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Wyświetlanie 1-15 z 9165
Tytuł:
LEARNING ENGLISH LISTENING AND SPEAKING THROUGH BBC VOA PODCASTS: AN APP REVIEW
Autorzy:
Abdi, Samaneh
Makiabadi, Hossein
Powiązania:
https://bibliotekanauki.pl/articles/955963.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
mobile-assisted language leaning
learn English listening & speaking BBC/ VOA news
listening
speaking
Opis:
Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is Learning English Listening & Speaking BBC/ VOA News which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.
Źródło:
Teaching English with Technology; 2019, 19, 2; 101-108
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing learners emotions in an L2 context through emotionalized dynamic assessment
Autorzy:
Abdolrezapour, Parisa
Tavakoli, Mansoor
Ketabi, Saeed
Powiązania:
https://bibliotekanauki.pl/articles/780695.pdf
Data publikacji:
2013-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
dynamic assessment
emotion
emotional intelligence
language learning
motivation
reading performance
Opis:
The aim of this study was to gain more in-depth understanding of students’ emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners’ emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute’s normal procedures; a comparison group, which received DA; and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman's emotional intelligence framework with the express purpose of inducing them to work with their emotions. The study shows the potential of EDA for increasing one’s emotional intelligence and affords practical guidelines to language teachers as to how to incorporate behaviors relating to emotional intelligence into assessment procedures.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 2; 213-243
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comment aborder les sujets tabous en classe de langue : le cas du département de français de l’Université Salahaddin à Erbil en Irak
The way of dealing with taboo topics in a language class: the case of the Department of French at Salahaddin University in Erbil, Iraq
Autorzy:
Abdulbaqi, Ibrahim Khaleel
Powiązania:
https://bibliotekanauki.pl/articles/683372.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
tabou linguistique
religion
diversité ethnique
strategie
image
coutumes
linguistic taboo
ethnic diversity
strategy
society
customs
Opis:
Teaching a foreign language in a multi-ethnic oriental society is fraught with a lot of linguistic and cultural difficulties, the most prominent of which is the fact that some expressions and topics are considered taboo for religious and/or cultural reasons. This study aims at highlighting some of the words and topics that both students and professors avoid using in French classes at Salahaddin University. The data is collected from teacher-student interaction in the Department of French in Erbil. The prohibited topics usually appear in some basic classes such as literature, French civilization, conversation and translation. We have put forward, at the end of the research, some effective solutions which were reached during the field study.
Le tabou linguistique est considéré comme un des obstacles que l’on peut rencontrer lors de l’enseignement de la langue étrangère notamment dans un pays multiculturel comme l’Irak. Dans cet article, nous jetons la lumière sur les expressions linguistiques et les faits sociolinguistiques jugés tabous par les étudiants du département de français d’Erbil. De même, nous montrons les types de sujets tabous ainsi que les cours dans lesquels ils apparaissent. Nous expliquons également les stratégies menées par les enseignants pour ne pas gêner leurs étudiants. Nous proposons à la fin quelques solutions pratiques pour aborder le tabou linguistique en classe de langue.
Źródło:
Acta Universitatis Lodziensis. Folia Litteraria Romanica; 2017, 12; 303-309
1505-9065
2449-8831
Pojawia się w:
Acta Universitatis Lodziensis. Folia Litteraria Romanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Geopolitical dimension of thinking in the Albanian language supports the Euro-Atlantic integration
Autorzy:
Abedinaj, Bujar
Powiązania:
https://bibliotekanauki.pl/articles/1036504.pdf
Data publikacji:
2015
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
Albanian language
Indo-European languages
synthetic
analytic
Albania
geopolitics
European Union
Opis:
This work starts with the premise that the Albanian language is one of most ancient languages in the world and stands in the root of the common trunk of the Indo-European languages. The common pre-Indo-European origin is preserved in the present Albanian language almost in the same conditions that this language was spoken 2-3 thousand years ago. Further in the work arguments are set forth regarding Albanian language priorities as a synthetic-analytic type language and the role of the Albanian language as the key in analyzing the Indo-European language system is presented. Regardless the tendencies toward analytic features the Albanian language, at the same time, preserves also useful elements from the synthetic features. Continuing, the Albanian language geopolitical positioning is presented from the point of view of the Indo-European languages differentiation and concentration in the EU context and Euro-Atlantic countries integration, supposing the conditions of each language in relation to the specific way of thinking in that language. Closing, some concrete examples are presented about where and how the different ways of thinking may be applied and harmonized, either with the synthetic or analytic domination, and a concrete example is analyzed about how Albanian language can be invested in the improvement of the Indo-European linguistic system, drawing some conclusions in this direction.
