...linguistics and language pedagogy: The state of the art – and beyond Joybrato Mukherjee Justus Liebig University, Giessen Abstract The present paper provides a selected overview of the state of the art in corpusinformed language pedagogy. Starting off from a general assessment of the impact that the corpus revolution has already had on English language teaching (ELT), the focus of the main part of this paper is on some typical examples of corpus use in three language-pedagogically relevant areas: (1) using corpora for ELT (e.g. producing learner dictionaries); (2) using corpora in the ELT classroom (e.g. in data-driven learning); (3) using learner corpora. With regard to learner corpus research, for example, the paper also sketches out some prospects for future research, e.g. the compilation of local learner corpora. 1 Introduction: the corpus revolution and English language teaching There is general agreement among empirically-oriented linguists that the advent of large, computerised corpora has revolutionised the linguistic description and analysis of the English language. In modern corpus linguistics, not just any group of texts qualifies as a corpus, but it must be "a collection of texts assumed to be representative of a given language, dialect, or other subset of a language" (Francis 1982: 7). Representativeness is a key issue in corpus design because it captures the attempt to compile a database that provides a statistically viable sample of language use in general...
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...effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very advanced personal skills or abilities in relation to the minimum core and teachers should be able to ascertain which of their learners would need to...
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...CHALLENGES STUDENTS FACE IN LEARNING ESSAY WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN MANGA DISTRICT, NYAMIRA COUNTY, KENYA BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION KENYATTA UNIVERSITY JULY 2013 * DECLARATION This thesis is my original work and has not been presented for degree in any other university. Signature: ______________________________ Date: ________________________ BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 We confirm that this thesis was carried out by the candidate under our supervision as university supervisors. Signature------------------------------------------------------ Date-------------------------- Dr .Sophia. Ndethiu. Department of Educational Communication and Technology. Kenyatta University. Signature------------------------------------------------------ Date------------------------- Dr. John. Kimemia. Department of Educational Communication and Technology. Kenyatta University. * DEDICATION This work is dedicated to my loving wife Zipporah Nyasimi and our sons Philemon Siko and Enock Ongeri . * ACKNOWLEDGEMENT I wish to acknowledge the support of those individuals who made it possible for a successful completion of this work. Special thanks go to my supervisors Dr. Sophia Ndethiu and Dr. John. Kimemia for the support, guidance...
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...modalities need to be discerned, especially in the realm of "induction". Experimental comparisons of different methodological approaches may also neglect, to some extent, the complexities of what is really taking place in the classroom setting. The purpose of this article is not to take sides in the methodological controversy, but to contribute to a greater awareness of terminology identification and of the tangents, plural forms and crossings between didactic strategies that draw on "induction" or "deduction". Les termes "induction" et "déduction", tels qu'une analyse de la littérature scientifique nous les révèle, renvoient souvent à des concepts différents. Il semble utile de discerner les différentes modalités, en particulier dans le domaine de "l'induction". Les comparaisons expérimentales de différentes approches méthodologiques semblent négliger, du moins en partie, les aspects complexes de la réalité en classe. Cet article ne prend pas position dans la controverse méthodologique, mais désire contribuer à une plus grande prise de conscience d'une part des problèmes terminologiques, et d'autre part des tangentes, des formes plurielles et des correspondances entre les stratégies didactiques qui se réclament d'"induction" ou de "déduction". 0. Introduction Already during the Reform Movement of the 1880's, the staunch conflict between direct and indirect methods used the opposition "induction versus deduction" as a way to identify "natural...
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...NOTES ON PERSONAL LANGUAGE LEARNING EXPERIENCE John Whelpton The reminiscences and reflections collected here cover almost six decades of language learning, from childhood in Nottingham, where I was born in 1950, through study at Oxford (1968-72), teaching English in Nepal (1972-74), working as a civil servant in London (1975-81), graduate studies and teacher training in London, Nepal, India and Manchester (1981-87) to the last twenty-two years when I have been teaching English in Hong Kong but paying regular return visits to the UK and to Nepal. I began the compilation early in 1997, when I was teaching only part-time and occupied mainly with an intensive course in Cantonese and with work for an M.A. in Applied Linguistics. At the suggestion of my course director, Professor David Nunan, I had decided that my M.A.dissertation would be a diary study of my efforts with Cantonese and I needed a summary of my previous language learning experience as part of the exercise as well as for incorporation, in condensed form, in the eventual dissertation (completed in September 1998). I included any language which I had been formally taught for any length of time and also any others which I had worked at on my own over long periods, but not those which I occasionally looked at just out of linguistic interest or to learn a few phrases for short holiday trips. Earlier drafts were circulated to friends and colleagues...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...THE SOCIAL EFFECTS OF FACEBOOK ON FEMALES OF ISLAMIC UNIVERSITY IN UGANDA A CASE STUDY OF MAIN CAMPUS, MBALE BY ANGAIKA SYMPATHY 113-023051-09596 A RESEARCH REPORT SUBMITTED TO THE FACULTY OF SOCIAL SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELORS DEGREE IN MASS COMMUNICATION OF ISLAMIC UNIVERSITY IN UGANDA JULY 2016 GLOSSARY Acquaintances - A person whom one knows but who is not a particularly close friend. Cognitive - Based on or capable of being reduced to empirical factual knowledge. Collaboration - To work jointly with others or together especially in an intellectual endeavor. Consensual – Existing or made by mutual consent without an act of writing. Correlate – Either of two things so related that one directly implies or is complementary to the other. Cramming - To prepare hastily for an examination. Cravings - An intense, urgent, or abnormal desire or longing. Demography - The statistical study of human populations especially with reference to size and density, distribution, and vital statistics. Exclusion - The act or an instance of excluding. Flourish - To be in a state of activity or production. G.P.A. - Grade Point Average Gregarious - Tending to associate with others of one's kind. Immersion - The act of immersing or the state of being immersed. Inconclusive - Leading to no conclusion or definite result. Innocuous...
