ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Automatization of the Phonological Component on the Reading Comprehension of ESP Students
Author: Khatib, Mohammad
Date: 2011-11-00
Type: Journal Articles
Subjects: Phonology,Reading Instruction,Control Groups,Second Language Learning,Reading Processes,English for Special Purposes,Reading Comprehension,Language Tests,English (Second Language),Pretests Posttests,Role,Translation,Teaching Methods,Teacher Education Programs,Language Research,Pronunciation,Undergraduate Students,Statistical Analysis,Foreign Countries

Prompted by the recent shift of attention from just focusing on the top-down processing in L2 reading towards considering the basic component, bottom-up processing, the role of phonological component has also enjoyed popularity among a selected circle of SLA investigators (Koda, 2005). This study investigated the effect of the automatization of the phonological component on the reading comprehension of the ESP students. After administering a reading section of a TOEFL test, sixty participants out of one hundred and thirty were selected from among ESP students volunteering to participate in this study. These sixty participants were randomly assigned to two groups namely, control group and experimental group. The result of the pre-test revealed that there was not any significance difference between the two groups prior to the treatment. Then, in the period of one semester, the control group received reading instruction through the automatization of phonological component (i.e. pronunciation practice) and the control group received the reading instruction based on the traditional approach which was based on literal translation of English words and sentences into their Persian equivalents. After the treatment, all the participants took the post-test. The result of an Independent-samples T-test indicated that teaching reading through the automatization of phonological component was more effective than the traditional approach in reading instruction. The result of this study is considered to be useful in methodological issues related to reading instruction and also teacher education programs. Moreover, the findings of this study have theoretical implications for SLA researchers.
The Role of Women's Creativity and Innovations in the Nigerian Informal Sector of Oke Ogun Zone
Author: Alese, Oluwatoyin Dorcas
Date: 2011-08-00
Type: Journal Articles
Subjects: Creativity,Role,Females,Innovation,Foreign Countries,Empowerment,Economic Progress,Entrepreneurship,Focus Groups,Skill Development,Surveys,Questionnaires,Poverty,Employment Opportunities,Business,Labor,Productivity,Social Networks

This study was guided by the desire to advance whether concerted effort could enhance the creativity and innovations of women towards empowerment. Other purposes include: establishing the level of empowerment towards attaining good growth in building the informal sector economy and enhancing the status of women in Oke Ogun zone of Nigeria; determining the problems facing the creative abilities of women in improving their knowledge and skills through training. This study adopted descriptive survey design of ex-post facto type. Proportionate and simple random sampling techniques were used to select 128 women entrepreneurs as participants from four (4) purposively selected skills. Women Creativity and Innovations for Empowerment Questionnaire with reliability co-efficient of 0.86 was used as the main instrument to elicit responses from participants while 4 Focus Group Discussion sessions (FGDs) complemented the Questionnaire. The study indicated that there is a significant combined effect of women's socio-empowerment and women's economic empowerment on women's creativity and innovations (F (2,111) = 3.349; R = 239, R[superscript 2] = 0.057, Adj. R[superscript 2] = 0.040; P = 0.05). However, the Nigerian government is yet to advance a committed political will towards enhancing the efforts of women through the creation of good supportive measures, and an enabling environment to reduce poverty, create job opportunities and develop her human resources. It is recommended that the Nigerian government should demonstrate a good political will in poverty alleviation programmes, women's social groups and business organizations should be geared towards pulling labour and resources together to maximize labour productivity, information and social network which will lead to good growth of the informal sector.
Acoustic Analysis of /?/ and /ð/ Sounds in Pakistani English
Author: Mahmood, Muhammad Asim
Date: 2011-11-00
Type: Journal Articles
Subjects: Acoustics,Phonetics,English (Second Language),Second Language Learning,Language Variation,Foreign Countries,Phonemes,Pronunciation,Language Research,Interference (Language),Speech Communication,Mixed Methods Research

This paper aims at discovering the nature and extent of deviation in the articulation of consonants in Pakistani English due to the impact of mother tongue. A detailed experiment has been carried out with the help of Praat to analyze the acoustic properties of /?/ and /ð/ sounds spoken by Pakistani speakers. The research reveals that Pakistani English has a distinct pronunciation pattern of /?/ and /ð/ sounds. This research is an attempt to provide a scientific justification to establish Pakistani English as an independent variety.
The Productive Vocabulary Development in the Written Chinese of the Hong Kong Cantonese-Speaking Children
Author: Cheung, Emily Yee Man
Date: 2011-11-00
Type: Journal Articles
Subjects: Vocabulary Development,Phonology,Syntax,Semantics,Longitudinal Studies,Mandarin Chinese,Sino Tibetan Languages,Elementary School Students,Language Tests,Scores,Expressive Language,Foreign Countries,Language Acquisition,Multivariate Analysis

