ethanporcaro/eric-fulltext-meta huggingface dataset:
A Changing Profession Changing a Discipline: Junior Faculty and the Undergraduate Major
Author: Giberson, Greg
Date: 2009-00-00
Type: Journal Articles
Subjects: Rhetoric,Writing (Composition),College Faculty,Personal Narratives,Undergraduate Study,College Programs,Graduate Study

This essay explores some of the challenges for the discipline of rhetoric and composition implied by the growth in undergraduate writing majors. Through six narratives from junior faculty at five different institutions, this work explores the ways in which these new faculty were, or were not, prepared for the challenges of developing and implementing new writing majors. Finally, the authors discuss ways in which those who are currently working in undergraduate degree programs can help to provide the intellectual and scholarly materials necessary for graduate programs to more thoroughly and specifically prepare future faculty for their work on undergraduate majors.
Assessing English Learners' Knowledge of Semantic Prosody through a Corpus-Driven Design of Semantic Prosody Test
Author: Ahmadian, Moussa
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Semantics,Suprasegmentals,College Students,Language Proficiency,Predictor Variables,Language Tests,Computational Linguistics,Vocabulary Development,Measures (Individuals),Test Construction,Test Items,Statistical Analysis

This paper introduces a corpus-driven measure as a method to assess EFL learners' knowledge of semantic prosody. Semantic prosody here is defined as the tendency of some words to occur in a certain semantic environment. For example, the verb &quot;cause&quot; is associated with unpleasant things--death, problem and the like. Subjects were 60 Iranian Persian-speaking English learners drawn from 180 candidates taking English classes in five language institutes. To estimate the quality of the test, a 70-item test of semantic prosody was constructed, validated, and used to measure the subjects' knowledge of semantic prosody. The items were selected from COBUILD Dictionary and were mainly based on those cases of semantic prosody whose conditions (positive or negative) had been already determined by researchers. A proficiency test was applied to determine learners' level of language proficiency as a variable which may affect the results. Data analysis showed that learners' knowledge of semantic prosody is, and can be, appropriately measured by the corpus-driven test of semantic prosody. The implications of the findings for teachers, learners, and test developers are discussed.
Effects of Culture and Gender in Comprehension of Speech Acts of Indirect Request
Author: Shams, Rabe'a
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Communication,Speech Acts,Cultural Influences,Gender Differences,Listening Comprehension,Cultural Background,Questionnaires,Pragmatics,Cultural Differences,Hypothesis Testing,Statistical Analysis,Linguistic Theory,Language Usage

This study investigates the comprehension of indirect request speech act used by Iranian people in daily communication. The study is an attempt to find out whether different cultural backgrounds and the gender of the speakers affect the comprehension of the indirect request of speech act. The sample includes thirty males and females in Gachsaran (a city in the province of Kohgiloye va Boyerahmad in Iran) and thirty participants (males and females) in Farokhshahr (a city in the province of Chaharmahal va Bakhtiyari in Iran). A questionnaire is used to elicit data related to the responses used by each group. The questionnaire consists of twenty situations. The participants write their reaction to each situation. The results reveal that culture has significant effect on the interpretation of indirect request of speech act. But gender doesn't affect the comprehension of indirect request of speech act.
Factors Influencing Pronunciation Accuracy: L1 Negative Transfer, Task Variables and Individual Aptitude
Author: Liu, Qian
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,Accuracy,Adults,Pretests Posttests,Error Correction,Intervention,Predictor Variables,Language Aptitude,Interference (Language),English (Second Language),Second Language Instruction,Second Language Learning

This paper investigates the influence of three factors on pronunciation accuracy of Chinese adult foreign language learners. Ten target sounds including phonemes and syllables are included in the pre-test, an analysis of which shows that the mispronunciation of the randomly chosen target sounds mainly results from L1 negative transfer. It is observed in intervention that some mispronounced target sounds are more difficult to be corrected than the others. However, the hierarchy of difficulty for pronunciation acquisition cannot be constructed without considering the impact of task variables, for even the same subject's performance might vary in post-test including vocabulary reading, sentence reading and spontaneous speech, in which tasks individual aptitude in perception, mimicry and monitoring also has a role to play in the improvement of pronunciation accuracy.
Politicizing Critical Pedagogies for the Logic of Late Capitalism
Author: Rice, J. A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Systems,Politics of Education,Critical Theory,Global Approach,Teaching Methods,Rhetoric,Neoliberalism,Critical Thinking,Humanism

