Towards the development of a grammar checker and its utilization in the teaching of Modern Greek as mother tongue

2020 ◽  
Author(s):  
Panagiotis Gakis ◽  
Theodoros Kokkinos ◽  
Christos Tsalidis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Classroom Setting ◽  
School Students ◽  
Modern Greek ◽  
Text Production ◽  
Electronic Tool ◽  
Grammatical Errors ◽  
Made In

Abstract The goal of the current study is the exploration of the standardization of grammatical errors through templates, a process that ultimately led to the development of a Grammar Checker for Modern Greek, an electronic tool for the automatic recognition and correction of grammatical errors. Moreover, the study investigates the utilization of such a tool in a classroom setting and its contribution to the teaching of mother tongue. The participants of the study were secondary school students and main results showed that errors they made in text production activities could be categorized as errors of mechanics, grammar, and usage through certain templates, which then lead to the development of a Grammar Checker for Modern Greek. Moreover, we also found other errors that could not be analysed and categorized using the theory of taxonomy of errors by Ho, i.e. style: forms—learned forms and semantic. Additionally, the participants highlighted that the specific tool has advantages for the teaching of mother tongue. Implications for the methodology of Grammar Checkers’ development and their use in the teaching of mother tongue, generally, are discussed.

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

Consumer Ethnocentrism: CETSCALE Validation and Measurement of Extent

2004 ◽  
Vol 29 (3) ◽  
pp. 43-58 ◽  
Author(s):  
Anupam Bawa
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Demographic Variables ◽  
School Students ◽  
Demographic Groups ◽  
Consumer Ethnocentrism ◽  
Relationship Of ◽  
Senior Secondary ◽  
The Relationship ◽  
Made In

Consumer ethnocentrism means ‘…the appropriateness, indeed morality of purchasing foreign made products.’ Today, when the Indian consumer has great access to foreign goods and the Indian manufacturer is facing increasing competition from foreign products, the neglect of this topic in India is hard to explain. The CETSCALE, a scale to measure consumer ethnocentrism, has been tested in many parts of the world but not in India. This research examined the psychometrics of the CETSCALE, the extent of consumer ethnocentrism in India, and the relationship of socio-demographic variables and quality consciousness with consumer ethnocentrism. Data were collected from three socio-demographic groups-materials management professionals, the group with the largest influence on organizational buying behaviour; university students, the most often researched group of respondents the world over and hence ideal for a cross-cultural comparison of results; and senior secondary school students, a group recommended as worth researching by a prominent earlier researcher. Analysis of data was done with the help of currently used and recommended tools including exploratory factor analysis and confirmatory factor analysis. Results show that the concept of consumer ethnocentrism prevailing in India is not conceptually equivalent to the concept of consumer ethnocentrism prevailing in other countries where it has been found to be uni-dimensional. In India, the concept has more nuances. What is more, the concept as understood by the three different socio-demographic groups is also not identical. The level of consumer ethnocentrism in India is not less than that prevailing in a similar demographic group in a developed country like the US. It is the senior secondary school students who are the most consumer ethnocentric. Socio-demographic variables do not adequately explain the presence, or otherwise, of consumer ethnocentrism. Neither does quality consciousness. The managerial implications of the major findings of this study are as follows: In India, the label ‘made in India’ is not a liability. The Indian consumers will not lap up foreign goods merely because of their ‘made in’ tags. This should bring comfort to companies whose products carry the ‘made in India’ label. The threat perception of freer imports into India should be altered in the light of these findings. Foreign companies in India, planning to sell goods manufactured on Indian soil rather than imported from their plants abroad, will also get support for their actions from these findings. That the young Indians (a numerically very large segment of the market) are the most consumer ethnocentric of them all points to a comfortable future for the ‘made in India’ label. An attempt has been made to refine the CETSCALE for use in India. Marketing needs to respond to the criticism of the concept of ethnocentrism in the other social sciences. It needs to explore the relationship of consumer ethnocentrism with consumer animosity and consumer affinity (love-hate relationship with other countries).

scholarly journals Morphological Verb Valency Driven Errors of Secondary School Students

2021 ◽  
Vol 9 (4) ◽  
pp. 217
Author(s):  
Burcu Öztürk ◽  
Seher Çiçek
Keyword(s):  
Secondary School ◽  
Cognitive Processes ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Mean Value ◽  
Literacy Skills ◽  
School Students ◽  
Research Findings ◽  
The Mean ◽  
To Come

The aim of the current study is to determine the distribution of verb valency-driven errors of secondary school students. To this end, this study is framed as a survey research. The sample of the study consists of 200 secondary school students in three schools with different socio- economic levels. The content and teaching of morphological verb valency and the problems encountered were elaborated in the light of Turkish teachers’ views. The data of the study were compiled through document analysis. Frequency analysis was employed to determine the occurrence of morphological verb valency driven errors. Besides, content analysis was used to analyse teachers’ views. The research findings revealed that secondary school students made verb valency driven errors at 393 times while using 145 different verbs. The mean value of verb valency driven errors per student was 1.96. Furthermore, the verbs with the most common verb valency driven errors were respectively as follows: çık- (to leave), al- (to take), bul- (to find), söyle- (to tell), yaşa- (to live), git- (to go), gör- (to see), ver- (to give), çöz- (to solve) and gel- (to come). Teachers, however, stated that students had difficulty in analysing and writing morphemes in morphological verb valency, and they, in particular, made verb valency driven errors in long sentences in writing and speaking skills. Moreover, activities towards knowledge and comprehension in terms of words and sentences are inadequate in respect to such cognitive processes such as synthesis and evaluation of texts. Therefore, it is recommended that teaching of morphological valency should be integrated with language skills in order to minimize morphological verb valency driven errors that have an impact upon literacy skills of students in their mother tongue.

