ethanporcaro/eric-fulltext-meta huggingface dataset:
English Medium Instruction and Idiomaticity in English as a Lingua Franca
Author: Briggs, Jessica G.
Date: 2017-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Figurative Language,Language Processing,Creativity,Language of Instruction,Role,Academic Discourse,Teaching Methods,Language Proficiency,Official Languages

This paper critically considers the implications of the growth of English-medium instruction (EMI) globally for idiomaticity in English as a Lingua Franca (ELF). We first make the case for idiomaticity in English in terms of its contribution to language processing and use and regarding the challenges and affordances it presents to users of English as a second/additional language. We then compare the domains of ELF and EMI in order to pinpoint the similarities and differences between their characteristics, with specific reference to the role of idiomaticity. We argue that EMI prepares students for academic ELF, which is idiomatically distinct from academic L1-English and non-academic varieties of English; that the unidirectional nature of much EMI discourse has implications for ELF-specific idiomaticity; and that the large-scale, long-term language contact engendered by the growth of EMI denotes that an increasing number of L2-English users may be underprepared for a wealth of ELF events, particularly those which draw more substantively on idiomaticity or are themselves idiosyncratically idiomatic. We consider how EMI pedagogy might foster students' idiomatic competence and creativity to take account of their ELF needs beyond the ivory tower.
Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners
Author: Neissari, Malihe
Date: 2017-10-00
Type: Journal Articles
Subjects: Humor,English (Second Language),Second Language Learning,Second Language Instruction,Positive Attitudes,Quasiexperimental Design,Undergraduate Students,Scores,Figurative Language,Video Equipment,Foreign Countries,Teaching Methods,Instructional Effectiveness,Pretests Posttests,Questionnaires,Student Attitudes,Statistical Analysis,Comparative Analysis,Language Proficiency,Language Tests,Experimental Groups,Control Groups

Employing a quasi-experimental design, this study examined the efficacy of humorous idiom video clips on the achievement of Iranian undergraduate students studying English as a Foreign Language (EFL). Forty humorous video clips from the English Idiom Series called &quot;The Teacher&quot; from the BBC website were used to teach 120 idioms to 61 undergraduate students at the University of Bojnord (UB). A 40-item idiom pretest was given to the experimental group (EG) and the control group (CG) while an independent-samples t-test was used to compare the means of these two groups based on posttest scores. A 15-item attitudinal questionnaire captured participants' attitudes toward learning English idioms through video clips. The results indicate that there was a significant difference between the EG and CG mean scores: humorous video clips do facilitate EFL learners' idioms achievement and learners exhibit a positive attitude toward their application in the classroom.
Advocacy through Social Media: Exploring Student Engagement in Addressing Social Issues
Author: Bowen, Glenn A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Advocacy,Social Media,Teaching Methods,Social Problems,Discourse Analysis,Qualitative Research,Student Attitudes,Citizen Participation,Private Colleges,Computer Mediated Communication,Undergraduate Students,Web 2.0 Technologies,Acquired Immunodeficiency Syndrome (AIDS),Depression (Psychology),Essays,Reflection

Social media have become ubiquitous and are seen as beneficial to society. Although the use of social media for educational purposes has been the subject of recent research, not much is known about their role in higher education civic engagement. Employing critical discourse analysis, this study explored the function of social media as a tool to promote the civic engagement of students through advocacy focused on identified social issues. Findings of this qualitative research are discussed as themes pertaining to the challenges of advocacy, the relative importance of advocacy processes, and the function of social media infrastructure. The authors also discuss the implications for pedagogy and for research in the area of technology-mediated, issue-focused advocacy by university students.
A Decade of Community Engagement Literature: Exploring Past Trends and Future Implications
Author: Jones, Diann Olszowy
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Meta Analysis,Journal Articles,Scholarship,Trend Analysis,Outreach Programs,Partnerships in Education,School Community Programs,School Community Relationship,Content Analysis,Publications,Units of Study,Research Methodology,Authors,Geographic Distribution,Institutional Characteristics

Academic journals play a lead role in disseminating community-campus engagement scholarship. However, assessment of the content, methodologies, and authorship of this published body of works is lacking. This study was performed to review publication trends in the &quot;Journal of Higher Education Outreach and Engagement&quot; (&quot;JHEOE&quot;), an academic journal focused on community engagement and outreach, during a 10-year time span. A content analysis framework was used to incorporate descriptive and correlational analyses. Two findings were of particular note. One was the increased prominence of articles on service-learning in the most recent years examined. Another was the absence of articles treating finance, strategic planning, community voice, and faculty promotion and tenure. Because these topics have significance for institutionalizing community engagement in higher education, this trend suggests an opportunity to broaden the topics published in the &quot;Journal&quot; and the field.
The Kemper History Project: From Historical Narrative to Institutional Legacy
Author: Hunzicker, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Collaborative Writing,History,Universities,Professional Development Schools,Partnerships in Education,Story Telling,College School Cooperation,Private Colleges,Elementary Secondary Education,Cooperative Programs