In current critical pedagogy theory, the term &quot;globalization&quot; frequently signifies the rapid homogenization and structural equivalency of material and intellectual differences into a unified, transnational, capitalist rationality. For many composition scholars, this homogeneity signals an interpellation of not just subjects, but any and all differing rhetorical logics. Different nations' peoples, goods, and cultures can interact, but only insofar as the &quot;flowing&quot; aspects of information are determined by the hegemonic and political functions of &quot;the&quot; global language. Though the loss of national and cultural autonomy is almost a prerequisite for globalizing processes, the much more pressing aspect here is the structural dependence on the frictionless exchange between so-called identical contexts. Because information can be exchanged according to the same material and rhetorical presuppositions worldwide, qualitative contextual differences are traded for a paradigm of material and epistemological equivalency. Several critical theories and pedagogies show that globalization complicates current classroom situations far beyond traditional humanist concerns of interpretive emancipation, rhetorical freedom, and civic agency, they likewise demonstrate that acceptance of communicative homogeneity does not make room for systemic differences in either rhetoric or knowledge. If globalization homogenizes discursive possibilities and reduces knowledge to practical utility, can liberatory strategies authorize, either pedagogically or theoretically, spaces for effective social and communicative resistance? To what extent are critical pedagogies' methods and goals commensurate with the restrictive logic of globalization? Since knowledge production, market applicability, and differential rhetorics produce a new pedagogical horizon, how might teachers develop strategies that intervene, and perhaps alter, hegemonic communicative processes? In an effort to complicate and extend these questions, this article suggests that not only the goals and methodologies for liberatory teaching, but also its practical potential for bringing about viable pedagogical and communicative alternatives in a globalized world are fundamentally rethought. Specifically, this article rejects critical pedagogy's humanist and liberal-democratic methodologies on the grounds that they work with, not against, the globalizing processes of capitalism. In their place, the author argues for a return to the speculative dimension historically associated with critical theory and pedagogy.
Teaching and Fostering Change in the Classroom, Campus, and Community
Author: Bell, James D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Entrepreneurship,Active Learning,Student Projects,Undergraduate Students,Social Change,Course Organization,Assignments,Grading,Student Journals

Students do not always realize that after graduating they will be expected to apply what they have learned. For accreditation purposes, most universities survey graduates to assess and evaluate the perceived relevance of the curriculum, but these assessments often occur years after graduation. Assessment of applied learning should occur earlier when it can create an environment that requires students to work on projects with direct relevance to the campus and community and that involves students in the activities that will be expected and required in their profession. This article is designed for non-business professors who are interested in social entrepreneurship, one of the fastest growing areas in entrepreneurship education. The author will propose strategies designed to transform students from classroom spectators to campus and community activists and change agents. This article provides details designed to replicate a project-based course.
Taking the High Road: Teaching for Transfer in an FYC Program
Author: Fishman, Jenn
Date: 2008-00-00
Type: Journal Articles
Subjects: Writing (Composition),English Instruction,Writing Instruction,Transfer of Training,Prior Learning,Writing Across the Curriculum,College Freshmen,Freshman Composition,Rhetoric,Teaching Methods,English Curriculum

Current theoretical conversations in the field of Rhetoric and Composition, particularly conversations related to first-year curricular design, are increasingly concerned with the issue of &quot;teaching for transfer.&quot; While developing successful transfer pedagogy is a challenging undertaking, one that may require writing instructors to revise both course content and teaching styles, there are good reasons for facing the challenge, starting with the changing face of college writing instruction. Over the past several years, both standalone first-year composition (FYC) programs and programs within English departments have become less isolated from the rest of the university, and it is not uncommon for them to be identified with (or even renamed) &quot;University Writing Programs.&quot; In addition, FYC is often affiliated with Writing-Across-the-Curriculum (WAC) or Writing-in-the-Disciplines (WID) programs, and FYC is frequently supported by Writing Centers, which serve college and university communities as true centers of local writing culture. In this context, first-year writing gains new responsibilities, becoming students' introduction not only to college composition, but also to writing transfer in other courses and contexts. For Writing Program Administrators (WPAs) and FYC teachers who accept this challenge, the question they jointly face is how to develop a program that can help students acquire the rhetorical knowledge and skills vital to communicating effectively in multiple contexts. This program profile focuses on how members of the FYC program at a Research-1 university, the University of Tennessee-Knoxville, came together over the course of three years to address questions in curricular revisions. Examining the institutional context for curriculum review and the process of implementing new courses, the authors describe the impetus for change along with the goals and theories that informed each stage of decision-making.
The Habits of Writers: Models of the Private and Public
Author: Salibrici, Mary
Date: 2008-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Instruction,Journal Writing,Models,Teaching Methods,Writing Processes,Modeling (Psychology),Novices,Authors,Student Projects,Creative Writing,Writing (Composition),Diaries

