scholarly journals A Análise do Videoclipe Sob a Perspectiva da Análise do Discurso Francesa para o Ensino da Língua Inglesa

2020 ◽  
Vol 21 (2) ◽  
pp. 162-166
Author(s):  
Rosangela Zimmer ◽  
Lucy Ferreira Azevedo
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Basic Education ◽  
Video Clip ◽  
Point Of View ◽  
School Students ◽  
Reading Workshop ◽  
Language Area ◽  
Object Of Study ◽  
Everyday Problems

As vivências como professora na área da língua inglesa da Educação Básica me motivaram a estudar leitura. A inquietação que surgiu foi: contextualizar culturalmente os temas propostos levaria o aluno a pensar a língua estrangeira com criticidade e consciência das diferenças entre esta e sua língua nativa? Nesta perspectiva, o objetivo deste artigo é documentar uma oficina de leitura em que houve a relação história e arte com critérios definidores do modo de funcionamento da Análise do Discurso francesa e a sua orientação em direção a problemas práticos do cotidiano, relacionados à língua e à comunicação. Para tanto, o estudo analisou e desenvolveu a leitura de um clipe em língua inglesa do ponto de vista da vida contemporânea, repensando o seu objeto de estudo, a escola, os alunos e os professores em diferentes contextos: corpo, etnia, nacionalidade, gênero, classe social, entre outros tópicos, conforme os textos estudados. O método de abordagem foi qualitativo, em pesquisa descritiva e bibliográfica com base nos autores da área da Análise do Discurso francesa, em apenas um clipe, entre oito oficinas compostas de clipes com temas diversificados em linguagem conotativa. Espera-se que o estudo aqui proposto culmine em um ensino que leve o estudante a pensar a outra cultura e, com ela, outras habilidades e competências em língua inglesa e consequentemente evolua com maior fluidez.   Palavras-chave: Ensino. Língua Inglesa. Videoclipe.   Abstract The experiences as a teacher in the English language area of ​​Basic Education motivated me to study reading. The concern that arose was to culturally contextualizing the proposed themes lead the student to think the foreign language with criticism and awareness of the differences between it and his native language? In this perspective, the aim of this article is to document a reading workshop in which there was a relationship between history and art with defining criteria of the way French Discourse Analysis works and its orientation towards practical everyday problems related to language and communication. To this end, the study analyzed and developed the reading of an English-language clip from the point of view of contemporary life, rethinking its object of study, school, students and teachers in different contexts: body, ethnicity, nationality, gender, social class, among other topics, according to the texts studied. The method of approach was qualitative, in descriptive and bibliographical research based on the authors of the French Discourse Analysis area, in only one clip, among eight workshops with clips with diverse themes in connotative language. It is expected that the study proposed here will culminate in a teaching that leads the student to think about another culture and, with it, other skills and competences in English language and consequently evolve with greater fluidity.   Keywords: Teaching. English Language. Video Clip.    

scholarly journals The Effectiveness of Using Blended Learning in Developing Self-Regulated Learning Skills for Basic Stage Students from the English Language Teachers' Point of View

2022 ◽  
pp. 25-43
Author(s):  
بيان عايد الغراغير
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
School Students ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Self Organized ◽  
Basic Stage ◽  
English Language Teachers

The study aimed to identify the effectiveness of the use of blended learning in developing self-organized learning skills for basic stage students from the perspective of English language teachers. A teacher and a teacher were chosen randomly. The results showed the reality of education about the effectiveness of using blended learning in developing self-organized learning skills among primary school students from the perspective of English language teachers. They are also keen on the basic stage because of its great role in refining the students’ personality and thought, in addition to the ease of electronic communication with students at any time, especially at this time and the developments in the region. In light of the findings of the study, it recommends conducting more educational studies on blended education and a role in the self-organized learning process in terms of its dimensions and applications in educational institutions and other institutions.

scholarly journals Translational Shifts of Syntactic and Lexical Markers of Ideology: Reporting the Iraqi Conflict in Polish Reprint Press

2012 ◽  
Vol 56 (4) ◽  
pp. 758-774 ◽  
Author(s):  
Ewa Gumul
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Point Of View ◽  
Critical Discourse ◽  
Source Text ◽  
Syntactic Structures ◽  
Lexical Choice ◽  
Language Quality ◽  
Semantic Prosody

