F. J. Daniels: The sound system of Standard Japanese: a tentative account from the teaching point of view, with a discussion of the ‘accent’ theory (accompanied by a full translation of a Japanese account of the theory) and of word-stress (including a consideration of some Japanese acoustical work). vii, 110pp. Tokyo: Kenkyusha Ltd., 1958. Y. 300, $1.70.

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning process

Download Full-text

Compound word stress

ELT Journal ◽

10.1093/elt/45.1.67 ◽

1991 ◽

Vol 45 (1) ◽

pp. 67-73 ◽

Cited By ~ 1

Author(s):

David Taylor

Keyword(s):

Information Structure ◽

Point Of View ◽

Compound Word ◽

Compound Words ◽

Word Stress ◽

The Way ◽

Stress Placement

Abstract Stress in English compound words poses difficult problems for foreign learners. English does not seem to be at all consistent in the way it treats compounds, either from the point of view of writing or from the point of view of pronunciation and especially stress. If we look at how this uncertainty and inconsistency arises we can perhaps understand better the difficulties. And if we look beyond the principles of word stress to the principles of accent placement, and in so doing pay attention to the information structure of compounds, we can obtain valuable guidance about stress placement in these words.

Download Full-text

Kajian Teori Breaking Bad Habit Sebagai Solusi Memutus Kebiasaan NegatifSiswa Dalam Pembelajaran

Jurnal Pendidikan Islam ◽

10.37286/ojs.v6i2.83 ◽

2020 ◽

Vol 6 (2) ◽

pp. 191-208

Author(s):

Teguh Hadi Wibowo

Keyword(s):

Family Members ◽

Point Of View ◽

Good Friend ◽

Threshold Method ◽

Breaking Bad ◽

Surrounding Environment ◽

Incompatible Response ◽

Teaching Point ◽

Response Method

Abstract:This article was an assessment of breaking badhabits theory offered by E.R. Guthrie by providing reinforcement from an Islamic teaching point of view so that it could be used as a solution to break bad habits of students in a lesson. There are three methods offered by E.R. Guthrie in breaking bad habits: First, the threshold method. This method is in accordance with the four stages of break the habit of drinking khamrfound in Qur'an. Second, the fatigue method. This method is in accordance with the command to be patient in telling family members to pray as stated in Thāhā verse 132. Third, the incompatible response method. This method is in accordance with Islamic views, one of which is found in surah al-Burûj verses 10-11. In addition to the above three methods, in the view of Islam, there areelementsin a lesson that are no less important, namely the environmental elements, that good or bad the character of an individual canbe formed by the surrounding environment, as implied in the hadith of the Prophet Mohamed about the parable of a good friend such as musk oil traders and bad friends such as the blacksmith's fire blower.

Download Full-text

PAOLO MANTEGAZZA E LA FACOLTÀ DI MEDICINA: UNA PRESIDENZA DI CAMBIAMENTO

Istituto Lombardo - Accademia di Scienze e Lettere - Incontri di Studio ◽

10.4081/incontri.2018.366 ◽

2018 ◽

Author(s):

Guido Coggi

Keyword(s):

Social Change ◽

Clinical Practice ◽

Point Of View ◽

University Hospital ◽

Educational Approach ◽

Academic Policy ◽

Teacher Students ◽

Teaching Point ◽

Personal Context ◽

Social Turmoil

The years during which Paolo Mantegazza served as Dean of the Medical Faculty, the Country was involved in a considerably large social turmoil, under the pressure of the so called student revolution, which was spreading through Europe. Such a movement, albeit very often out of control (with dangerous deviations), still was, in its basic and best aspects, the expression of an urgent need for innovation and social change. Mantegazza, who was a very qualified scientist in Pharmacology, perceived by intuition the need for a controlled change in the style and action of his office, and used a “gentle leadership” to carry on consistent innovations in the traditional “academic” policy of the Faculty. His major achievement was twofold: first, he was able to expand the Faculty into city hospitals other than the traditional Main Central University Hospital, thus allowing students to perform clinical practice in a new environment, more patient oriented than the classical one; second, this expansion offered teachers and researchers the opportunity to practice a less formal teaching, paying more attention, both from a clinical, scientific and teaching point of view, to the complexity of the patient and his/her social and personal context, with relevant consequences on the educational approach and to teacher-students relationships.

Download Full-text