scholarly journals An investigation of foreign language students’ conceptualisations of literary reading

1999 ◽  
Vol 22 (2) ◽  
pp. 67-84
Author(s):  
Eric Bouvet
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Literary Texts ◽  
First Year ◽  
Literary Reading ◽  
Significant Discrepancy ◽  
Post Secondary ◽  
Strategic Behaviour ◽  
Foreign Language Reading ◽  
Major Impediment

This study investigates how first-year post-secondary students conceptualise and judge their strategic behaviour in relation to reading foreign language literary texts. The questionnaire used to collect data is structured around four important metacognitive aspects of reading: what readers believe they are able to do (Confidence), how readers conceive efficient reading in a foreign language (Effectiveness) and what readers believe makes reading difficult (Difficulty), as well as how readers believe they are able to overcome reading difficulties (Repair). In addition to providing information on conceptualisations of key areas of reading, a contrastive investigation of self-assessed proficient readers and self-assessed less proficient readers is carried out in order to elicit possible differences between the two groups. The results obtained show that the large majority of the surveyed students are able to envision reading as a cohesive and constructive activity. Most of them report they are able to incorporate bottom-up and top-down strategic behaviour in their conceptions of foreign language reading. However, students appear to be mostly concerned with lexical difficulties which are naturally perceived by them as the major impediment to reading comprehension. As for possible conceptual differences between self-assessed proficient and less proficient students, results suggest that they are minimal. In fact, the only area where a significant discrepancy between the two groups appears is confidence.

scholarly journals Students in my backyard: locating areas for purpose-built student accommodations near campus

2021 ◽  
Author(s):  
VIctoria McCrum
Keyword(s):  
Key Words ◽  
Secondary Students ◽  
Student Housing ◽  
First Year ◽  
Housing Density ◽  
Factors Affecting ◽  
University Campuses ◽  
Post Secondary ◽  
Missing Middle ◽  
The City

The City of Toronto is home to four major universities and over 184,000 post-secondary students, most of whom will need a place to call home. It has become typical for students at urban universities to be housed on campus in student residences for first year, after which most students will seek accommodation in the neighbourhoods closest to campus. There are many factors affecting the ability for students to locate close to campus, of which affordability is at the forefront. The research of this paper is two-fold; locate areas close to each of Toronto’s four university campuses which may accommodate purpose-built student accommodations and refine these areas to identify areas where the development can be delivered as a mid-rise typology. Through intensification capacity modelling, underutilized sites within areas close to campus were identified for their suitability to respond to both city initiatives of providing student housing and finding the missing middle on housing density were identified. Identifying these sites allows for city planners and universities to anticipate the concentration of students in existing neighbourhoods and plan for the effects of ‘studentification’, both as a tension between students and neighbours and for the regenerative effects on the community. Key Words student housing, studentification, mid-rise housing, missing middle, intensification

Why Attachment Matters: First-Year Post-secondary Students’ Experience of Burnout, Disengagement, and Drop-Out

2020 ◽  
pp. 152102512096101
Author(s):  
Carly Bumbacco ◽  
Elaine Scharfe
Keyword(s):  
Secondary Students ◽  
Structural Equation ◽  
Attachment Anxiety ◽  
Drop Out ◽  
First Year ◽  
Attachment Representations ◽  
Academic Burnout ◽  
Post Secondary ◽  
Student Burnout ◽  
Post Secondary Students

Despite considerable evidence that attachment theory is a valuable framework for understanding educational outcomes, associations between attachment representations, academic burnout, engagement, and drop-out have been largely overlooked. In this study, 290 first-year post-secondary students completed attachment, academic burnout, and academic engagement questionnaires; 15% of the 290 students did not return for their second year. Using Structural Equation Modelling, we were able to simultaneously test the associations among variables while controlling for measurement error which may attenuate or overestimate the associations between variables. We also tested whether the associations were similar when the decision to drop-out was added to the model. Attachment anxiety, but not attachment approach-avoidance, was found to be associated with higher burnout and lower engagement. Furthermore, higher burnout increased chances of drop-out. Implications of these findings for universities include consideration of attachment relationships when developing interventions to reduce student burnout, disengagement, and drop-out is discussed.

scholarly journals Students in my backyard: locating areas for purpose-built student accommodations near campus