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...Second Language Acquisition and Second Language Learning Stephen D Krashen University of Southern California Copyright © 1981 Stephen Krashen All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 0-08-025338-5 First internet edition December 2002 i Acknowledgments I would like to thank the following journals and organizations for granting permission to reprint material: Newbury House, the Center for Applied Linguistics, Language Learning, TESOL, the SPEAQ Journal, Academic Press. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are Marina Burt, Earl Stevick, Heidi Dulay, Robin Scarcella, Rosario Gingras, Nathalie Bailey, Carolyn Madden, Georgette Ioup, Linda Galloway, Herbert Seliger, Noel Houck, Judith Robertson, Steven Sternfeld, Batyia Elbaum, Adrian Palmer, John Oller, John Lamendella, Evelyn Hatch, John Schumann, Eugene Brière, Diane Larsen-Freeman, Larry Hyman, Tina Bennet, Ann Fathman, Janet Kayfetz, Ann Peters, Kenji Hakuta, Elinor Ochs, Elaine Andersen, Peter Shaw, and Larry Selinker. I also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S...
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... Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph pretty quickly, so she needs to think about an appropriate second task to keep her busy and motivated—most likely, a creative writing assignment. Ms. Branson feels about ready for the lesson...
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...Introduction English language teaching has become very important because of the global status of English and people all over the world are learning this language. English language programs worldwide have become increasingly aware of the needs for curriculum review due to both demographic and situational changes taking place. As students’ populations, societal views, and institutional factors are constantly changing, English language programs need to be implemented routinely to make the changes necessary to facilitate the desired outcome of the program. Determining the needs of students is seen as a direct way to inform the teachers of the possible goals and objectives necessary to create a teaching and learning environment suited to the needs of the students. According to Nunan, 1989, the effectiveness of a language program will be dictated as much by the attitudes and expectations of the learners by the specifications of the official curriculum. It is important to understand how students’ perceived language needs because this will give the language teachers the idea on what to teach to the learners. The needs of a learner represent the gap between what the learner wants to get out of the learning experience and his or her current state of knowledge, skill, and enthusiasm (Noessel, 2003). Each learner is unique, and brings to the learning situation his or her own different learning style, knowledge set, pool of past experiences, and motivation. In learner-centered instruction...
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...the Department for Education and Skills (DfES), and the ongoing advice, encouragement and support which we have received, in particular from Malcolm Hunt, Head of Evidence and Research, Becta, and from Andrew Jones and Michael Harris, Education Officers, Becta. The team would also like to acknowledge the support and advice received from academic and administrative colleagues at King’s College London and at the University of Leeds. Version 1, January 2004 © Becta 2004 http://www.becta.org.uk page 1 of 58 Becta | A review of the research literature relating to ICT and attainment Contents Executive Summary 1 2 3 4 Introduction Evidence of the effects of ICT on attainment Factors affecting attainment Research methods to measure ICT and attainment 4 4 7 8 Main Report 1 2 3 4 4.1 4.2 4.3 4.4 5 6 6.1 Background Introduction Aims of the study Methodology Literature search procedures Combining existing literature reviews and creating a framework Deciding the criteria for the selection of the literature sources Identifying and prioritising the range of journals to be reviewed Literature Review Data Sources Results of the...
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...Australian Education Review Second Languages and Australian Schooling Joseph Lo Bianco with Yvette Slaughter Australian Council for Educational Research First published 2009 by ACER Press Australian Council for Educational Research 19 Prospect Hill Road, Camberwell, Victoria, 3124 Copyright © 2009 Australian Council for Educational Research All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Edited by Carolyn Glascodine Cover illustration by ACER Project Publishing Typeset by ACER Project Publishing Printed by BPA Print Group National Library of Australia Cataloguing-in-Publication entry Author: Title: ISBN: Series: Notes: Subjects: Lo Bianco, Joseph. Second languages and Australian schooling / Joseph Lo Bianco ; Yvette Slaughter. 9780864318374 (pbk) Australian education review ; 54. Bibliography. Language and languages--Study and teaching--Australia. Language and languages--Study and teaching—Bilingual method. Education, Bilingual--Australia. Other Authors/Contributors: Slaughter, Yvette. Australian Council for Educational Research. Dewey Number: 370.11750994 Visit our website: www.acer.edu.au Acknowledgment The Author and Series Editor wish to acknowledge the contribution...
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...Education is the process of facilitating learning. Knowledge, skills, values, beliefs, and habits of a group of people are transferred to other people, through storytelling, discussion, teaching, training, or research. Education frequently takes place under the guidance of educators, but learners may also educate themselves in a process called autodidactic learning. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly and formally divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. The methodology of teaching is called pedagogy. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, sometimes with the assistance of modern electronic educational technology . Education can take place in formal or informal settings. Etymology Etymologically, the word "education" is derived from the Latin ēducātiō from ēdūcō which is related to the homonym ēdūcō from ē- and dūcō . History Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in the Age of 'Just Google it' 149 Saba A. Gheni Falah H. Hussein Teaching Against Culture of Terrorism in the Middle East 162 Jessica Gordon Bonnie Boaz Integrating Digital Media into Multimodal Compositions: Five Trends in the Transfer of Rhetorical Skills 173 Jeehee Han ...
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