This paper reports a longitudinal investigation into the productive vocabulary development in the written Chinese of the Cantonese-speaking elementary children in Hong Kong. Data gathering took place using two vocabulary tests which selected prescriptive vocabulary from the textbooks and the 2007 Vocabulary List. The two assessment tests also included vocabulary from the two classes of words in Chinese, namely, the content and the function words. Data were collected in a senior elementary class in 2008 and 2009 respectively. The phonological, orthographical, syntactic and semantic dimensions of the children's productive vocabulary knowledge in both year four and year five were examined. The longitudinal data of these four linguistic dimensions were scored under respective conditions. The results indicate that the syntactic dimension of the function words is the weakest aspect in vocabulary growth. This may suggest that the syntactic acquisition of the function words seems to take a longer time. Furthermore, two relatively independent aspects of vocabulary knowledge, namely, the phonological-orthographical and the syntactic-semantic, emerge in the vocabulary development.
The Effect of Direct Instruction Strategy on Math Achievement of Primary 4th and 5th Grade Students with Learning Difficulties
Author: Al-Makahleh, Ahmad Abdulhameed Aufan
Date: 2011-11-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Grade 5,Teaching Methods,Direct Instruction,Learning Problems,Mathematics Instruction,Mathematics Achievement,Foreign Countries,Control Groups,Experimental Groups,Comparative Analysis,Achievement Tests,Pretests Posttests,Student Attitudes,Statistical Analysis

This study seeks to verify the effect of direct instruction strategy on Math achievment of students with learning difficulties in the fourth and fifth grade levels and measure the improvement in their attitudes to Mathematics. Sample consisted of sixty (60) students with Math learning difficulties attending 4th and 5th grade level resource rooms recruited from six School Districts within the metropolitan Directorate of Education. Participants were randomly assigned to control (N = 30) and experimental (N = 30) groups. Experimental students received training on basic Math skills using the Direct Instruction Strategy, whereas the control groups students were taught traditionally. Achievement test were built to measure basic mathematical skill among fourth and fifth grade students as a pre-test and post-test and validity and reliability coefficients were secured. To measure student attitudes to mathematics, attitudes to mathematics scale was developed and tested for validity and reliability. The achievement test was administered as pre-test and post-test, Results from the statistical analysis indicated a perceived effect of the direct instruction strategy on basic skills achievement of fourth and fifth grade students with learning difficulties and improved their attitudes to mathematics.
Children's Literature and the Internet in the Classroom
Author: Gilete, Raúl Montero
Date: 2011-12-00
Type: Journal Articles
Subjects: Teaching Methods,Internet,Childrens Literature,Technology Uses in Education,English,Spanish,Communication Skills,Foreign Countries,Web Sites,Novels,Bilingual Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Access to Information,Language Skills

&quot;The Explorer of the Chest&quot; and &quot;Golgrim's Keys&quot; are two original, unabridged texts integrated in the Scarecrow Project. The project aims at developing ground-breaking methodologies for teaching literature and covers the A2-B2 levels of language competence, both in English and Spanish. The project is based on an integrated use of the Internet (introducing webquests, among other resources), and literature to acquire communicative skills, and it could be easily adapted to the shifting needs of the classroom in Primary, Secondary and University education. It also features original music and artwork, and a great number of exercises for evaluation in different subject areas, as well as for the preparation of official language exams.
Teaching Eighteenth-Century Poetic Satire with a Competency-Based Approach: Jonathan Swift and Lady Mary Wortley Montagu
Author: Modia, María Jesús Lorenzo
Date: 2011-12-00
Type: Journal Articles
Subjects: Eighteenth Century Literature,English Literature,Poetry,Satire,Competency Based Education,College Instruction

The purpose of this essay is to analyse the teaching of literature with a competency-based approach. This is exemplified by means of a thorough study of a poetic duel between two relevant eighteenth-century writers, Jonathan Swift and Lady Mary Wortley Montagu, and more specifically, by means of the satires entitled respectively &quot;The Lady's Dressing Room&quot; (1732) and &quot;The Reason that Induced Dr S[wift] to write a Poem call'd the Lady's Dressing Room&quot; (1734).
Competency-Based Teaching of Shakespeare: How to Master &quot;King Lear&quot;
Author: Ribes, Purificación
Date: 2011-12-00
Type: Journal Articles
Subjects: English Literature,Drama,Competency Based Education,Teaching Methods,Classics (Literature)