The present paper focuses on the notion of mediating source-text ideology in press translation, investigating lexico-grammatical resources. This study is partly set within the framework of Critical Discourse Analysis. The analysis focuses on such features as disambiguation or creation of grammatical metaphors (i.e., nominalisation and denominalisation), changes in transitivity patterns, modifications of the levels of modality, as well as shifts in lexical choice, semantic prosody and cohesion patterns. The source of the texts analysed in this paper is a Polish reprint magazine, Forum, publishing translated articles from a variety of English-language quality press titles. The articles selected for the analysis deal with the Iraqi conflict in 2003 and its aftermath. The aim of the study is to ascertain whether the lexical choice and the syntactic structures employed in the target texts engender changes in the ideological content of the source texts and the projected point of view. Given the nature of reprint press, a hypothesis has been formulated that the source-text ideology might remain unchanged in the process of translation or the translator’s intervention is expected to be minimal. The results reveal, however, that a substantial proportion of the translated texts fall within the category of partial mediation, projecting an altered point of view to a target-text audience.

scholarly journals The Reasons of low achievement for the High schools ' students in English Language at Tafila Governorate in Jordan from Teachers ' Point of View

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Wafa' Abdulrahim AlQuabe'h
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Point Of View ◽  
Years Of Experience ◽  
Low Achievement ◽  
School Students ◽  
The Subject ◽  
Level Of Significance ◽  
Descriptive Method

This study aimed to identify the reasons for the low achievement of high school students in the subject of English in Tafila, Jordan from the point of view of teachers. The study used the descriptive method, and the tool consisted of a questionnaire of (36) items; it was distributed to a sample of (25) teachers of English in Tafila governorate.  The data were analyzed in the study using SPSS, and finding arithmetic averages, standard deviations and ranks, and T-test. The tool's overall score was average (3.59 out of 5), rated (large). On the field level, the field of reasons related to students received the highest average; (4.04) followed by the area of reasons related to the teacher with an average (3.62), both with a verbal (large) and thirdly the field of reasons related to the textbook with an average (3.37) and finally the reasons for the evaluation with an average (3.34) Both are rated (medium). The results showed that the reasons for the low level of achievement for the students in the English language are not affected at the level of significance (0.05 = α) by gender variables, and years of experience. the results indicated no significant differences Statistics among teachers' estimates due to their gender, The study also showed that there were no apparent differences between teachers' estimates in the light of variable years of experience, In light of the results, a number of recommendations and suggestions were presented to overcome the causes of the decline and improve the achievement of high school students in the English language in Tafila and the Kingdom.

Revisión documental de estrategias pedagógicas utilizadas en el área de la educación física, para fortalecer las competencias ciudadanas (Documentary review of pedagogical strategies used in the area of physical education to strengthen citizen competenci

Retos ◽  
2020 ◽  
pp. 845-851
Author(s):  
Milthon Betancourt ◽  
Jayson Bernate ◽  
Ingrid Fonseca ◽  
Luis Rodriguez
Keyword(s):  
Physical Education ◽  
Citizen Participation ◽  
Basic Education ◽  
Point Of View ◽  
Theoretical Development ◽  
National Education ◽  
Diverse Society ◽  
Cultural Tensions ◽  
Object Of Study ◽  
The Right

