Genre Archive: Bibliography

The Genre Archive, created by the English Language Institute at The University of Michigan, is a collection of around one thousand papers dealing in nearly all cases with some aspect or aspects of non-literary genres. The Archive was assembled by John Swales, his graduate students, and the visiting scholars who came to the institute, often supported by the H. Joan Morley Scholarship Fund, with the assistance of the staff of the ELI Library. The earliest papers are from the 1950s and the latest from 2007, but the majority are from the 1985 to 2005 period. Some are published papers; others dissertations or theses, or parts thereof; some are manuscripts, sometimes drafts of later publications and sometimes term papers or other coursework. Many of the last group have no date (n.d). This bibliography lists the papers contained in the Archive in alphabetical order by author, and then by year of publication. A few of the entries are highlighted in yellow, indicating that these papers themselves are currently missing. The Genre Archive exists solely in paper form and is housed at the ELI offices. Access to the Archive is available by appointment only. Researchers interested in visiting the Archive should email [email protected]. Unfortunately, we are not able to accept requests for scanned copies by mail or email or to otherwise circulate the contents of the Archive. (Introduction by John Swales)http://deepblue.lib.umich.edu/bitstream/2027.42/134394/1/ELI Genre Archive Bibliography 10-12-16.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/134394/2/ELI Genre Archive Bibliography.pdf-1Description of ELI Genre Archive Bibliography 10-12-16.doc : Genre Archive: Bibliography (Word Version)Description of ELI Genre Archive Bibliography.pdf : Genre Archive: Bibliography (pdf version

UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST: A CRITICAL EVALUATION

Globalization has entailed a growth in impor-tance of the second/foreign language teachingand learning all over the world with the numberof both voluntary and involuntary language learn-ers increasing on daily basis. There is, however,a widely attested discrepancy in actual resultsachieved by those engaged in second/foreignlanguage learning usually explained by means ofinvocation of a specialized talent that certain in-dividuals have, whilst others lack. Such a talent isthought to be measurable and the results obtainedare regarded as valid predictors of success forintensive foreign language programs. The pres-ent article deals with critical appraisal of one ofsuch instruments in terms of both its theoreticaland practical validity. A number of points to beaddressed for the purpose of the instrument im-provement are demonstrated via referral to bothbasic statistic techniques and scientific consensusin the field of language learning aptitude research

PROBLEMS OF THE EXPRESSION OF CONDITIONAL RELATIONSHIPS IN THE UZBEK LANGUAGE

The article is aimed at investigating the problems of the expression of conditionals in the Uzbek language. Particularly, in the article a special emphasis is placed on the analysis of peculiarities of formal expressions of conditionals in the Uzbek language. The objectives of the research are formed by defining the notion of condition in Uzbek, studying the forms of expression of the conditionals, analyzing the syntactic structure of the conditional constructions, identifying the levels of language in which conditionals are expressed, analyzing the functions of conjunctions connecting the clauses of conditional sentences and identifying the stylistic features of conditional conjunctions. Linguistic description, generalization of prior ideas and theories in the field and componential analysis methods are used. The results of the study have shown that the conditionals are expressed by the synthetic and analytic forms, the synthetic forms (conditionals formed by affixes) refer to the conditional forms constructed by adding the conditional affix “-sа” to the stem of the verb, the analytic forms (the combination with two or more components) include the form of“-sа”+ to’liqsiz fe’l (an auxiliary verb (edi, ekan, emish), the combination of a part of speech which is not a verb+bo’l (to be)+sa, lexical units as desa, bo’lsa, yo’qsa and proverbs. The conditionals are mainly expressed at the grammatical and lexical levels of the language. In the grammatical layer, the conditionals are especially expressed through a syntactic unit which is a complex sentence and it is important to note the role of the conditional affix “-sa” in expressing a conditionat the morphological level. In the lexical layer, some lexical units and proverbs can be regarded as means of expressing conditionality. Also,conditional clauses are connected by various conjunctions (agar, basharti, mabodo, bordiyu, madomiki all referring to “if” in English) and these connectives possess different stylistic colorings and the main function of such conjunctions is not to express conditionality, but to emphasize and exaggerate a conditional meaning. So, the structural peculiarities of conditionals in Uzbek are determined by their syntactic structure, their expression in different language levels and the conditional conjunctions

Halting the Race to the Bottom: Urgent Interventions for the Improvement of the Education of English Language Learners in Massachusetts and Selected Districts

Massachusetts students of limited English proficiency do better academically than students of limited English proficiency in other states. But relative to other students in the state, students of limited English proficiency in Massachusetts face a disadvantage greater than that faced by their peers in most states. This suggests that while the overall higher levels of education in the state benefit LEPs in Massachusetts relative to LEPs who attend schools in states where the quality of education is lower, current policy and practice leads to significantly greater inequality in this state. As the state takes steps to improve performance for all students in Massachusetts, and particularly those in low performing schools, a clear vision and decisive leadership in addressing this gap is essential

The Implementation of Character Education through Local Wisdom Based Learning

This study aims to explore, and describe the application of character education through local skill-based learning. This research uses a qualitative descriptive approach. The study was conducted at Yogyakarta Special District Elementary School, and the research subjects are students and teachers. Data collection was completed through observation, interviews, and field notes. Data analysis techniques were performed using triangulation. The medium used in local wisdom-based learning is based on traditional games. The results show that character education through local wisdom based learning plays an effective role in developing the cognitive, affective, and psychomotor skills of students. With regards to cognitive side, students can think creatively in solving problems through traditional games conducted in learning based on local wisdom. Concerning affective skills, the embedded value of character consist of : a) Concordance, b) Agility, c) Socialisation d) Collaboration, e) Discipline, f) Creativity, g) Religion, Religious, and h) Nationalism. Within the psychomotor domain, students are actively involved in both physical and mental play through traditional game medium. The traditional game consists of cultural heritage which needs to be preserved through a learning process based on local wisdom given to students in elementary school