Źródło:
Academicus International Scientific Journal; 2015, 11; 77-96
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study
Autorzy:
Abenoja, Zarina Marie Krystle M.
DeCoursey, Matthew
Powiązania:
https://bibliotekanauki.pl/articles/780645.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language teaching
drama activities for L2 learning
teaching French
Opis:
The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 4; 711-736
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Representation of “the Good” and “the Evil” Concepts in Russian and Kazakh Language Picture of the World
Репрезентация концептов "добро" и " зло" в языковой картине мира русского и казахского народов
Autorzy:
Abildayeva, Kenish
Amangaziyeva, Meruert
Yergazina, Aliya
Yessenova, Kyrmyzy
Powiązania:
https://bibliotekanauki.pl/articles/469949.pdf
Data publikacji:
2018-03-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
concept
language picture of the world
conceptual opposition good and evil
Opis:
In the article the linguistic interpretation of lexemes representing concepts “the good” and “the evil” in the language picture of the world in Russian and Kazakh people has been considered, the national and cultural originality of concrete ethnos have been emphasized. In particular, it has been specified that through moral categories, philosophical, cultural and esthetic concepts of a nationatlity cultural originality of people can be revealed. Purpose: identification of the contents and structure of conceptual opposition “the good – the evil” through the system of their verbal representation means in Russian and Kazakh languages including the analysis of the lexical units representing conceptual opposition “the good – the evil” being the major field for the research. Methods: interpretations of the text, observation, comparison, statistical, component analysis, comparative-historical method. Conclusions: in the suggested work the concept of “good” and “evil” have been considered from two poins of view. On the one hand, they have been seen as mental units showing understanding of words by an individual under the conditions of speech activity. The main concept’s function in this aspect is the replacement function which provides saving time and efforts when perceiving a text. The most important features of the concept in this reference are the degree of its completeness, expansion in comparison with the word meaning; degree of the concept components proximity which are staticized in consciousness of different native speakers in one context. On the other hand, the concept has been considered as a block of collective knowledge (concept) of its national specifics and communication with features of the Russian and Kazakh cultures, history and mentality.