An &quot;institutional legacy&quot; can be understood as knowledge, values, and shared experiences transmitted by or received from a college or university for the benefit of all who have taught, served, researched, and/or learned there. This article describes a year-long, collaborative writing project carried out by one university to chronicle two decades of an ongoing professional development school (PDS) partnership with 10 area schools. The final outcome of the project--a 155-page, informally published book--commemorated the partnership with a valuable historical record that also documented an institutional legacy. The article includes a discussion of implications for practice, including benefits of writing a historical narrative, challenges to anticipate, and suggestions for getting started.
Consolidating the Academic End of a Community-Based Participatory Research Venture to Address Health Disparities
Author: Arrieta, Martha I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Participatory Research,Public Health,School Community Programs,Partnerships in Education,Community Study,Community Health Services,Group Dynamics,Access to Health Care,Research Administration,College Programs,Barriers

Although there is strong support for community engagement and community-based participatory research (CBPR) from public health entities, medical organizations, and major grant-funding institutions, such endeavors often face challenges within academic institutions. Fostering the interest, skills, and partnerships to undertake participatory research projects and truly impact the community requires an interdisciplinary team with the competencies and values to engage in this type of research. Discussed in this article is how a CBPR-focused team evolved at a southern university, with emphasis on the activities that supported group identity, contributed to its evolution, and positioned the group to speak with authority in promoting CBPR as a tool for addressing health disparities.
How to &quot;Save Your Skin&quot; When Processing L2 Idioms: An Eye Movement Analysis of Idiom Transparency and Cross-Language Similarity among Bilinguals
Author: Cieslicka, Anna B.
Date: 2017-10-00
Type: Journal Articles
Subjects: Second Language Learning,Language Processing,Figurative Language,Phrase Structure,Bilingualism,Eye Movements,Spanish,Inferences,Translation,Contrastive Linguistics,Reading Rate,Native Language,Language Dominance,English,College Students,Psychology,Reading Processes,Reading Comprehension,Statistical Analysis

The current study looks at whether bilinguals varying in language dominance show a processing advantage for idiomatic over non-idiomatic phrases and to what extent this effect is modulated by idiom transparency (i.e., the degree to which the idiom's figurative meaning can be inferred from its literal analysis) and cross-language similarity (i.e., the extent to which an idiom has an identical translation equivalent in another language). An eye tracking experiment was conducted in which Spanish-English bilinguals were presented with literally plausible (i.e., idioms that can be interpreted both figuratively and literally) transparent (e.g., &quot;break the ice,&quot; where the figurative meaning can be deduced from analyzing the idiom literally) and opaque idioms (e.g., &quot;hit the sack,&quot; where the meaning cannot be inferred from idiom constituents). Idioms varied along the dimension of cross-language similarity, with half the idioms having word for word translation equivalents in English and Spanish and another half being different, that is, having no similar counterpart in another language. Each idiom was used either in its literal (e.g., &quot;get cold feet&quot;: become cold) or figurative meaning (e.g., &quot;get cold feet&quot;: become afraid). In control phrases the last word of the idiom was replaced by a carefully matched control (e.g., &quot;get cold hands&quot;). Reading measures (fixation count, first pass/gaze reading time and total reading time) revealed that cross-language similarity interacts in an important way with idiom transparency, such that opaque idioms were more difficult to process than transparent ones, and different transparent idioms took faster to process than similar transparent idioms. Results are discussed with regard to the holistic vs. compositional views of idiom storage and the role of activated L1 (first language) knowledge in the course of L2 (second language) figurative processing.
Shifting Engagement Efforts through Disciplinary Departments: A Mistake or A Starting Point? A Cross-Institutional, Multidepartment Analysis
Author: Lake, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Departments,Institutional Cooperation,College Faculty,School Community Relationship,Barriers,Educational Change,Place Based Education,Partnerships in Education,Public Colleges,Private Colleges,Community Colleges,Action Research,Communities of Practice

