METAPHORICAL GROUND OF THE ENGLISH-LANGUAGE REPRESENTATION OF GLOBAL ORDER FOR “LEARNING BY DOING”

Emotions, representing a special reality, are a reflection of the ethno-cultural specifics of the world model. The emotion of fear is one of the basic and inherent in every culture. The ability of language elements to enter into relations with each other allows us to talk about the vocabulary of a language as a system. The presence of these relations determines the existence of various groupings within the language system. One of the ways to combine them is a thematic group. The relevance of this study is determined by the analyzed material, which represents the emotion of fear, not only as a thematic group, but also as a multidimensional manifestation of human emotions. This study allows us to trace how the thematic group "Fear" is represented in the English language at the present stage of its development. The purpose of this work is to identify the means of linguistic representation of the manifestation of the emotion of fear in modern English on the material of the works "Pet Cemetery" and "It" by the American writer Stephen King. In the course of the study, the following methods were used: the method of contextual analysis and the method of quantitative analysis. The study of the vocabulary that represents emotions in the text of a work of art allows us to interpret the world of emotions of characters, as well as to reveal the main theme of the work of art. Therefore, in the context of the literature of the horror genre, it is advisable to talk about the use of various means of representing the thematic group "Fear", since the main task of the author is to create an atmosphere of fear and horror in the work.

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The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

English Language Teaching ◽

10.5539/elt.v10n7p96 ◽

2017 ◽

Vol 10 (7) ◽

pp. 96 ◽

Cited By ~ 1

Author(s):

Wannakarn Likitrattanaporn

Keyword(s):

Graduate Students ◽

Student Teachers ◽

English Language ◽

Language Teaching ◽

Group Discussion ◽

Learning By Doing ◽

Teaching Skill ◽

Teaching English ◽

Teaching Materials ◽

English Teaching

The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.

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Features of the language representation of estimation in the modern English Language

European Journal of Literature and Linguistics ◽

10.20534/ejll-16-2-59-62 ◽

2016 ◽

pp. 59-62

Author(s):

O. S. Pogorelova

Keyword(s):

English Language ◽

Language Representation

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Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2017100101 ◽

2017 ◽

Vol 7 (4) ◽

pp. 1-14

Author(s):

Marina Orsini-Jones ◽

Bin Zou ◽

Yuanyan Hu ◽

Li Wei

Keyword(s):

English Language ◽

Language Teaching ◽

Mainland China ◽

Learning By Doing ◽

English Language Teaching ◽

Online Forums ◽

British Council ◽

Research Award ◽

The Uk ◽

Teachers Perspectives

This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.

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The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

International Journal of English Linguistics ◽

10.5539/ijel.v10n4p227 ◽

2020 ◽

Vol 10 (4) ◽

pp. 227

Author(s):

Aziza Kavlu

Keyword(s):

Academic Achievement ◽

Undergraduate Students ◽

English Language ◽

Teaching Method ◽

Learning By Doing ◽

Project Based Learning ◽

English Language Teaching ◽

English For Specific Purposes ◽

Project Work ◽

Efl Learners

Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method. PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context. In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses. The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement. The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students. A mixed-method approach was designed to make the authentic interpretation of gained results. Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners. The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment.

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Poetry in Expanded Translation: Audre Lorde, Theresa Hak Kyung Cha, Harryette Mullen, Don Mee Choi

English Journal of the English Association ◽

10.1093/english/efaa031 ◽

2021 ◽

Author(s):

Nisha Ramayya

Keyword(s):

Lived Experiences ◽

English Language ◽

Theresa Hak Kyung Cha ◽

Audre Lorde ◽

Post Colonial ◽

Literary Forms ◽

Everyday Practices ◽

Language Representation ◽

Harryette Mullen ◽

History Of

Abstract In this article, I discuss the politics and poetics of translation in the work of Audre Lorde, Theresa Hak Kyung Cha, Harryette Mullen, and Don Mee Choi, considering each poet's ideas about translation and translation practices, suggesting approaches to reading and thinking about their work in relation to translation and in relation to each other. I ask the following questions: in the selected poets' work, what are the relationships between the movement of people, the removal of dead bodies, and translation practices? How do the poets move between languages and literary forms, and what are the politics and poetics of their movements with regards to migration, dispossession, and death, as well as resistance, refusal, and rebirth? I select these poets because of the ways in which they confront relationships between the history of the English language and literature, imperialism and colonialism, racialisation and racism, gendered experiences and narratives, and their own poetic practices. These histories and experiences do not exist in isolation, nor do the poets attempt to circumscribe their approaches to language, representation, translation, and form from their lived experiences and everyday practices of survival and resistance. The selected poets’ work ranges in form, tone, and argument, but I argue that their refusal to circumscribe politics and poetics pertains to their subject positions and lived experiences as racialised and post/colonial women, and that this refusal is demonstrated in their diverse understandings of translation and translation practices.

