8,146 research outputs found

    An exploration of the attitudes and beliefs of teacher trainers and teacher trainees concerning the use of the L1 in the EFL classroom

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    One important conflict within English language teaching methodology is concerning the use or exclusion of learners’ first languages (L1) when learning English. Perspectives on the topic range from those in favour of complete avoidance of the L1 in the EFL classroom, constantly striving for an exclusively L2 classroom to those who believe in the value and learning benefit of allowing and, to some extent, encouraging the use of all manner of languages available to the learner. This thesis conducted interviews and surveys in order to provide an in-depth exploration of the attitudes and beliefs of teacher trainers and teacher trainees in North Rhine Westphalia concerning the use of the L1, as well as other potential languages, in the English language classroom. Although the two groups of participants held many similar attitudes and beliefs concerning L1 use, some significant and interesting differences were found. Teacher trainees showed themselves to be more open concerning the use of the L1 than their more experienced counterparts. It remains, however, unclear what exactly the reason for these differences is. A further aspect which became apparent is how the pressures of language choice and of exclusive L2 instruction in the EFL classroom during observed and examination lessons is felt by teacher trainees. This is potentially adding to the overall burden of the teacher training period in NRW. The thesis concludes that an increase in evidence-based teacher education, concerning not only the aspect of L1 use in the EFL classroom but also many other aspects of language teaching could be prudent in the continued development of well-informed best-practice approaches. This thesis holds the standpoint that complete eradication of the L1 in the EFL classroom is counterproductive to successful language learning. Judicious use of the L1 and the development of a more plurilingusitic attitude to language learning, enabling learners to make use of any available linguistic resources, can offer both learners and teachers helpful scaffolding which can facilitate the successful learning of further languages

    Identity, Power, and Prestige in Switzerland's Multilingual Education

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    Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education

    Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism

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    The multilingual turn in applied linguistics has produced a number of models that approach multilingualism from a variety of disciplinary and theoretical perspectives. However, fully developed models of multilingualism that focus on the language practices of individuals and groups are still lacking. This paper contributes to address this gap by introducing visual models that represent the contexts of practice and attitudes to the languages in the repertoire of lower secondary pupils in Norway. The paper starts by introducing the rich linguistic scenario in Norway and the role of language learning in developing students’ multilingual abilities. After a brief discussion on the role of practice in language learning, we provide an outline of current models of multilingualism, situating our visual models, the Ungspråk Practice-Based Models of Multilingualism (UPMM), in the field. The paper then focuses on the properties of the UPMM, which represent data collected from an online questionnaire answered by 593 students in lower secondary school and allow for the exploration of data both from the perspective of the whole group of participants and from an individual perspective. Particular attention is paid to the interactive features of the models, which can be used by teachers and educators as pedagogical tools for exploring multilingualism and language learning. The paper concludes with a discussion of the contexts of practice for the languages in the participants’ repertoires based on the visual models.publishedVersio

    2023-2024 Boise State University Undergraduate Catalog

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    This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

    Viewpointed morphology: A unified account of Spanish verb-complement compounds as fictive interaction structures

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    Spanish verb-complement (VC) compounds, one of the most common compound types in Spanish, raise interesting questions, because they are inflected, prototypically containing a verb in the third-person singular of the present indicative. This complexity seems paradoxical, given the strong restrictions of Romance languages on word compounding. Based on a self-compiled corpus of over 1,400 VC compounds, we show that the compound’s verb may display different persons and illocutionary forces. We claim that all Spanish VC compounds can be parsimoniously accounted for as involving a grammaticalized perspective-indexing structure, setting up a non-actual enunciation. We identify three subtypes of nominal VC compounds according to whether they refer to: (i) the fictive addresser of the non-actual enunciation it is composed of (e.g. metomentodo [I+put+myself+into+everything], ‘meddler’), (ii) the fictive addressee (e.g. tentetieso [hold+yourself+upright], ‘tilting doll’), or (iii) the fictive conversational topic (e.g. pintalabios [paints+lips], ‘lipstick’). We further argue that, despite undeniable morphological constraints, Spanish VC compounds involve a similarly complex semantic and morphological structure as English multi-word compounds like ‘wanna-be(s)’, ‘forget-me-not(s)’, or ‘bring-and-buy sale’. This reveals that intersubjectivity can be central to word formation

    Multi-Domain Named Entity Recognition for Robotic Process Automation

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    To make Robotic Process Automation more attractive, it needs to become more ``intelligent''. In this context, a modification of the Form-to-Rule approach, based on identifying data types of form fields, is proposed. Moreover, multi-domain named entity recognition is used, for field value identification. These techniques, used jointly, allow software robots to adapt to interface changes. Experimental results are reported and verify viability of the proposed approach

    Writing Facts

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    »Fact« is one of the most crucial inventions of modern times. Susanne Knaller discusses the functions of this powerful notion in the arts and the sciences, its impact on aesthetic models and systems of knowledge. The practice of writing provides an effective procedure to realize and to understand facts. This concerns preparatory procedures, formal choices, models of argumentation, and narrative patterns. By considering »writing facts« and »writing facts«, the volume shows why and how »facts« are a result of knowledge, rules, and norms as well as of description, argumentation, and narration. This approach allows new perspectives on »fact« and its impact on modernity

    Ab Initio Language Teaching in British Higher Education

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    Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students

    Analysis of Electrophysiological Markers and Correlated Components of Neural Responses to Discourse Coherence

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    Constructing meaning from spoken language is invaluable for learning, social interaction, and communication. In clinical populations with developmental disorders of speech comprehension, the severity of disruption can persist and vary from limiting occupational opportunities to lower performance outcomes. Previous research has reported an event-related potential (ERP) neural positivity over right hemisphere lateral anterior sites in response to semantic and discourse processing. Although useful as a marker for clinical populations of autism spectrum disorder (ASD) and developmental language disorder (DLD), little is understood about the dynamics and neural sources of this biological marker. In addition to traditional methods of ERP analysis, this investigation utilizes methods for analyzing correlated components to determine meaningful sources of neural activity during language processing shared across this population of healthy adults. Based on previously published findings by Neumann et al. (2014), it was hypothesized in the current study that a positivity index of discourse processing would be detected at right lateral anterior sites starting 600 ms after sentence onset and persisting for 300 ms. The current study replicated previous findings and confirms that a persistent positivity is detectable for 300 ms over right lateral anterior sites during late-stage semantic processing. This positivity was shown to be sensitive to word-type in the sentence-initial position, resulting in a 100 ms delay of the LAP response onset time from 700-1000 ms. The results of this analysis also revealed a significant positivity at parietal sites when listening to discourse, which started 1000 ms following sentence onset and persisted for 200 ms. In addition, a significant negativity when listening to discourse over right lateral anterior sites started at 1000 ms following sentence onset and persisted for 200 ms. The results from this study reveal a more complex, biphasic dynamic of potentiation not observed in previous findings which had an epoch limit(ISC) and found to be consistent with the pattern observed for ERPs. The current study confirmed that correlation is stronger for coherent, ordered sentences when compared with randomly-ordered sentences, or with nonsense syllabic speech. These findings suggest a novel understanding of the processes involved in the neural construction of coherent discourse comprehension

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır. Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur. Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir. Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır. Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır
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