This article documents the innovative practices and initial outcomes from the Grand Rapids Engaged Department Initiative, a cross-institutional collaboration designed in response to the failures of higher education to systematically engage in place. Created to incentivize and resource systemic and cultural shifts across three institutions of higher education in the region, the initiative seeks to increase faculty knowledge and skills in community-based teaching, foster inter- and intracollaborations, expand students' community-based learning opportunities, and enhance community partnerships. Initial outcomes and stakeholder perceptions are detailed using previous validated research instruments and systemic action research practices. An examination of the three institutions and the seven participating departments reveals how structural and cultural barriers pose heavy challenges to cross-institutional engagement; we also highlight promising countermeasures for effecting change, including inclusive visioning processes and accountability mechanisms. Recommendations aim to support others' efforts to generate and sustain collaborative engagement.
Shaped by Campus Culture: Intersections between Transformative Learning, Civic Engagement, and Institutional Mission
Author: McCunney, Dennis
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Church Related Colleges,Transformative Learning,Citizen Participation,Institutional Mission,Ethnography,Case Studies,Social Change,Activism,Interviews,Theory Practice Relationship,Catholics

This ethnographic case study describes how civically engaged students understand their commitment to social change. Literature on civic engagement and service-learning abounds, yet gaps remain in understanding how students understand and act on campus mission and culture with respect to civic engagement. Using the frameworks of transformative learning, emerging adulthood, and civic engagement, this study attempted to understand a subculture of 24 undergraduate students at a Jesuit university. Ethnographic case study methodology was used in order to understand broader context and culture within which this subculture existed. Findings help to further understand how students interact with campus mission and culture relative to civic engagement. Emic and etic themes were distilled into 10 overarching umbrella themes. Implications for future research focus on the intersection of culture, context, and civic engagement at both faith-based and secular institutions.
Understanding College Students&apos; Civic Identity Development: A Grounded Theory
Author: Johnson, Matthew R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grounded Theory,Citizenship,Identification (Psychology),Citizen Participation,College Seniors,Qualitative Research,Constructivism (Learning)

This article presents the results of a study designed to understand the development of college students' civic identity--that is, an identity encompassing their knowledge, attitudes, values, and actions regarding civic engagement. Grounded theory was used to examine the experiences and attitudes of 19 college seniors who manifested strong civic identities. The resulting developmental model of civic identity includes five &quot;positions&quot; that represent identifiable progressions of civic identity development and mediating &quot;key influences&quot; that promoted or hindered students' growth between these positions. Implications for research and practice are also discussed.
From Native-Like Selections to English Academic Performance: Exploring the Knowledge Base of English Bilinguals
Author: Gomari, Hamid
Date: 2017-10-00
Type: Journal Articles
Subjects: Bilingualism,Questionnaires,English for Academic Purposes,International Schools,High School Students,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,Native Speakers,Correlation,Language Attitudes,Grammar,Language Variation,Age Differences,Prediction,Language Tests,Standardized Tests,Regression (Statistics),Teaching Methods,Second Language Instruction,Likert Scales

Pawley and Syder (1983) pointed out that idiomatic expressions can be discussed in terms of nativelike selection (NLS), which refers to the ability of the native speaker to express his/her intended meaning using an expression that is not only grammatical but also nativelike. In the current study, Pearson's correlation coefficients were used to investigate the possible correlations between the variables of language contact (LC), language attitude (LA), and language motivation (LM) integrative (Int.M) and instrumental (Inst.M), age of L2 onset (AoO), and length of exposure to target language (LoE) and English bilinguals' (EBs) knowledge of NLS in an international school--a semi-naturalistic setting. A possible correlation between EB's NLS scores and their English academic performance (EAP) was examined as well. Moreover, multiple regression analysis was conducted to investigate the factors predicting EB's NLS knowledge. The participants were 281 high school students of mixed gender and ethnicity from an international school in the Philippines. Different questionnaires were used to collect data related to LC, LoE, AoA, LA, and LM. Data concerning NLS knowledge and EAP were gathered using a receptive NLS test together with a standardized English test. The results of the correlation analyses indicated that the variables of LC, LoE, Int.M, and AoO were significantly related to EBs' knowledge of NLS. Moreover, a significant positive correlation was found between EB's knowledge of NLS and their EAP. The results of regression analysis yet revealed that the variables of LC, LA, and Int.M predicted EB's NLS knowledge. The findings provided pedagogical implications for those involved in EFL/ESL teaching, particularly in international schools.
Why Teach Idioms? A Challenge to the Profession
Author: Liontas, John I.
Date: 2017-10-00
Type: Journal Articles
Subjects: Figurative Language,Second Language Learning,Second Language Instruction,Teaching Methods,Native Speakers,Mastery Learning,Instructional Materials,Language Processing,Phrase Structure,Greek,English,Translation,Context Effect,Cultural Influences,Cognitive Mapping,Schemata (Cognition)