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EXPERIENTIAL EDUCATION AND LANGUAGE IMPROVEMENT THROUGH P2P INTERNATIONAL PROJECTS

European Journal of Alternative Education Studies ◽

10.46827/ejae.v6i1.3602 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Paul Gordon Dickinson

Keyword(s):

Language Learning ◽

English Language ◽

Learning Experience ◽

Learning By Doing ◽

Project Based Learning ◽

Project Work ◽

International Exchange ◽

Easy Access ◽

Exchange Students ◽

Educational Model

In order to meet the needs of employers and to make students more employable Laurea University, Finland has developed an “experiential” educational model through project-based learning in English based around real business projects linking theory studied. The programme is a bachelors degree conducted with international exchange students from many different countries (including Turkey, Germany, Romania, Spain, China, Holland, Mexico, Japan, and Italy) within project teams. English is a second language to these students, but it is not known as to how and if their language develops during the programme. The study considers the “experiential” nature of both the programme and the language from a literature perspective then focusing particularly on the learning of English by the students without any formal teaching classes. The students participated within projects for one semester (via an exchange programme) during an academic period from August 2018 to May 2020. There is a quantitative empirical approach (using a written questionnaire) which was qualitative in nature (including open questions) which related to the assessment of the English language learning experience of 29 international exchange students. Their feedback via answers to written questions forms the basis of the study. Findings reveal that such an approach to language learning can be successful and was positive in the sense of flexibility, relevance and enjoyability as well as the easy access and help of technology. The students generally felt their language level had improved through informal discussions and by use of a language app connected to the project work. Also, some students felt that the “learning by doing” (through the projects) improved their language authenticity and application. However, some students felt their language learning would have further increased by the use of a “weekly relevant noun/adjective list” during the project meetings. The research overall shows that some language improvement can be achieved informally within an “experiential” educational model through project-based learning. Additionally, that can be within one semester and by students from different countries with different educational systems. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

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Training in literature review and associated skills

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-01-2014-0008 ◽

2015 ◽

Vol 7 (2) ◽

pp. 258-274 ◽

Cited By ~ 1

Author(s):

Lawrence A. Leger ◽

Kavita Sirichand

Keyword(s):

Instructional Design ◽

Literature Review ◽

Cognitive Skills ◽

English Language ◽

Learning By Doing ◽

Content Type ◽

Learning Framework ◽

Literature Reviews ◽

Published Account ◽

Small Work

Purpose – The purpose of this paper is to describe and evaluate a credit-bearing taught module in literature review skills (broadly conceived, to include literature search, avoidance of plagiarism, analysis, synthesis, writing literature reviews, formulation of research proposals). The module provides training in skills with high transferability to employment, other areas of education and research. Design/methodology/approach – The structure of the module is informed by considerations from learning theory and instructional design. Training is by participation in tasks in an active learning framework (“learning-by-doing”). Students work both individually and in small work-groups, on tasks based on specially prepared reading sets. Tutorial presentations are followed by verbal and video feedback. Dedicated English language support is provided. The module is evaluated by analysing responses to an open-ended questionnaire. Findings – Students respond very favourably to the module and are aware of the transferability of the skills they practice. However, there is no real evidence of the acquisition of meta-cognitive skills. There is demand for enhanced feedback, particularly verbal feedback. Research limitations/implications – The results of the evaluation and the instructional design of the module suggest many areas for experiments in pedagogy. Originality/value – There is no other published account of extensive training in literature review skills that we have been able to find. The paper addresses a gap in both the provision of training and its dissemination.

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Social Constructivism Theory in a Sociolinguistic Classroom

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i2-07 ◽

2021 ◽

Vol 04 (02) ◽

Author(s):

Najla Alghamdi ◽

Keyword(s):

Action Research ◽

Social Constructivism ◽

Cognitive Abilities ◽

Cognitive Skills ◽

English Language ◽

Teaching Method ◽

Learning By Doing ◽

Student Centered ◽

Final Project ◽

High Level

This paper aims to examine the efficacious of using social constructivism in teaching sociolinguistics. The students of a bachelor’s degree in a department of English language and linguistics used to suffer in doing sociolinguistic projects and some of them failed in doing so although they obtained good marks in the written exams. This noteworthy dilemma led the researcher to conduct an action research as an attempt to discover the causes of this problem and to propose solutions. This action research took place in a sociolinguistic classroom for a one academic semester. The researcher decided to modify her teaching method by applying social constructivism theory which is embodied in student-centered method. Furthermore, the instructional scaffolding was used in the classroom to facilitate the knowledge flow and the students learning. The data was collected from the students’ performance in three related sociolinguistic tasks and to test the progress in the students’ cognitive and linguistic skills another data was collected from the course final project. The data revealed that students are struggling with the high level of cognitive abilities such as, applying, analyzing, justifying and thinking critically. Furthermore, students also lack some crucial linguistic and research skills such as, do phonetic transcription correctly, explain the findings based on the sociolinguistic theories and principals, highlight the importance of their work, steer clear of pilgrims and avoid redundancy in writing. The results of the action research showed that implementing social constructivism theory, which is based on the concept of learning by doing, in sociolinguistic classroom helped the students to absorb and digest the knowledge simultaneously with developing their cognitive skills.

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