The Science Reading Rooms of the British Library: The User Community and Patterns of Use

1995 ◽  
Vol 7 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Andrea Reid ◽  
Beryl Leigh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Survey Methods ◽  
Information Service ◽  
British Library ◽  
Patterns Of Use ◽  
Single Reading ◽  
Science Reading ◽  
The Uk ◽  
Average User

When the British Library in London moves into its new building at St Pancras the reference collections for science, business and patents in the Science Reference and Information Service (SRIS), at present housed in three locations, will be united in a single reading room complex. Much information of value for planning future services and arrangement of stock has been obtained over the years by surveys of users and usage, most recently at the end of 1993. A variety of survey methods was employed. The largest category of users consists of students, whose proportion rose from 28% in 1983 to 40% in 1993, while the patent community fell proportionately from 23% to 13% over the same period. Nearly all users were based in the UK, 92% of them in London and the South-East; but 22% were carrying out work for clients, 38% of whom were based in London, 26% in the rest of the UK and 36% abroad. Patent searchers spent nearly twice as much time in the reading rooms as other readers. English language periodicals received most use (used by 44% of users), but monographs (34%) and foreign language periodicals (7%) also received substantial use. The average user consulted 24 items per visit, and the average number of enquiries per day was 561. These and other findings are being used in planning aspects such as reader admissions procedures, arrangement of open access stock and staffing rotas, to ensure that the SRIS reading rooms in the new building will fulfil the needs of users.

Use of a National Library: A Survey of Readers in the Humanities and Social Sciences Reading Rooms of the British Library

1992 ◽  
Vol 4 (3) ◽  
pp. 197-211 ◽  
Author(s):  
Graham Cranfield ◽  
Joe Hellowell
Keyword(s):  
Social Sciences ◽  
Seasonal Variations ◽  
Questionnaire Survey ◽  
Survey Methods ◽  
Academic Staff ◽  
British Library ◽  
National Library ◽  
The Past ◽  
The Uk ◽  
National Libraries

A questionnaire survey was carried out in the humanities reading rooms of the British Library one day each month from September 1990 to August 1991 with the aim of providing information of help in planning services, particularly at the new building in St Pancras. Readers were asked about their occupations, nationalities, the location of the academic institutions to which they were affiliated, the reasons for and frequency of their visits etc. 65% of readers were academic staff or students, and 33% lived outside the UK; 31% said they had visited the library over 50 times in the past year. The results were compared, where appropriate, with earlier surveys in 1968 and 1977. These comparisons highlighted significant seasonal variations in patterns of usage. It was not possible to compare the results with those from surveys by other national libraries, because of widely differing survey methods and content of reports.

The Independent Foreign Fiction Prize and Man Booker International Prize Merger

LOGOS ◽  
2017 ◽  
Vol 28 (3) ◽  
pp. 7-24
Author(s):  
Melanie Ramdarshan Bold ◽  
Corinna Norrick-Rühl
Keyword(s):  
Foreign Language ◽  
Cultural Capital ◽  
English Language ◽  
Publishing Industry ◽  
Positive Impact ◽  
Book Trade ◽  
Global Publishing ◽  
The Uk

There is a dramatic imbalance of cultural output in the global publishing industry. English-language publishers are disinclined to translate and publish foreign language books as a result of the popularity of English-language books and the high costs of translation. Three per cent is the oft-quoted number that indicates that foreign fiction in translation makes up only a minimal part of the UK book trade. This lack of bibliodiversity may have serious cultural consequences. There are thus several national and international initiatives to promote the publication and cultural capital of works in translation in order to reach a wider audience. Book prizes are generally understood to have a positive impact on the discoverability of a title and consequent sales; winning authors, as well as those on the longlist and shortlist of prestigious prizes, can expect a significant boost in sales of the books in question. But in a culture where translated foreign fiction titles represent only a small percentage of books published, does this phenomenon extend to prizes for translated foreign fiction? This paper explores the—audience-building and sales-generating—impact of the UK’s most prestigious award for literature in translation, the Independent Foreign Fiction Prize (IFFP), in particular in light of the prize’s recent merger with the Man Booker International Prize (MBIP), and speculates whether this may help with the ‘three per cent problem’.

scholarly journals Investigating the Experience of Boredom During Reading Sessions in the Foreign Language Classroom

2021 ◽  
Vol 7 (3) ◽  
pp. 89-103
Author(s):  
Mariusz Kruk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Negative Emotion ◽  
Individual Characteristics ◽  
School Settings ◽  
Single Reading ◽  
Language Classroom ◽  
Second Year ◽  
Reading Session ◽  
Different Levels

Despite the fact that boredom appears to be one of the most commonly experienced emotions in school settings, this negative emotion remains vastly underappreciated in the field of SLA. This is the gap this article seeks to rectify by reporting the findings of a classroom-based study whose purpose was to investigate changes in the experience of boredom in an English language classroom during reading sessions. The sample consisted of 18 second-year students studying English at a Polish high school. The data were collected by means of session logs, observations and reading session plans. The gathered data were analysed quantitatively and qualitatively. The findings showed that the participants reported different levels of boredom over the course of single reading sessions and from one session to the next. Factors responsible for the detected variation in the levels of boredom were related, among other things, to inactivity, performance of too easy/difficult tasks, teacher’s decisions regarding choice and use of language materials, the design of the reading sessions or individual characteristics of the learner.

scholarly journals Sociolinguistic perspective on varieties of English: implications for teaching

2021 ◽  
pp. 161-169
Author(s):  
L. V. Andreiko ◽  
◽  
D. O. Medvedovska ◽  
Yu. A. Skarloupina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
World Englishes ◽  
Language Varieties ◽  
The Social ◽  
Language Communication ◽  
The Uk ◽  
Received Pronunciation ◽  
Standard Language Ideology

The article explores the issue of language standardisation and sociolinguistic roots of varieties of English. It answers the question why some varieties of the English language become recognised as „standard” whereas other varieties are regarded as less prestigious or inferior and advocates the importance of sociolinguistic competence for teachers. Two models of language standardisation (the „popular” and the „expert” model) are critically discussed, providing a detailed explanation of the process of language standardisation and the formation of standard language ideology. The most frequently described variety of English in the UK, the Received Pronunciation, is described in greater detail, tracking down the reason why it has become recognised as the "standard" variety. A strong standard ideology with World Englishes and the current position of regional variations of English as its „deficient” or „fossilized” versions is discussed. The notions of language system and language use are considered in relation to the superiority or inferiority of different varieties. It has been shown that the social component is pivotal in understanding why certain varieties are regarded as less prestigious or inferior despite having equally rich and complex language systems. Such factors as stereotypes and ownership have an impact on their status too. The article proceeds to the discussion of implications of these sociolinguistic aspects for teaching. The importance of teachers' critical awareness of sociolinguistic realities is emphasised. Such benefits of raising students' awareness of varieties of English are presented: avoiding or reducing misunderstandings and misinterpretations in foreign language communication, recognising linguistic and cultural diversity, demonstrating relevance to real-life situations. Specific examples of practising language varieties are given.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

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