Źródło:
Intercultural Communication; 2018, 4, 1; 21-36
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
fucking with grammar
Autorzy:
Aboim, Mariana
Powiązania:
https://bibliotekanauki.pl/articles/31343001.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Warszawski. Ośrodek Studiów Amerykańskich
Tematy:
practice-led research
fine art
language
cisheteronormativity
embodied experience
Opis:
Art practices occupy a space of liminality within academia, being valid, appropriate to illustrate questions and discourses in social sciences and humanities, and not sufficient in mainstream academia to assert what art foregrounds as ‘knowledge’. So, what happens when art has something to claim through non-academic methods of inquiry? Even more complicated, what happens when art allows putting forward theoretical hypothesis involving the immateriality of affect? Departing from a practice-led research focusing on the endurance of white, cisgender, and heteropatriarchic impositions, as well as the ways these impositions materialise themselves on the body, this paper explores the possibilities of Fucking with grammar, a writing method developed throughout the writing of my PhD research. Linguistics has been stretched for centuries by QUILTBAG individuals — queer and questioning, unsure, intersex, lesbian, transgender and two-spirit, bisexual, asexual and aromantic, gay and genderqueer; swardspeak, lavender, and code-switching all entail ways of reshaping and creating language as response to socio-political necessities, camouflage, or simply to access a jargon that can be more faithful to practices and embodiments of the group creating it. However, there is a different kind of reclaiming emerging, when performance artist, actress, and activist Linn da Quebrada utters “I am a cisgender woman with one breast and a penis,” she is committing the kind of epistemic disobedience that undoes epistemology. Here, I focus on disobediences that bring western epistemologies to collapse. These challenges that contribute to what Denise Ferreira da Silva calls “the end of the world as we know it” (2014). To end what ‘we’ know requires a different ‘how’, it entails methodological deployments that help bringing into crisis academic hierarchies regarding [research] corroborability. Questioning after Audre Lorde: how does one make tangible the immeasurable and unpredictable without being averted and undercut by the tools still sustaining the master’s house? The approach I propose here is Fucking with grammar. Fucking with is associated with messing with someone; fuck you or fuck me is negatively perceived; in sex, ‘fuck you’ or ‘fuck me’ is one-sided — the act of fucking should be fucking with, because even when saying ‘I want to fuck you’ it is still necessary more than one person for this ‘fucking’ to actually happen. Similarly, in English, the correct preposition following the verb ‘to dream’ is ‘of’ or ‘about’, which makes absolutely no sense: because when one is dreaming, one is embedded in a withness that ‘of’ or ‘about’ cannot account for. This piece shares how I fuck with grammar within a practice-led PhD research: applying Portuguese and Turkish grammar structures to English, generating verbs or nouns out of adjectives and vice versa[s]. Fucking with grammar is a mode of surpassing some of language’s limitations when speaking of that which is immaterial; it is a semantic slap in the face calling for decolonisation of one’s immediacy of logic when assuming typos and linguistic ignorance within writings not following English normativities. I t is a method that contributes to a broader challenge to formats sustaining hierarchies around what is considered ‘academic’ research.
Źródło:
InterAlia: Pismo poświęcone studiom queer; 2023, 18; 116-127
1689-6637
Pojawia się w:
InterAlia: Pismo poświęcone studiom queer
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Akademische Musterung eines Unterprivilegierten
Autorzy:
Abraham, Werner
Powiązania:
https://bibliotekanauki.pl/articles/1316252.pdf
Data publikacji:
2017-07-25
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
German and its typology
linguistics
German as a second language
determiners in German
and Polish
aspect and aktionsart
Typologie des Deutschen
Deutsch als Fremdsprache
Determinantien im Deutschen
und Polnischen
Aspekt und Aktionsart
Opis:
Werner Abrahams Rückblick auf seine akademische Laufbahn beginnt als ältestes Kind von Dreien einer völlig unakademischen Familie. Er wurde Universitätsprofessor, Honorarprofessor und erwarb einigen internationalen Status als moderner Linguist, dies als kreativer Forscher, Verfasser und als Reihenherausgeber in den Verlagen Max Niemeyer, Gunther Narr, Stauffenburg in Tübingen und John Benjamins in Amsterdam. Er wurde an der Rijksuniversiteit Groningen mit der Akademiemedaille für seine akademische Lehre und Forschung ausgezeichnet.
Werner Abraham‘s hindsight on his academic career as coming from the first son in a totally unacademic family of three children. In his vita, he sketches his life and career as a university professor and international linguist, who never has lost his respect and love for the German language both as the medium for lyrics and his scientific writings about its intricate structure as well as its enigmatic -mystic depths. He is bearer of the medal of the Scientific Academy of the Netherlands rewarded to him at the Rijksuniversiteit of Groningen in 2000.