2021 ◽  
Author(s):  
VIctoria McCrum
Keyword(s):  
Key Words ◽  
Secondary Students ◽  
Student Housing ◽  
First Year ◽  
Housing Density ◽  
Factors Affecting ◽  
University Campuses ◽  
Post Secondary ◽  
Missing Middle ◽  
The City

The City of Toronto is home to four major universities and over 184,000 post-secondary students, most of whom will need a place to call home. It has become typical for students at urban universities to be housed on campus in student residences for first year, after which most students will seek accommodation in the neighbourhoods closest to campus. There are many factors affecting the ability for students to locate close to campus, of which affordability is at the forefront. The research of this paper is two-fold; locate areas close to each of Toronto’s four university campuses which may accommodate purpose-built student accommodations and refine these areas to identify areas where the development can be delivered as a mid-rise typology. Through intensification capacity modelling, underutilized sites within areas close to campus were identified for their suitability to respond to both city initiatives of providing student housing and finding the missing middle on housing density were identified. Identifying these sites allows for city planners and universities to anticipate the concentration of students in existing neighbourhoods and plan for the effects of ‘studentification’, both as a tension between students and neighbours and for the regenerative effects on the community. Key Words student housing, studentification, mid-rise housing, missing middle, intensification

scholarly journals A Review of First-Year Student Stress and Social Support

2021 ◽  
Vol 10 (12) ◽  
pp. 472
Author(s):  
Rebecca Maymon ◽  
Nathan C. Hall
Keyword(s):  
Social Support ◽  
Secondary Students ◽  
Undergraduate Students ◽  
Empirical Studies ◽  
The United States ◽  
Empirical Literature ◽  
Future Research ◽  
First Year ◽  
Multiple Sources ◽  
Post Secondary

The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines contextual and psychological antecedents and correlates of stress, as well as associated demographic and achievement variables. Furthermore, this review extends to studies on social support categorized by source (peers, family, faculty, institution, and multiple sources of support). A synthesis and critique of the literature explores the themes in the empirical research presented, as well as considerations for future research.

ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННЫЙ ИНОЯЗЫЧНЫЙ ТЕКСТ КАК ЕДИНИЦА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ ОБУЧАЮЩИХСЯ В ВЕДОМСТВЕННОМ ВУЗЕ

2020 ◽  
Author(s):  
I.A. Gorsheneva ◽  
S.E. Zaiceva ◽  
A.R. Medvedeva
Keyword(s):  
Foreign Language ◽  
Cognitive Activity ◽  
Law Students ◽  
Foreign Language Reading ◽  
Teaching Professional

статья посвящена обучению профессионально-ориентированному чтению студентов юридических специальностей. Рассматриваются понятия профессионально-ориентированного чтения, анализируются виды чтения. Иноязычное чтение представлено как коммуникативно-познавательная деятельность. Разработаны стратегии и представлены примеры упражнений для обучения профессионально-ориентированному чтению.the article is devoted to teaching professional-oriented reading to law students. The concepts of professional-oriented reading are considered, the types of reading are analyzed. Foreign language reading is presented as a communicative and cognitive activity. Strategies are developed and examples of exercises for teaching professional-oriented reading are presented.

The Implementation of CLIL and Attitudes Towards Trilingualism

2009 ◽  
Vol 157 ◽  
pp. 23-43 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Language Attitudes ◽  
Negative Impact ◽  
Minority Language ◽  
Educational Systems ◽  
Autonomous Community ◽  
Positive Attitudes ◽  
Inherent Feature ◽  
Official Languages

Abstract Linguistic and cultural diversity is becoming an inherent feature of most schools in Europe. This is specially so in contexts such as the Basque Autonomous Community in Spain, where the presence of two official languages (Basque and Spanish) is complemented by the early teaching of English, which sets out as early as the age of four in the majority of schools. Nevertheless, the low foreign language command of Spanish students in general and the Basque students in particular has led to the implementation of CLIL experiences, which have been mushrooming in the last decade. Some voices have been raised though against the ever increasing presence of English due to its probable negative impact on language attitudes, especially on attitudes towards Basque. Many efforts have been made to normalize the situation of Basque at school and some scholars consider that these achievements can be jeopardized if the minority language yields too much space to the two international languages (Spain and English). In this paper the effect of CLIL programmes on attitudes towards trilingualism is examined through a holistic questionnaire completed by 277 secondary students. The results obtained demonstrate that CLIL can help to boost positive attitudes towards trilingualism at school, a matter of the utmost importance due to the ever increasing number of multilingual educational systems in Europe.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

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