Experiences with the GTU grammar development environment

In this paper we describe our experiences with a tool for the development and testing of natural language grammars called GTU (German: Grammatik-Testumgebumg; grammar test environment). GTU supports four grammar formalisms under a window-oriented user interface. Additionally, it contains a set of German test sentences covering various syntactic phenomena as well as three types of German lexicons that can be attached to a grammar via an integrated lexicon interface. What follows is a description of the experiences we gained when we used GTU as a tutoring tool for students and as an experimental tool for CL researchers. From these we will derive the features necessary for a future grammar workbench.Comment: 7 pages, uses aclap.st

An evaluation of the impact of e-Portfolio supported pedagogic processes on students’ reflective capacity

This paper describes research evaluating pedagogical strategies and processes that develop the reflective capacity of students. An Appreciative Inquiry framework was adopted to establish, from a student perspective, what works or 'gives life' in terms of supporting and encouraging a reflective capacity. The context was an undergraduate module with an explicit focus on employability and 'transition-out' of university. Students were drawn from a range of courses as diverse as Performing Arts, Business Management, Engineering and Computing Science. This presented both challenges and benefits. The module utilised an e-Portfolio tool (PebblePad) linked to formative and summative assessment to support students in their learning development, including reflection around personal and career development. Key elements of the module which developed the reflective capacity of students, evident in appreciative feedback, were a personal statement first assignment linked to interdisciplinary group work and activities which scaffold the reflective process. The paper discusses the pedagogical processes involved and highlights areas for further research

Geography Newsletter

Contents:Romanian Delegation [Page] 2AAG Great Plains? Rocky Mountain Regional Meeting [Page] 2Professor Donald J. Berg [Page] 3Enhancing the Physical Geography Laboratory Curriculum [Page] 3Georgia\u27s Been on My Mind [Page] 4Graduate Student Travel to the Philippines [Page] 442nd Annual South Dakota State Geography Convention [Page] 62010 Scholarships [Page] 7Student Graduations [Page] 7Research in the Department [Page] 8-10Alumni News [Page] 11-13Supporting Geography [Page] 13Fritz\u27s Retirement Gathering [Page] 14https://openprairie.sdstate.edu/geo_news/1000/thumbnail.jp

THE PERSPECTIVES OF MALE AND FEMALE STUDENTS AND THEIR TEACHER ON THE USE OF MOTHER TONGUE IN EFL CLASSROOM

ABSTRAK Debby Febriyani., (2021): The Perspectives of Male and Female Students and Their Teacher on the use of Mother Tongue in EFL Classroom. This study investigates The Perspectives of Male and Female Students and Their Teacher on the use of Mother Tongue in EFL Classroom. This study aims to find out. regarding on how teacher, students (male and female student) using mother tongue in EFL classrooms. This study is qualitative research with a case study approach. The participant of this study were four students and one English teacher. The data collected by interview. The data were analyzed qualitatively. The result of this study shows that the students also the teacher have positive perspective on the using of mother tongue in the English class. Then, the writer also found that the female students give their support to use English in the English class than male students, eventhough they are still have positive perspective on the using of mother tongue in the teaching and learning process. It means that gender can give the influence on the using of mother tongue in English class. Key words: Perspective, Mother Tongue, Gende

EFFORTS TO IMPROVE STUDENTS’ READING COMPREHENSION THROUGH THE THINK-PAIR-SHARE TECHNIQUE IN GRADE XI OF SMA N 1 PREMBUN IN THE ACADEMIC YEAR OF 2012/2013