Źródło:
Studia Germanica Gedanensia; 2017, 37; 131-151
1230-6045
Pojawia się w:
Studia Germanica Gedanensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Impact of Image Preprocessing on Recognition of Letters of Sign Language
Wpływ przetwarzania wstępnego obrazów na rozpoznawanie znaków alfabetu migowego
Autorzy:
Abramowicz, P.
Topczewska, M.
Powiązania:
https://bibliotekanauki.pl/articles/88414.pdf
Data publikacji:
2018
Wydawca:
Politechnika Białostocka. Oficyna Wydawnicza Politechniki Białostockiej
Tematy:
przetwarzanie wstępne
alfabet migowy
klasyfikacja
image preprocessing
sign language
classification
Opis:
The article concerns the problem of the selected sign language letters in the form of images classification. The impact of the image preprocessing methods as adaptive thresholding or edge detection is tested. In addition, the influence of the found shapes filling is checked, as well as centering the hands on the images. The following classification methods were chosen: SVM classifier with linear kernel function, Naive Bayes and Random Forests. The accuracy, F-measure, the AUC, MAE and Kappa coefficient were reported as measures of classification quality.
Artykuł dotyczy klasyfikacji wybranych liter alfabetu migowego w postaci obrazów. Badany jest wpływ na wyniki kilku metod przetwarzania wstępnego obrazów, w tym progowania adaptacyjnego oraz detekcji krawędzi. Dodatkowo sprawdzane jest wypełnianie znalezionych kształtów, a także centrowanie dłoni na obrazach. Jako metody klasyfikacji wybrane zostały: klasyfikator SVM z liniową funkcją jądrową, klasyfikator Naive Bayes oraz Random Forest. Jako miary jakości klasyfikacji raportowane są jakość klasyfikacji, miara F, pole pod krzywą ROC oraz współczynnik Kappa.
Źródło:
Advances in Computer Science Research; 2018, 14; 5-16
2300-715X
Pojawia się w:
Advances in Computer Science Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metaphor Realization in Jordanian Arabic Proverbs: An Exploratory Study
Metaphernrealisierung in jordanischen arabischen Sprichwörtern: Eine explorative Studie
Autorzy:
Abumathkour, Hani
Powiązania:
https://bibliotekanauki.pl/articles/36861863.pdf
Data publikacji:
2024-01-24
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Jordan Arabic language
metaphor
structure
proverbs
jordanische arabische Sprache
Metapher
Struktur
Sprichwörter
Opis:
This paper aims at identifying the most common constructions that realise metaphor in a group of commonly used Jordanian Arabic proverbs. The metaphorical instances in the data were identified using the Metaphor Identification Procedure (cf. Pragglejaz Group 2007). The analysis of the data focused on the form of the linguistic metaphors in Jordanian proverbs as this aspect of analysis has been paid less attention for favour of idea-content aspect of metaphors since Aristotle. It was found that metaphor is mainly realised by the constructions: genitive, grammatical metaphor, post-modification, pre-modification, and sentence metaphor. The qualitative and quantitative analysis of the data showed that the most common types of metaphor realization were sentence metaphor and grammatical metaphor. A future paper with a larger size of data might show further constructions that realise metaphor in Jordanian Arabic.
Der vorliegende Aufsatz verfolgt das Ziel, die häufigsten Konstruktionen zu identifizieren, die in einer Gruppe allgemein gebräuchlicher Sprichwörter der jordanischen arabischen Metaphern realisieren können. Die metaphorischen Instanzen der Datenbasis wurden unter Zuhilfenahme des von der Pragglejaz Gruppe entwickelten Metaphernidentifizierungsverfahrens identifiziert (vgl. Pragglejaz Group 2007). Die Analyse der Daten fokussierte auf die Form der sprachlichen Metaphern unter den jordanischen Sprichwörtern, zumal diesem Untersuchungsaspekt bisher weniger Aufmerksamkeit geschenkt wurde, als der seit Aristoteles bevorzugten Ideen- und Inhaltsseite der Metapher. Es konnte gezeigt werden, dass die Metaphern hauptsächlich durch die folgenden Konstruktionen realisiert wurden: Genitive, grammatische Metaphern, Postmodifikationen, Prämodifikationen sowie Satzmetaphern. Eine Folgestudie anhand eines größeren Datensets könnte weitere metaphernträchtige Konstruktionen ans Licht bringen.