Painters, musicians, and writers--among others--often begin as novices by modeling the practices of their best teachers or favorite masters. The purpose of this article is to suggest that the habits of working, published writers can serve students as informal models for how processes happen behind the scene of public work. Students can examine connections between the private journals and notebooks of professional writers and their polished, more formalized public work; and then, through studying such models, they are in a better position to anticipate what is necessary for the development of their own effective writing habits and projects. Examining the ways in which working writers use journals and notebooks to suit their processes and projects helps student writers visualize the many possibilities open to them through such practices.
A Quality Instrument for Effective Honors Program Review
Author: Smith, Patricia Joanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Program Evaluation,Content Validity,Surveys,Delphi Technique,Expertise,Statistical Analysis,College Programs

Although the number of honors programs and colleges has grown dramatically over the last twenty years to over a thousand programs nationally, little has been done to develop consistency of standards in honors. In the interest of seeking consistency, the author designed a research study to provide initial insights into assessable measures that a panel of honors administrators agree are meaningful for use in honors program reviews. The study analyzed the content validity of a set of empirically and conceptually derived survey items to facilitate the development of an instrument to assess and review honors programs. The primary research question guiding the study was framed to collect data on the professional judgments of a group of experts regarding the relevance and meaningfulness of the proposed survey items for the purpose of conducting honors program reviews. To address the research question, it was necessary to draw upon the theoretical and practical experience of a panel of experts. Given the impassioned discussion of honors certification and assessment within the national honors education community during the time of this study, the selected method also needed to offer anonymity to the participants. The Delphi technique provided a means of establishing a panel of experts who remained anonymous throughout the study, even to one another, thus increasing the likelihood of dissenting opinions being expressed. According to Lang, &quot;the Delphi was designed to optimize the use of group opinion whilst minimizing the adverse qualities of interacting groups&quot;. The main purpose of the study was the production of an instrument generated through consensus. The successive iterations and controlled feedback that are characteristic of the Delphi method ensured that consensus or stability in panel members' responses was reached.
The Above-and-Beyond Experience
Author: Chicoine, David L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Program Descriptions,College Programs,Student Development,Educational Benefits

Today's young people are sophisticated consumers in the higher education marketplace. They are seeking &quot;above and beyond&quot; academic experiences such as study abroad and undergraduate research. They are looking for a personalized academic experience, and they aspire to be in community with others who share a similar sense of purpose and drive toward success and personal fulfillment. The honors college thus becomes a lead card in this recruitment process, packaging and highlighting the components expected by some of today's most discriminating college shoppers. This article discusses how the honors college at South Dakota State University (SDSU) serves as an institutional driver of innovation and excellence, starting in the classrooms and extending beyond the walls of the academic disciplines.
Rote Memorization of Vocabulary and Vocabulary Development
Author: Yang, Weidong
Date: 2011-12-00
Type: Journal Articles
Subjects: Rote Learning,Memorization,Vocabulary Development,Foreign Countries,Learning Strategies,Lexicology,Cultural Influences,Word Lists,Second Language Instruction

Rote memorization of vocabulary has long been a common way for Chinese students to learn lexical items. Cultural, educational background and traditional teaching practice in China are identified to be the factors that contribute to many students' heavy reliance on memorization as their sole approach to vocabulary learning. In addition to rote memorization which has been proved useful and effective in the Chinese ELT context, this paper suggests that students be presented with vocabulary learning strategies and be taught how to build vocabulary through other useful learning methods.
An Integrated Learning Experience
Author: Harkins, Dennis R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Experience,Honors Curriculum,Program Descriptions,Educational Experience,Integrated Activities,Community Colleges,Student Development

Defining the practical and theoretical context of honors programs and courses in today's complex educational climate is challenging. Many institutions have used budget shortages to make decisions to reduce honors offerings that are not in the best interest of the students. Funding for honors programs may seem to be extraneous, but these programs provide a pathway for students to excel academically, establish a higher academic bar, and pursue their personal areas of interest while distinguishing themselves as unique learners. This article discusses the Orange Coast College (OCC) Honors Program, whose mission is to create a growing community of scholars in which highly motivated students and faculty engage in enriched academic and co-curricular experiences where students enjoy enhanced scholarship and transfer opportunities. The author, Dennis R. Harkins, president of OCC, emphasizes that honors programs are not an add-on, but a critical element of a comprehensive college experience for both students and faculty.
Setting the Standard for Challenge: Teaching English in Dimen, China
Author: Weick, Cynthia W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,English (Second Language),Second Language Instruction,Second Language Learning,Rural Areas,Experiential Learning,Scholarship,Cultural Awareness,Cross Cultural Training,Community Services,Leadership,Honors Curriculum,Undergraduate Students