En el presente artículo se exponen los resultados obtenidos a través de una revisión documental de artículos científicos y orientaciones gubernamentales nacionales e internacionales sobre las concepciones, percepciones, perspectivas y desarrollo teórico sobre la formación en competencias ciudadanas orientado al contexto colombiano. El propósito de este análisis es determinar los mecanismos y orientaciones para la formación en ciudadanía; dentro del análisis se realiza un rastreo de las fuentes de manera que se pueda generar comparaciones especialmente en la disciplina de la educación física, por esta razón al contrastar a los diferentes enfoques y posicionamientos, donde se apunta a dar respuestas a una sociedad globalizada, diversa, plural y en constantes tensiones sociales, ideológicas, políticas, económicas y culturales entre otras; para desarrollar competencia en las nuevas generaciones, donde la capacidad de resolver conflictos se cualifique con el diálogo y aumente la participación democrática, la sana convivencia pacífica, la inclusión y el derecho a las diferencias religiosas, políticas, raciales y sociales, que son precisamente los tres grupos de competencias ciudadanas implementadas por el Ministerio de Educación Nacional (MEN), a donde dirige sus esfuerzos para la formación ciudadana de los estudiantes de educación básica, media y media vocacional. El anterior objeto de estudio se aborda desde el sesgo, de las posibles contribuciones de la educación física como herramienta en la construcción colectiva de ciudadanía. La metodología aplicada es revisión documental, teniendo en cuenta criterios de inclusión y exclusión a través de matrices categoriales y heurísticas para el respectivo análisis de la información. Los resultados arrojan que en diferentes contextos nacionales e internacionales apuntan al desarrollo de la ciudadanía, a través de diferentes mecanismos participativos en la escuela, practicas docentes, metodologías y proyectos educativos institucionales, pero es necesario acrecentar el desarrollo de la competencia ciudadana por medio de la educación física, principalmente en participación ciudadana y respeto a las diferencias.Abstract. This article presents the results obtained through a documentary review of scientific articles and national and international government guidelines on conceptions, perceptions, perspectives, and theoretical development on training in citizen competencies oriented to the Colombian context. The purpose of this analysis is to determine the mechanisms and guidelines for citizenship training; Within the analysis, the sources are tracked so that comparisons can be generated especially in the discipline of physical education by contrasting the different approaches and positions, as it aims to provide answers to a globalized, diverse society, plural and in constant social, ideological, political, economic, and cultural tensions among others; to develop competences in the new generations, where the capacity to resolve conflicts is qualified with dialogue and democratic participation, healthy peaceful coexistence, inclusion and the right to religious, political, racial, and social differences, which are in fact the three citizen competency groups implemented by the Ministry of National Education (MEN), which directs its efforts for the citizenship training of students in basic education, media, and vocational media. The previous object of study is addressed from the point of view of the possible contributions of physical education as a tool in the collective construction of citizenship. The methodology applied is documentary review, taking into account the inclusion and exclusion criteria through categorical and heuristic matrices for the respective analysis of the information. The results show that in different national and international contexts there is an effort towards the development of citizenship through different participatory mechanisms in schools, teaching practices, methodologies, and institutional educational projects; however, it is necessary to increase the development of citizen competence through physical education, mainly in citizen participation and respect for differences.

scholarly journals A Critical Discourse Analysis on Teachers’ Verbal Feedback Patterns in EFL CLT Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Asma Dabiri
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Positive Feedback ◽  
Teaching And Learning ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Critical Discourse ◽  
Social Scientific ◽  
Set Up

As providing feedback can have an effective role for the learning process, this study with a critical discourse analysis point of view in social scientific research investigated feedback patterns of four English language teachers on learners’ responses in four English Language institutes with Communicative Language Teaching (CLT) approach toward teaching and learning. In doing so, the classes were observed. The interactions were audio-taped and transcribed. The findings revealed that in providing feedback to learners, teachers gave positive feedback (approving and repetition), interactional feedback and corrective (negative feedback) in classrooms. Positive feedback as approving and repetition were the most type of feedback which the teachers made use of. The findings provide insights into feedback patterns in an EFL context and consequently they set up an argument to critically assess one of the most fundamental principles of CLT approach which is giving positive feedback to learners. Attention should be  directed to EFL teachers’ ideologies in providing feedback to the students to uncover their philosophy of teaching and learning as a clue to detect their criteria in choosing some habits of providing feedback than others and hence to expand this area further.

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.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

Communicative Strategies and Tactics of Debate as a Learning Tool

2020 ◽  
Vol 81 (2) ◽  
pp. 21-26
Author(s):  
Z. I. Kurtseva
Keyword(s):  
Questionnaire Survey ◽  
Sharp Decrease ◽  
Russian Language ◽  
Point Of View ◽  
Primary Data ◽  
Federal State ◽  
School Students ◽  
Communicative Strategies ◽  
Psychology Pedagogy ◽  
State Educational

This article discusses an urgent educational problem, i.e. a sharp decrease in the level of students’ spoken language and, in particular, the lack of willingness and ability among school students to engage in a constructive dialogue when participating in debates. It is no accident that modern federal state educational standards pay special attention to the formation of students’ communicative competence at all levels of education. The aim of this article was to investigate the current situation in the field in order to obtain primary data showing at which educational levels the techniques of debate and discussion are used; to analyse the verbal behaviour of participants implementing various communicative strategies and tactics during debates. The following research methods were used: an analysis of literature in the field of psychology, pedagogy, communication and methodology; a questionnaire survey and interviews; an analysis of the oral presentations of students; generalization of pedagogical experience. The results of the interviews and questionnaire survey conducted among first-year university show that about 60% of the respondents experience difficulties in constructing argumentative speech. Discussions in schools are held only in high school. Secondary school teachers lack the competencies of organizing and conducting debates in class. The development of communicative skills of defending one’s point of view and conducting informed debates using communicative tactics based on the principles of dialogue and politeness should be taught during teenage years. It is at this age that communicative competencies are most actively formed. Specific examples of including debates in the curriculum of the Russian language (5th grade) for developing primary discussion skills are presented.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

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