Źródło:
Linguistische Treffen in Wrocław; 2023, 24; 191-200
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Influence of Bilingualism on the Production of Plosive Sounds in L1 (Arabic) and L2 (English): Acoustic Analysis of the Duration of Preceding and Following Vowels
Autorzy:
Abunima, Somaya
Raihan Syed Jaafar, Sharifah
Hamid, Shahid A.
Powiązania:
https://bibliotekanauki.pl/articles/2013179.pdf
Data publikacji:
2021
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
acoustic analysis
language interference
plosives
bilingualism
pronunciation difficulties
preceding vowel
following vowel
Opis:
This paper used the plosives’ duration of preceding (DoPV) and following (DOFV) vowels to investigate the effect of bilingualism on the pronunciation difficulties for Arabic as an L1 and English as an L2. The subjects were divided into three groups; Arabic-English bilinguals who speak Arabic as an L1 (N: 15), Arabic monolinguals (N: 15), and English native monolinguals (N: 5). The participants had a reading test as they produced the target words in carrier sentences with five repetitions. The results showed that the plosives’ DoPV and DoFV for L1 and L2 had complicated interactions categorised into four types. 1- a unidirectional impact of L1 on L2, 2. a unidirectional impact of L2 on L1, 3. bidirectional effect, and 4. Free L1-L2 interference. The outcomes additionally revealed that the bilinguals faced production difficulties that included similar and dissimilar Arabic and English plosives. Besides, the bilinguals succeeded in producing DoPV in a native-like way for dis/similar plosives. Consequently, this paper assumed that the pronunciations’ difficulties are not necessarily associated with the dis/similarity in the context of L1-L2 interaction. This paper helps Arabic-English bilinguals in developing their pronunciation by highlighting the plosives’ pronunciation complexity.
Źródło:
Academic Journal of Modern Philology; 2021, 14; 25-44
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Influence of Bilingualism on the Production of Stop Consonants in L1 (Arabic) and L2 (English): Acoustic Analysis of Stop’s Closure Duration
Autorzy:
Abunima, Somaya
Alshamiri, Sumaya Faisal
Hamid, Shahidi A.
Jaafar, Sharifah Raihan Syed
Refaat, Alareer
Powiązania:
https://bibliotekanauki.pl/articles/2196931.pdf
Data publikacji:
2022-10-06
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
acoustic analysis
language interaction
stop sounds
Arabic-English bilinguals
pronunciation
difficulties
closure duration
Opis:
This paper investigates the impact of bilingualism on the difficulties of pronunciation for both L1 (Arabic) and L2 (English). It assesses the production of stop sounds in Arabic and English through an acoustic analysis of stops' closure duration (henceforth CD), as pronounced by Arabic-English bilinguals whose L1 is Palestinian Arabic. Additionally, the paper aims to highlight the difficulties of pronunciation in both languages. Three groups of same aged adult subjects participated in the production tests; 1) Arabic-English bilinguals whose L1 is Palestinian Arabic, 2) Arabic-monolinguals, and 3) English-monolinguals. The stops in word-medial and final positions were included in closed syllables (CVC) in meaningful words inserted in carrier sentences. The results revealed that the CD of the interaction of stops was represented in four categories; 1) unidirectional effect of L1 on L2 that caused a foreign accent, 2) bidirectional influence resulting in L1-L2 interference, 3) unidirectional impact of L2 on L1, and 4) nativelikeness in both languages without language interference. In addition, the findings showed that bilinguals faced pronunciation challenges in both similar and dissimilar sounds. This paper is expected to initiate more comprehensive studies in the field of interaction between Arabic and English in the Arabic context.