Shakespeare's hypotext has invited so many hypertextual transformations over the last four hundred years that twenty-first century students deserve the chance of digging into this rich mine of information and dramatic possibilities. The practical approach of a competency-based teaching method offers great advantages over traditional practices in that it devises a series of specific tasks for students to perform. As a result, their linguistic, historical, theatrical and intercultural skills are enhanced to such an extent that they acquire the competence they need to approach other early modern texts in a confident manner. This paper suggests a variety of tasks which can help students achieve this goal in a satisfactory way. Students are offered different textual versions of &quot;King Lear&quot; for comparison and commentary. They are likewise provided with excerpts from historical documents that cast light on Lear's political and cultural context. Finally, different filmed versions of the play are watched and discussed, paying attention to their choice of setting, costumes, props, music, as well as to the hierarchical relationship between different semiotic systems.
Creative Writing for Language, Content and Literacy Teaching
Author: Guillén, María Teresa Fleta
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Writing,Writing Instruction,Interdisciplinary Approach,Story Telling,English (Second Language),Teaching Methods,Cooperative Learning,Bilingual Students,Visualization,Flow Charts,Adult Students

This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners' creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily instruction results in creative thinking. By being exposed to music and art, learners of different ages and from different language contexts developed visualization abilities and invented stories. According to many authors, stories are excellent vehicles for teaching and learning because they contain all the ingredients from which learners can benefit. The learners in this study moved from listening to music, to the word and sentence levels, to finally telling their stories in English, and the stories the learners created proved to be a vehicle for internalizing language and for literacy development.
A Pedagogical Approach to Detective Fiction
Author: Reyes-Torres, Agustín
Date: 2011-12-00
Type: Journal Articles
Subjects: Fiction,Second Language Instruction,Literary Genres,Novels,Reading,Discussion (Teaching Technique),Learning Activities

One of the main concerns when teaching a foreign language is how to encourage students to read and become interested in its literature. This article presents detective fiction as a pedagogical tool that provides the key elements to make it appealing for young readers. In this way, the mystery, the action and the suspense in the story; the figure of the detective; or the fact that the end of the story is always morally acceptable turn this literary genre in a magnificent reading to practise the target language and explore the social and cultural issues portrayed. The aim of my work is to present a series of activities related with the detective fiction of international writers such as Sir Arthur Conan Doyle, Francisco González Ledesma, Abdelilah Hamdouchi and James McClure that demonstrate the pedagogical value and practical use of detective fiction.
Creating Spaces for the Development of Critical Awareness through Literature: The Methodological Anatomy of &quot;Literary Texts in English&quot;
Author: Aceituno, Yolanda Caballero
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English Literature,College Instruction,Ideology,Literary Criticism,Critical Thinking,College Students,Teaching Methods,English (Second Language)

Most students of the joint degree in &quot;English Philology and Tourism,&quot; taught at the University of Jaén (Spain), usually complain about the fact that the teaching of literature is sometimes reduced to the theoretical study of literary periods and bio-bibliographical data about authors. This approach overlooks one of the main functions of literary texts: their contribution to the definition of our students' ideological positioning in the world. Raising critical awareness through literature is, without any doubt, one of the principles that should guide the design of every literary syllabus. The teaching programme of the compulsory subject &quot;Textos Literarios en Lengua Inglesa (Literary Texts in English)&quot; revolves around this belief. This subject has been structured around the analysis of several literary texts by authors from different periods which examine key cross-curricular issues such as ideological independence, alienation, authenticity or multicultural awareness. The traditional stylistic analysis of literary texts has been complemented with the inclusion of strategies to foster the students' capability to express their critical opinion and establish meaningful connections between the message of a text and their own lives. The aim of this paper is to discuss the methodological anatomy of these strategies.
(Re)placing Literary Texts in the Intercultural Foreign Language Classroom
Author: Matos, Ana Gonçalves
Date: 2011-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Literature,Critical Reading,Cultural Awareness,English (Second Language),Foreign Countries

In the history of language teaching, literary texts have gradually been reduced to a source for linguistic learning, as an informative representation of cultural traits or even dismissed from the foreign language classroom. This paper aims to add reasons that justify considering literary texts a vital presence in the foreign language classroom. One general aim is to promote the study of foreign literature as enjoyable and (inter)culturally significant.The classroom is inevitably a culturally heterogeneous setting since its elements are already socialized subjects. Instead of its limiting role of supplying knowledge, the classroom ought to foster reading critically through a pedagogy of questioning the text, searching for and building textual meaning. Teaching literature in a foreign language should underline how literature offers new perspectives and how these views are directly relevant to the world we live in and the lives we lead.
Step-up-to-Excellence: A Change Navigation Protocol for Transforming School Systems
Author: Duffy, Francis M.
Date: 2006-00-00
Type: Journal Articles
Subjects: School District Reorganization,Organizational Change,Change Strategies,Critical Path Method,School Community Relationship,Alignment (Education),Organizational Climate,Organizational Culture,Program Descriptions,Program Development,Program Design,Program Improvement,Educational Improvement,Elementary Secondary Education