scholarly journals A STUDY ON SOCIAL ADJUSTMENT AMONG HIGHER SECONDARY SCHOOL STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT IN COIMBATORE DISTRICT

2017 ◽  
Vol 5 (6) ◽  
pp. 458-463
Author(s):  
P.Priya Packiaselvi ◽  
Malathi V.A
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Secondary School ◽  
Social Adjustment ◽  
Secondary School Students ◽  
Mother Tongue ◽  
School Type ◽  
Differential Analysis ◽  
School Students ◽  
Coimbatore District

Every human being seeks adjustment to various situations. He constantly makes efforts to adjustment himself to his surroundings because a wholesome adjustment is essential for leading a happy life and going satisfaction. Social adjustment to other people is general and to the group with which they are identified is particular. The main motive of the study is to find out the social adjustment among higher secondary school students and its impact on academic achievement in Coimbatore Educational District. This research is under taken with a view to examining the relationship with social adjustment and general achievement of different high school students with a sample size 148. The investigation is analyzed by the descriptive analysis and differential analysis. The result concluded from the study that there is no substantial change with respect to mother tongue, gender, location of school, type of family, educational qualification of parents, occupation of parents, monthly income of parents in their mean score of social adjustment and academic achievement. This study might enable teachers and administrators to look for ways of enhancing social adjustment among the students from higher secondary school and its impact on their academic achievement in Coimbatore District.

scholarly journals LES PROBLÈMES DE PRONONCIATION CHEZ LES LYCÉENS DE FRANÇAIS LANGUE ÉTRANGÈRE DANS LE SUD DE LA THAÏLANDE

FRANCISOLA ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sirima PURINTHRAPIBAL
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Experimental Equipment ◽  
Mots Clés ◽  
School Students ◽  
Minimal Pairs ◽  
Interference Problems ◽  
Langue Maternelle

<p><strong>RÉSUMÉ. </strong>Les différences phonologiques dans les langues thaïe et française impliquent des difficultés de prononciation aux apprenants thaïlandais de FLE. Cette recherche vise à étudier leurs problèmes de prononciation du français. Elle est menée auprès de 30 lycéens de FLE. Le test de prononciation d’une liste de 65 mots et de 45 paires minimales constitue le matériel d’expérimentation. La recherche nous met en évidence que certains problèmes phonétiques rencontrés par ces lycéens sont issus de l’influence de leur langue maternelle, d’autres de l’influence de leur première langue étrangère apprise, l’anglais. En outre, la complexité des systèmes phonétiques du français est aussi une autre cause de problèmes de prononciation chez ces apprenants.</p><p> </p><p><strong>Mots-clés: </strong><em>apprenants thaïlandais, français langue étrangère, interférence phonique, problèmes, prononciation.</em></p><p><em><br /></em></p><p><em>00lns:o="urn:schemas-microsoft-com:office:office" xmlns:w="urn:schemas-microsoft-com:office:word" xmlns:m="http://schemas.microsoft.com/office/2004/12/omml" xmlns="http://www.w3.org/TR/REC-html40"&gt;</em></p><p><strong>ABSTRACT.</strong><strong> </strong>Phonological differences between Thai and French languages involve pronunciation difficulties for Thai learners of French as a foreign language. This research aims to study French pronunciation problems of Thai learners.  It is conducted with 30 secondary school students of French. Pronunciation test consisting of a list of 60 words and 45 minimal pairs is the experimental equipment. The result of this research shows that phonetic problems faced by these students are caused by the influence of mother tongue and their first foreign language learned, English. Furthermore, the complexity of the French phonetics systems is also another cause of their pronunciation problems.</p><p><strong> </strong></p><p><strong>Keywords: </strong><em>french as a foreign language, phonics interference, problems, pronunciation, Thai learners.</em><em>   </em><em></em></p><p><em><br /></em></p>

Immersive experiences in 360° video for social youth engagement

2020 ◽  
Vol 12 (2) ◽  
pp. 225-237 ◽  
Author(s):  
Begoña Ivars-Nicolás ◽  
Francisco-Julián Martínez-Cano ◽  
Joan Cuadra-Martínez
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
Video Production ◽  
Youth Engagement ◽  
Visual Medium ◽  
School Students ◽  
Sense Of Presence ◽  
Visual Instrument ◽  
Made In

Educational and cultural television is an audio-visual medium that seeks to bear an impact on the knowledge, the attitudes and the values of an audience. This text introduces the CREA TV platform as an informal educational and socializing audio-visual instrument and describes the development of the documentary Miguel Hernández 360° made in 360° video. Two objectives are pursued through this: first, to introduce 360° video production as a means to use format to engage the audience and to foster the assimilation of contents; on the other hand, to teach values. To identify its effects, this experience was tested with secondary school students. The results of the analysis suggest that this 360° video has an impact on the connection between the viewer and the story due to its immersive character and sense of presence during the viewing of the documentary, as well as on the understanding and assimilation of the information it contains.

Sign in / Sign up

Export Citation Format

Share Document