Źródło:
Academic Journal of Modern Philology; 2022, 15; 7-19
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
STUDENTS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNING IN THE FACEBOOK CONTEXT
Autorzy:
AbuSa’aleek, Atef Odeh
Powiązania:
https://bibliotekanauki.pl/articles/955853.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Online social networks
Facebook
Computer-Mediated Communication
Opis:
Social Networking Sites (SNS) such as Facebook (FB) are currently highly used by students because technology has the potential to become a valuable resource to support their educational communications and collaborations. This paper attempts to present a comprehensive picture of what has been investigated in terms of the use of Facebook as an online English language-learning environment and inquires whether this learning model can enhance students’ learning of English. It also aims to explore the students’ perceptions towards learning English in the Facebook context following four treatments, language improvement, confidence, motivation and attitude. The sample who participated in the study was N=65, in the department of English language and translation enrolled in a B.A program. Findings revealed that the EFL students believe that FB as an online learning environment facilitates, supports, and encourages their English language learning. In addition, the findings indicate that students’ motivation and confidence towards English language learning improved via FB. The study also revealed that students had a positive attitude towards this learning model. In light of the findings of the study, it is recommended that TEFL teachers should plan learning classes that use SNS such as Facebook as a learning platform.
Źródło:
Teaching English with Technology; 2015, 15, 4; 60-75
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION
Autorzy:
AbuSeileek, Ali Farhan
Rabab'ah, Ghaleb
Powiązania:
https://bibliotekanauki.pl/articles/941190.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CMC
discourse analysis
EFL
Opis:
This study explored the discourse generated by English as a foreign language (EFL) learners using synchronous computer-mediated communication (CMC) as an approach to help English language learners to create social interaction in the classroom. It investigated the impact of synchronous CMC mode on the quantity of total words, lexical range and discourse functions of EFL learners’ writing from different genders (males vs. females). Thirty-two intermediate EFL students discussed four topics in four CMC sessions. The findings revealed that gender played a major role in shaping the quantity of discourse (total words), lexical range (variety), and linguistic output (i.e., the quantity and type of discourse functions) that was generated using synchronous CMC mode. By and large, the female participants produced more words, complex lexical range and output discourse functions than males in the CMC setting. Moreover, the study showed that the participants produced discourse functions shaped by the particularities of local social arrangements. Users found opportunities in the virtual world of CMC which enabled them to blind their identities, so people in subordinate conditions, such as females in certain conservative societies, EFL learners, and shy students may find CMC useful for fostering their communicative competence.
Źródło:
Teaching English with Technology; 2013, 13, 1; 42-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Practical Communication Approach in Maritime English
Autorzy:
Acar, U.
Varsami, C.
Powiązania:
https://bibliotekanauki.pl/articles/2063979.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Tematy:
Maritime English
Practical Communication
MET System in Romania
MET System in Turkey
Tailor Made Course
MARENG Project
English Language
Opis:
This paper is based on the PraC-MARENG project research and it aims to present the research outputs during the project implementation. The paper focuses on the results of the questionnaire analysis targeting to identify the causes of common communication problems on board in order to identify the best practices in using Maritime English. It contains a set of questions addressed to the seafarers in various ranks. In parallel, accidents caused by communication failures were selected and studied in each partner country (France, Turkey, Romania, Lithuania, and Slovenia). The partnership within PraC-MARENG will develop an online course for seafarers at various levels in order to provide practical and communication based learning and assessment materials taking into account the real conversations and accidents contributed by communication failures. The project will design a practical learning and assessment tool that provides the user with a genuine certificate for the newly acquired skills. This will be presented in a programme having a tailor made course. The learning will be organized on different phases (elementary to intermediate) to train seafarers working on different levels of command.
Źródło:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation; 2021, 15, 3; 601--604
2083-6473
2083-6481
Pojawia się w:
TransNav : International Journal on Marine Navigation and Safety of Sea Transportation
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 9165

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