This article presents a rationale for making idioms and their use a mainstay of the second language (L2) curriculum. First, it offers a definition of the elusive term &quot;idiom&quot; as a point of departure for the ensuing discussion. Second, it offers five specific reasons why idiom instruction should be integrated into the L2 curriculum: here, it is argued that students' knowledge of idioms needs to be anchored in language materials and situations that are both authentic and purposeful. It is further argued that requiring students to produce idioms in ways that native speakers use them enhances students' mastery of them, facilitating the binding and mapping processes of idiom internalization. Finally, this article challenges the SLA profession to propose a systematic, theoretically informed program for developing idiomatic competence in L2 learners that is based on meaningful, authentic idiom use in the classroom and beyond.
Teaching Idiomatic Expressions and Phrases: Insights and Techniques
Author: Hinkel, Eli
Date: 2017-10-00
Type: Journal Articles
Subjects: Teaching Methods,Phrase Structure,Figurative Language,Syntax,Classification,Language Fluency,Second Language Learning,Second Language Instruction,English (Second Language),Receptive Language,Expressive Language,Vocabulary Development,Writing Instruction

Currently, a relatively large number of spoken and written conventionalized expressions have been collected, catalogued, and systematized. In language pedagogy, a clear implication is that teaching grammar and vocabulary is likely to be more complicated than working with syntactic rules and single-word items. Old and new insights associated with the sheer ubiquity of idiomatic constructions can present both challenges and opportunities, but it seems vital for teachers to be aware of and become familiar with these language units. This paper takes a look at a few historical perspectives and classifications of idiomatic phrases and expressions in English, as well as their uses in conversations, speaking, writing, and teaching. To extend this discussion, a few teaching activities and ideas can be further designed for learning and using idiomatic phrases in the classroom and beyond it. Because practically all idiomatic and conventionalized phrases are language and culture-specific, their instructional applications can contribute to learners' strategic fluency development. In general terms, teaching idiomatic language components can lead to improvements in learners' receptive and productive skills in various contexts.
Improving English Language Learners&apos; Idiomatic Competence: Does Mode of Teaching Play a Role?
Author: Khonbi, Zainab Abolfazli
Date: 2017-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Figurative Language,Pretests Posttests,Statistical Analysis,Role Playing,Definitions,Films,Sentences,Instructional Effectiveness,Foreign Countries,Control Groups,Experimental Groups,Comparative Analysis

Idioms feature prominently in daily communication. Accordingly, teaching and learning idioms should be a primary concern in language education, including English education. However, there is relatively little research on the role of formal instruction of idioms in developing idiomatic competence. This study investigated the instructional effects teaching idioms in four modes (short movie clip, sentence-use, definition, and role-play) had on learners' idiomatic competence. An idioms test was distributed among 47 English language learners at two language institutes to establish their idiomatic knowledge prior to the experiment. One hundred idioms were taught to all participants in the course of one month. The one-way analysis of variance (ANOVA) of the posttest results revealed significant differences among the four idiom-teaching modes. Discussions and pedagogical implications are provided in the paper.
The Metaphorical Perceptions of Prospective Turkish Teachers&apos; Related to the Concept of &quot;Language&quot;
Author: Derman, Serdar
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Figurative Language,Language,Concept Formation,Qualitative Research,Classification,Holistic Approach,Turkish,Secondary Education

The purpose of the present study is to reveal the metaphorical perceptions of prospective Turkish teachers' related to the concept of &quot;language.&quot; The study was carried out with 158 prospective Turkish teachers' ongoing Gaziantep University, Faculty of Education, Department of Turkish Language Teaching in 2014-2015 academic year. To reveal the perceptions of the prospective teachers related to &quot;language&quot; concepts through metaphors they were asked to complete one of the following prompt &quot;Language likes …..; because….&quot; and &quot;Language likes to ….; because….&quot; within about a course period (45 minutes). Metaphor eliciation method was employed in the present study and content analysis was used for data analysis. Prospective Turkish Teachers produced seventy five different metaphors for the concept of &quot;language.&quot; Seventy five metaphors were categorized according to the common features presented in the justifications. Six categories that were structured in this way are as follows &quot;1. Multiple manners, Flexibility, Layering 2. Origin and oldness 3. Being alive, development, change 4. Culture Carrying, Cultural Transporter 5. Communication and Socialization Tool 6. Tool of Expressing Status and Accumulations.&quot; The findings were compared with related studies and suggestions were made for effective use of metaphors in language teaching.