Travelling from Hong Kong to Dimen, China, requires a full day. Creating and implementing an original course to teach English as a foreign language in rural China offered to some of the university's most talented undergraduates the opportunity to integrate hands-on learning with scholarship, cross-cultural understanding, and community service. At the same time, the two-year venture made use of these students' diverse academic interests while fostering individual and collective leadership, a strong work ethic, and intrinsic motivation. The caliber of the project will shape expectations for the Powell Scholars Program for years to come. The lessons learned will hopefully spur the thinking of other honors educators and serve as a model in developing new honors opportunities for service learning abroad. This article describes how the Dimen project came about within the Powell Scholars Program.
Tradition and Change
Author: Nyre, Joseph E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Program Descriptions,Educational Practices,Educational Experience,College Programs

Honors programs, like the institutions that host them, need to exercise constant re-examination to remain effective and to serve their students the best they can. As a private, liberal arts institution, in the tradition of the Irish Catholic Christian Brothers, Iona College provides many avenues to enhance student learning, and paramount to the ability to offer a differential learning experience for students is the cultivation of a robust honors program. The honors program at Iona College, which began in 1958, is briefly described in this article.
Cultivating a Community of Excellence
Author: Mellow, Gail O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Experiential Learning,Educational Opportunities,Educational Development,Alumni,Educational Experience,Community Colleges,Program Effectiveness,Program Descriptions,Honors Curriculum

LaGuardia Community College has a saying: Challenge expectations. As fitting as these words are in an essay on the unique value of an honors program at a community college, they also reflect the creation, growth, and ultimate goal of LaGuardia's Community College Honors Program and its students, faculty, and staff, who embody these words every day. The honors philosophy of helping students own their learning process and educational experience gives students a sense of agency in their lives that builds their self-esteem and self-confidence, and allows them to see their limitless potential. This article discusses the growth of LaGuardia's Community College Honors Program, the experiential learning opportunities provided to students in the program, and the success of alumni, which testifies to the enduring impact of their honors experience at LaGuardia.
The Relationship between Morphological Awareness and Vocabulary Size of EFL Learners
Author: Tabatabaei, Omid
Date: 2011-12-00
Type: Journal Articles
Subjects: Morphology (Languages),Vocabulary,Second Language Learning,Second Language Instruction,English (Second Language),Correlation,High School Students,Standardized Tests,Morphemes,Foreign Countries,Males,Multivariate Analysis

The aim of this study is to investigate the relationship between morphological awareness and vocabulary knowledge of Iranian high school students. Nation's Vocabulary Level Test (VLT) was used to test students' knowledge of words drawn from the 2000, 3000 and 5000 most frequent occurring word families. Two morphological awareness tasks (a morpheme identification task and a morphological structure test) were also used to assess students' morphological awareness. The VLT results reveal that the students performed better at the 2000 level than the two higher frequency levels. There existed a significant relationship between the learners' performance on the vocabulary level test and the morphological awareness tasks. These findings implicate the importance of facilitating the students' morphological awareness in English vocabulary learning for EFL learners in Iran.
Study on Lexical Cohesion in English and Persian Research Articles (A Comparative Study)
Author: Mirzapour, Fatemeh
Date: 2011-12-00
Type: Journal Articles
Subjects: Journal Articles,Comparative Analysis,Connected Discourse,English,Indo European Languages

The present study aims to analyze comparatively English and Persian research articles (Linguistics, Literature, and Library and Information disciplines) in terms of number and degree of utilization of sub-types of lexical cohesion in order to appreciate textualization processes in the two languages concerned. The study analyzes 60 research articles (30 articles in each language) in terms of sub-types of lexical cohesion. The study reveals that the order of occurrence in descending order of sub-types of lexical cohesion is ( Rep., Col., Syn., Gen.N., Mer., Hyp., and Ant.) in English data, while the order in Persian data is ( Rep., Syn., Col., Ant., Hyp., Mer., Gen.N.). In both data the most frequent sub-types are repetition, collocation, synonymy. In English data the general tendency is towards the use of repetition and collocation but Persian data show the general tendency towards the use of repetition and synonymy. This study might have implications for teachers and researchers in the field of teaching English as a foreign language because of the fact that teaching sub-types of lexical cohesion to foreign language learners will improve the quality of their reading and writing.