Instruction Type and Online Tasks in the Acquisition of L2 Phonology: Preliminary Findings

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Christopher G. Botero
Keyword(s):  
L2 Phonology ◽  
Instruction Type

scholarly journals Penerapan Model Pembelajaraan Kooperatif Tipe Explicit Instruction Dalam Meningkatkan Hasil Belajar IPA Siswa Kelas IV SD

2020 ◽  
Vol 4 (3) ◽  
pp. 323
Author(s):  
Satriani Satriani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Explicit Instruction ◽  
Fourth Grade ◽  
Learning Model ◽  
Male Students ◽  
Research Subjects ◽  
Fourth Grade Students ◽  
Instruction Type

This study aims to describe the application of the explicit instruction cooperative learning model in improving science learning outcomes for fourth-grade students of SD Inpres 4/82 Biru, Tanete Riattang District, Bone Regency. The approach used in this research is a descriptive qualitative approach with classroom action research. The focus of research, namely the application of the Explicit Instruction type cooperative learning model and student learning outcomes. The research setting was SD Inpres 4/82 Biru, Tanete Riattang District, Bone Regency. The research subjects were all students in grade IV SD Inpres 4/82 Biru, Tanete Riattang District, Bone Regency, totaling 17 students consisting of 11 male students and 6 female students. Data collection techniques and procedures used were tests, observation, and documentation. The research data were analyzed using qualitative data analysis techniques, namely data reduction, data presentation, data verification, and concluding. The results showed that there was an increase in learning outcomes in each cycle. The results of the first cycle were in the moderate category (C) and increased in the second cycle with the good category (B). This study concludes that the application of the Explicit Instruction type cooperative learning model can improve the results of fourth-grade students' science learning outcomes SD Inpres 4/82 Biru, Tanete Riattang District, Bone Regency.

Special Issue: Producing the Rounded and Innovative Graduate – Case Studies of Effective Programmes

2012 ◽  
Vol 26 (4) ◽  
pp. 273-278
Author(s):  
George M. Papadourakis
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Special Issue ◽  
Educational Methods ◽  
Instruction Type ◽  
Science And Education ◽  
Introductory Paper ◽  
Industry And Education ◽  
Education Science ◽  
The Impact

This special issue of Industry and Higher Education is devoted to a selection of papers on the theme ‘Producing the rounded and innovative graduate – case studies of successful programmes’. The papers, reviewed and revised for publication, were presented at the Seventh International Conference on New Horizons in Industry, Business and Education held on the island of Chios, Greece, in August 2011. This introductory paper provides an overview of the conference, summarizes the most important presentations and offers some reflections on the conference outcomes. The key objective of NHIBE 2011 was to identify the impact of new technologies on education, industry and business. Special attention was given to innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era; and a special session was dedicated to graduate students. There was also a Workshop on PIT (Project/Internship Instruction Type) – ‘Views of the Project/Internship Instruction Type’ – organized by Professor Nuno Escudeiro. The major subject streams at the conference were: Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship, Corporate Finance and Governance, and Business Strategies. This introductory paper to this issue of Industry and Higher Education focuses on Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship and the PIT Workshop.

Vigilance: Where Has All the Workload Gone?

1993 ◽  
Vol 37 (19) ◽  
pp. 1383-1387 ◽  
Author(s):  
David A. Sawin ◽  
Mark W. Scerbo
Keyword(s):  
False Alarm ◽  
Perceptual Sensitivity ◽  
Video Display ◽  
Task Load ◽  
Time Performance ◽  
Instruction Type ◽  
Before And After ◽  
Different Color ◽  
Nasa Task Load Index ◽  
Over Time

The present study explored whether instructions given to subjects at the outset of a vigilance experiment impact their ratings of frustration and workload. The present task consisted of monitoring a video display terminal (VDT) of uniform color for 30 min. Subjects were asked to respond to occasional 3 ms “flickers” to a different color. Half of the subjects were told to relax by focusing on the display, but to respond to any flickers observed. The remaining subjects were given traditional vigilance instructions emphasizing the importance of detecting as many “critical signals” or flickers as possible. Before and after the vigil, subjects completed the NASA Task Load Index (TLX; Hart and Staveland, 1988) which measured the subjective workload for the vigil. Hits and false alarm data were recorded for each 10 min period within the 30 min vigil. A significant reduction in mean number of hits was observed over the three periods for all subjects. A subsequent analysis showed that perceptual sensitivity also declined significantly over time. Performance, however, was not affected by instruction type. Subjects who received relaxation-emphasis instructions did report significantly lower workload and frustration for the vigil than those receiving detection-emphasis instructions. These results indicate that much of what individuals find unpleasant about participating in vigilance experiments may lie with the expectations outlined in the initial instructions.

ULTIMATE ATTAINMENT IN L2 PHONOLOGY

1999 ◽  
Vol 21 (1) ◽  
pp. 81-108 ◽  
Author(s):  
Alene Moyer
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Sensitive Period ◽  
Nonnative Speaker ◽  
Several Variables ◽  
L2 Phonology ◽  
Task Types ◽  
Ultimate Attainment

Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language. This study sets out to challenge the Critical Period Hypothesis (CPH) by examining phonological performance among highly motivated subjects who use German daily as graduate student instructors and who have been immersed in the language through in-country residence, augmented by years of instruction in both language- and content-based courses. The methodology developed seeks to expand the realm of factors that are potentially conflated with age, such as instruction, motivation, suprasegmental training, and self-perception of productive accuracy, and other factors that have not been addressed in previous studies on ultimate attainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according to contrastive analysis, and task types range in complexity from isolated words to sentences, paragraphs, and free speech. A mean rating was computed for each speaker, including native speaker controls, according to native speaker judgments. When averaged across all tasks, nonnative speaker performance did not overlap with native performance. However, several variables correlated significantly with outcome, including suprasegmental training, which indicated performance closer to native level.

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