar Analysis of Lesaffre&apos;s Website
Author: Ping, Kuang
Date: 2018-12-00
Type: Journal Articles
Subjects: Grammar,Web Sites,Discourse Analysis,Semiotics,Visual Aids,Illustrations,Corporations,Phrase Structure,Chinese,English (Second Language),English,Foreign Countries,Classification,Business Communication

The traditional discourse analysis focuses on the language analysis, but ignores the effect of non-language sources to the textual construction. At present, however, with the development of technology, pure discourses gradually decrease. There are other elements existing in the discourse more or less. The discourse analysis blending various communication semiotics is called multimodal discourse analysis. Kress and van Leeuwen (2001:2) hold that multimodality is one of the features of modern society. Multimodal Discourse Analysis is paid much attention in recent discourse analysis. The Visual Grammar founded by Kress and van Leeuwen can help to analyze the multimodal discourse. This text, based on the Visual Grammar to analyze the Lesaffre's website, will find the charming of the combination of language and pictures, and finally give some points in designing our own websites. Through the study of Lesaffre's website, when building the website of the company, first the arrangement of information should be paid much attention to. Except some essential conventional information, such as the introduction of the company, other new information, such as the latest news of the company, should be put in obvious place. Then website gives people intuitionistic feeling, so the collocation of the company's information in the website should be reasonable.
In Search for New Translational Norms: Textual Additions in Parentheses as Devices of Textuality
Author: Hawamdeh, Mohammad Amin
Date: 2018-12-00
Type: Journal Articles
Subjects: Islam,Translation,Decision Making,Semitic Languages,Connected Discourse,Grammar,Language Usage,Vocabulary,Text Structure,Phrase Structure,Criticism,English,Contrastive Linguistics

This study aims at exploring new norms as to the textual additions in parentheses (=TAiPs) in the translation of a Quranic text as writer-oriented devices of textuality. Coding for this sort of information could be useful in establishing an impact on any decision-making process on the TL version; such TAiPs can give a translated text of the Quran unity and purpose and distinguish it from a disconnected sequence of sentences. Six small-sized chapters of the Quran were selected as a research sample including a number of four handred forty two (442) TAiPs. Two writer-oriented kinds of textuality were found: &quot;cohesivity&quot; at the levels of grammar and lexis to be in form of recurrence, reference, substitution, ellipsis and conjunction; and &quot;relationality&quot; by coherence and intentionality to be in form of reiteration, collocation, connotation, evocation and interpretation. The study is a detailed analysis of such a severely criticized yet officially approved English interpretation of the Quran as the Hilali and Khan Translation (=HKT) against a predetermined set of text-linguistic norms. The strength or weakness of TAiPs as to how they might alleviate or aggravate the TL version is eventually identified for sake of improvement.
Development of Secondary School Students&apos; Generic Structure Execution in Personal Experience Recount Writing Texts through SFL Genre-Based Approach
Author: Mingsakoon, Pajonsak
Date: 2018-12-00
Type: Journal Articles
Subjects: Secondary School Students,Teaching Methods,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Writing Tests,Writing (Composition),Writing Instruction,Pretests Posttests,Persuasive Discourse,Writing Skills,Foreign Countries,Literary Genres

This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students' generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students' pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students' understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.
Determining the Field Knowledge of Teacher Candidates Who Are Students of German Language Teaching Department at Gazi University
Author: Oruç, Serif
Date: 2018-12-00
Type: Journal Articles
Subjects: German,Second Language Learning,Second Language Instruction,Teacher Education,Language Teachers,Universities,Teacher Effectiveness,Teacher Qualifications,Departments,Pedagogical Content Knowledge,Tests,Teacher Salaries,Student Motivation,Educational Improvement,Language Proficiency,Foreign Countries

In our study, we have put forward the argument that foreign language teaching, especially German language teaching has not been in the desired levels, and that German Teaching Departments are inadequate in training teachers. We have tried to prove our argument with numerical data in different aspects. First of all, we presented the list of order for Gazi University German Teaching Department and other teaching departments. In this list, Gazi University was 3 times the top in the list among 16 universities in the last 5 years. Next, we sought an answer to the question &quot;What are the qualities of a good teacher?&quot; On this topic, we presented the views of different experts as well as the criteria 'The General Qualifications for the Teaching Profession' prepared by the Ministry of Education. The third step was a table showing the success rates of students for subjects related to field knowledge at Gazi University German Teaching Department. This detailed table showed that the rate of passing classes was 87.5% and the success rates for the classes passed was 88.3 % for the years 2013-2017. As the fourth step, we conducted a questionnaire with students at Gazi University German Teaching Department to measure their subject knowledge. We asked 35 basic and elementary level questions to the students. We converted the obtained answers to relevant tables and we evaluated the success rates of numerical values. As a result, we found a shocking result of 66% failure and 34% success. Last of all, we found that the success rates of students in graduate classes, and the results of our questionnaires are not in line with each other. We also found out that the exam results of the Teaching Subject Knowledge Test supported the data found by our questionnaire. We have stated that teachers are not well trained. More than that, if we want to achieve success in education, especially in foreign language teaching, we suggest that the teaching profession receives higher salaries and that intelligent students are motivated to choose foreign language departments.
Hyper-Elitism in Writing Literary Criticisms: Theories and References
Author: Rahman, Syed Mahmudur
Date: 2018-12-00
Type: Journal Articles
Subjects: Literary Criticism,Language Variation,English (Second Language),Language Usage,Language Attitudes,Audience Awareness,Standard Spoken Usage,Writing (Composition)