EFFORTS TO IMPROVE STUDENTS’ READING COMPREHENSION THROUGH THE THINK-PAIR-SHARE TECHNIQUE IN GRADE XI OF SMA N 1 PREMBUN IN THE ACADEMIC YEAR OF 2012/2013 By: Nove Irawan 08202241024 ABSTRACT The objective of the research was to improve the students’ reading comprehension of Grade XI at SMA N 1 Prembun in the academic year of 2012/2013 by using the Think-Pair-Share (TPS) technique. The type of the research was action research. It was conducted in two cycles involving the TPS technique as the main activities. Giving names to pairs, drawing lots, using media, and giving rewards and punishments were the complements of the main activities. The data were obtained by observing the teaching and learning processes, interviewing the students and the collaborator, taking photographs of the teaching and learning processes, and giving a pre-test and post-test to the students. The instruments used in the research were teaching observation sheets, field notes, interview guidelines, an audio recorder, digital cameras, and reading comprehension tests. The data collected were qualitative and quantitative in nature. The categorization and talk analysis were used to analyze the qualitative data. The quantitative data were analyzed by using descriptive statistics and t-test. The results show that the students’ reading comprehension improved through the use of the TPS technique. They made good improvements in some aspects of reading skills such as scanning, finding a referent, deciding a topic and main idea, and guessing a text. Moreover, the TPS technique facilitated them to activate their background knowledge and to construct meaning of a text. The variations used in the technique could improve their motivation to join the reading class. They were more enthusiastic and active in the teaching and learning processes. They were more confident in reading a text and had more chances to share ideas and knowledge in the form of discussion. The variations in the TPS technique made good learning atmospheres during the teaching and learning processe

IMPROVING READING SKILL THROUGH THE USE OF DIRECTED READING-THINKING ACTIVITY (DR-TA) STRATEGY FOR THE EIGHTH GRADE STUDENTS OF SMP NURUL JADID BATAM

The objective of this study was to improve the students’ reading skill through the use of DR-TA strategy for the eighth grade students of SMP Nurul Jadid Batam. The data were collected through classrom observations and students and English teacher interviews. The data were in the form of field notes, interview transcripts, and pictures. The research instruments for collecting the data were observation guidelines, interview guidelines, and a camera. To overcome the problems, some actions were implemented: (1) using pictures as learning media in the beginning of the lesson, (2) conducting DR-TA strategy. There were two cycles of this study. The result of the first cycle showed that the implementation of the actions did not reach maximum results to improve students’ reading skill. There were some aspects that still needed some improvement. The results of the second cycle showed that the implementation of the actions could improve students’ reading skill. The indicators of success of the implementation of the actions were: (1) students were more interested in studying English and (2) students’ reading scores increased from cycle one to cycle tw

Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families

When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research suggests that Latinx students are more likely to academically undermatch than their peers yet they remain the least likely to complete an upward transfer to a university and earn a baccalaureate degree. The purpose of this study was to explore the enrollment decisions of, and familial influences on, Latinx students who were admitted to a university but who initially enrolled at a community college. Using community cultural wealth and funds of knowledge as theoretical frameworks, I examined the narratives of 13 Latinx students and the parents of five of those students. Nine student participants were female and four were male, ranging from 19 to 31 years old. Parent participants were four females and two males, ranging from 43 to 52 years old. Findings from this study are divided into two parts. Student findings revealed navigating the pathway to college was fraught with limited information, even though students acknowledged they had access to resources and their high school counselors and teachers helped in the college search process. However, students still did not feel that crucial information they wanted or needed was available. Parent findings uncovered how parental aspirations and perceptions of opportunities in the United States served as a foundation for helping students aspire to attend college. Based on these findings, higher education practitioners would do well to use inclusive frameworks, such as community cultural wealth, to create programs that address Latinx students and their families, including providing materials in Spanish. Through use of inclusive frameworks, research on Latinx student college choice continues to elevate the complexities and realities these students encounter. Additionally, policymakers should continue to reevaluate the shifting burden of costs for higher education from taxpayers to students as this impacts college choice and academic undermatch

Pacific College Catalog, 1945-1947

Catalog of Pacific College, precursor to George Fox University. 42 pages, color.https://digitalcommons.georgefox.edu/catalogs/1055/thumbnail.jp