This article presents a protocol change leaders can use to navigate whole-system change in their school districts. The information describing the protocol will help change leaders in school districts and policymakers interested in whole-district change answer the question, &quot;How do we transform our entire school system&quot;? The protocol is called Step-Up-To-Excellence (SUTE; Duffy, 2002, 2003, 2004a, 2004b, 2004c). Every time SUTE is presented to an audience there is at least one person who calls out some &quot;yes, buts&quot;--statements questioning whether the protocol is practical, do-able, or valid. Three &quot;yes, buts&quot; that are frequently heard and responses to them are found near the end of this article.
The New Principal's Role in Establishing a Collaborative, Progressive Vision
Author: Fridell, Max E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Beginning Principals,Leadership Role,Transformational Leadership,Institutional Mission,Position Papers,Strategic Planning,Reflection

The principal new to the school enters an environment that is oftentimes a mix of excitement and apprehension. Before the new principal can begin to initiate an agenda for change that will have long-lasting effects, it would be wise to clearly understand not only the current status of the school but also the best path to take toward success. The adage applies, &quot;If you don't know where you are going, you will wind up somewhere else&quot; (attributed to Yogi Berra). By following a framework for collaboration and action, the new principal can frame a support network based on observation, assessment, formulation, activation, and reflection.
Instructional Strategies Designed to Develop Trust and Team Building Skills in School Leaders
Author: Freeman, Virgil
Date: 2006-00-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Qualities,Team Training,Educational Strategies,Educational Practices,Decision Making Skills,Teaching Methods,Administrator Education,Learning Activities,Trust (Psychology),Capacity Building,Educational Administration,Group Dynamics,Behavior Patterns,Work Ethic,Accountability,Behavior Theories,Behavioral Objectives

This paper will provide readers with insight into &quot;Team Building and Decision-Making&quot; curriculum methods and strategies utilized in leadership for our administrators. The content is based on &quot;The Five Dysfunctions of a Team: A Leadership Fable&quot; by Lencioni (2002). The writer is working on developing a unique cascade of activities designed to reduce team dysfunctions through trust and skill building.
The Transition from Practitioner to Professor: The Struggle of New Faculty to Find Their Place in the World of Academia
Author: Coleman, J. Craig
Date: 2006-00-00
Type: Journal Articles
Subjects: College Faculty,Doctoral Programs,Graduate Students,Barriers,Career Development,Self Concept,Cultural Influences,Personal Narratives,Scholarship,Teacher Role,Professional Identity,Elementary Secondary Education,Tenure,Professional Development,Mentors

Becoming a college professor brings both the feeling of self-accomplishment and discernment regarding this prestigious achievement. Most doctoral candidates are practitioners in the field of public education and will hopefully transition from a principalship to the office of a college professor. While this journey is filled with personal attainment, some of the doctoral graduates experience a variety of struggles along the way to their positions in higher education. This study examined this journey for some of those who have made the move. The questions posed to the participants centered on the benefits, disadvantages, and suggestions on ways to assist fellow completers who have decided to take a position in higher education. Four primary struggles were identified as a result of the study: (1) struggle with the role, (2) struggle with self, (3) cultural struggle, and (4) future struggles. Through a narrative approach, the participants addressed their feelings regarding the move to a professorship, struggles they faced along the way and the impact the professional change had on their lives.
When Doing Nothing Becomes a Viable Life and Career Option: A Growing Trend among African American Youth
Author: Harris, Anthony
Date: 2006-00-00
Type: Journal Articles
Subjects: African Americans,African American Students,High School Students,Youth,High School Graduates,Employment Potential,Labor Market,Job Skills,Training,Educational Opportunities,Expectation,Social Discrimination,Role Models,Community,Parent Participation,Government Role,At Risk Students

The prospect of completing high school and continuing one's education at a vocational, two-year, or four-year institution continues to elude a large number of African American high school graduates (Minorities in Higher Education Twenty-first Annual Status Report [2003-2005], ACE). The expectation of pursuing gainful employment through the private sector after graduation has also been diminished, due, in part, to factors external to the individual, such as limited job availability, limited job skills, and limited training opportunities (The State of Black America, 2004). There are additional external factors that explain the existence of waning expectations and eroding prospects for the future of African American youth, including discrimination, poor role modeling, dysfunctional communities and schools, lack of parental engagement, and lack of governmental responsiveness.