Current day literary criticisms written in world englishes often seem to be a little hard to comprehend for readers because of critics' tendency to use too much decorative language with too many theoretical views, jargons, and references of different sorts just to stick to an assumed standard of scholarly writing. This paper, based on a generalized study though, considers that assumed standard hyper elitist, which is affecting the easy entrance of a considerable portion of literary audience into the literary realm where the popularity in the form of reader-friendliness and comprehensibility of literary criticisms are compromised, and thoughts of some creditable thinkers remain unnoticed only because those promising thoughts apparently fail to be expressed in that supposed standard of language. Keeping the purpose of literary criticisms in mind, this paper places forth a seemingly valid question whether this sophisticated way of expressing is really mandatory or not, as the word 'standard' itself is subjected to be modified when needed, and the postmodern approach to the literary regime really tends to unsettle the frame of any standardization and deny the distinctions between 'high' and 'low'. Thus, speculated implications of the paper included that the accessibility of greater number of audience into the arena of literary criticisms might be more liberally considered by established but elitist critics, while the stress of synthesized elitism in writing criticisms might also be mitigated for neophytes among critics.
&quot;Empowering English Speakers through Diversification and Promotion of World Englishes&quot;
Author: Ishaque, Rana Khan Mohammed
Date: 2018-12-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Classroom Communication,Language Proficiency,Teaching Methods,Language Teachers,Native Speakers,Teacher Attitudes,Preferences,Student Attitudes,Creativity,Racial Bias,Language Attitudes,Productivity,Intercultural Communication,Sociolinguistics,Pronunciation

Proficiency in English language today doesn't depend on the way language is taught or spoken in classrooms but on creativity and productivity of its diverse teachers and learners. Non-native speakers outnumber native speakers today calling for promoting equity and the concept of World Englishes through respecting diversification in language classes. English needs a paradigm shift as far as language learning and teaching is concerned because the need today is to address the socio-linguistic aspects of its diverse learners and teachers. A study was done on roughly 75 teachers both NNESTs and NESTs to prove the research question. Both native and non-native teachers agreed that being a native isn't necessary to teach language better. Students were also questioned, and the results revealed they had no preference for native speakers or their accents. Therefore, these findings point to the necessity of having collaborative approaches to promote a stronger foundation of mutual respect, effective communication and interaction in TESOL classrooms. To improve the linguistic and literary creativity in English classrooms, language teaching needs a new rhetoric approach of world Englishes, thus respecting diversity in tones and accents of its learners and teachers both. The racist concept of native speakerism needs to be dismantled. A pluralistic view in daily pedagogical approaches and texts from varied socio-linguistic backgrounds will help improve productivity in classes. Mutual intelligibility and not accent should be the key to language learning in TESOL classrooms. It's essential that intelligibility rather than accent be promoted to encourage mutual interaction in TESOL classrooms.
Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study
Author: Nabhan, Salim
Date: 2018-12-00
Type: Journal Articles
Subjects: Literacy Education,Multiple Literacies,English (Second Language),Second Language Learning,Second Language Instruction,Misconceptions,Student Attitudes,Teacher Attitudes,Class Activities,Information Technology,Handheld Devices,Printed Materials,Technological Literacy,Teaching Methods,Curriculum Design,Case Studies,Telecommunications,Laptop Computers,Writing Processes,Reading Processes,Foreign Countries,College Students,College Faculty,Teacher Education Programs

This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners' qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.
Investigating the Evaluative Language in Philippine and Chinese News Reports on the South China Sea Disputes
Author: Ballesteros-Lintao, Rachelle
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism,Computational Linguistics,Cross Cultural Studies,News Reporting,International Relations,Authors,Discourse Analysis,Language Usage,Public Policy,Public Opinion,Mass Media Effects,Values,Conflict

This study examined a cross-cultural perspective on how the top popular press in the Philippines and China portray an evaluative stance as regards the current South China Sea tensions. It set out to reveal the news writers' positions through examining Martin and White's (2005) appraisal framework particularly the attitude category. The analysis of the media reports from the two countries culled from a three-year period (January 2013-December 2016) focused on how the news writers construed their attitudinal judgment and positions. Findings reveal that the high occurrences of appreciation resources in both corpora provide subtle or indirect expressions of behavioral judgment in the course of journalistic writing where conventions relating to objectivity are necessary. Even if dominated by appreciation evaluative language that construes value of phenomenon relating to aspects of the disputes, affect (manifesting emotions) and judgment (relating to behavior) evaluative resources are employed to reflect or represent the socio-cultural and political contexts, government policy and even capture the local sentiment in which the news reports are written. As regards the difference between the two, the Chinese news reports lean towards a more diplomatic stance through the noteworthy use of evaluative affect and appreciation resources that underscore enhancement of relationship, partnership and accord while the Philippine news reports are more inclined to express implied negative subjective attitudinal stance on the issue. This paper set out the significance of language in framing positions, sentiments, opinions and policies in which meanings are construed in news reports. Examining media discourse from the lens of the appraisal system or evaluative language underscores how subjectivity occurs where beliefs, notions and values in a society are generated.
Pragma-Linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi Efl University Learners
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Phrase Structure,Verbs,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Pragmatics,College Students,Cultural Differences,Difficulty Level,Student Attitudes,Cultural Awareness,Language Processing,Interference (Language),Language Usage

The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017-2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students' lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.