scholarly journals A Collocation Inventory for Beginners

2021 ◽  
Author(s):  
◽  
Dongkwang Shin
Keyword(s):  
High Frequency ◽  
Teaching And Learning ◽  
Incidental Learning ◽  
Course Design ◽  
Content Word ◽  
Written Language ◽  
Spoken English ◽  
Balanced Approach ◽  
Teaching Learning ◽  
The Right

<p>This study has two goals - (1) to see what criteria are needed to define collocations and (2) to make a list of the high frequency collocations of spoken English that would be useful for guiding teaching, learning and course design. The existing criteria for defining collocations are generally not well defined and have not been applied consistently. Wray and Perkins (2000) identify more than forty terms used for designating multi-word units. To avoid this confusion, three criteria are strictly applied - frequent co-occurrence, grammatical well-formedness and predictability in L1. The ten million word British National Corpus (BNC) spoken corpus is used as the data source, and the 1,000 most frequent spoken word types from that corpus are all investigated as pivot words. It is found that the three criteria can be applied in a systematic way. The most striking finding is that there are a large number of collocations meeting the first two criteria and a large number of these would qualify for inclusion in the most frequent 2,000 words of English, if no distinction was made between single words and collocations. There are nine major findings in this study - 1) there is a very large number of grammatically well-formed high frequency collocations, 2) collocations occur in spoken language much more frequently than they occur in written language, 3) the more frequent the pivot word, the greater the number of collocates, 4) a small number of pivot words account for a very large proportion of the tokens of collocations, 5) adjectives tend to have more collocates than other content words, 6) the shorter the collocation, the greater the frequency, 7) content word plus content word collocations outnumber other patterns of content word collocations, 8) there are more collocates on the left than collocates on the right, but this difference is not striking, 9) a third of the 500 most frequent collocations of English did not have word for word equivalents in Korean (L1). A balanced approach is needed for the teaching and learning of collocations, employing opportunities for both deliberate and incidental learning, and giving appropriate attention in each of the four skills of listening, speaking, reading and writing.</p>

scholarly journals A Collocation Inventory for Beginners

2021 ◽  
Author(s):  
◽  
Dongkwang Shin
Keyword(s):  
High Frequency ◽  
Teaching And Learning ◽  
Incidental Learning ◽  
Course Design ◽  
Content Word ◽  
Written Language ◽  
Spoken English ◽  
Balanced Approach ◽  
Teaching Learning ◽  
The Right

<p>This study has two goals - (1) to see what criteria are needed to define collocations and (2) to make a list of the high frequency collocations of spoken English that would be useful for guiding teaching, learning and course design. The existing criteria for defining collocations are generally not well defined and have not been applied consistently. Wray and Perkins (2000) identify more than forty terms used for designating multi-word units. To avoid this confusion, three criteria are strictly applied - frequent co-occurrence, grammatical well-formedness and predictability in L1. The ten million word British National Corpus (BNC) spoken corpus is used as the data source, and the 1,000 most frequent spoken word types from that corpus are all investigated as pivot words. It is found that the three criteria can be applied in a systematic way. The most striking finding is that there are a large number of collocations meeting the first two criteria and a large number of these would qualify for inclusion in the most frequent 2,000 words of English, if no distinction was made between single words and collocations. There are nine major findings in this study - 1) there is a very large number of grammatically well-formed high frequency collocations, 2) collocations occur in spoken language much more frequently than they occur in written language, 3) the more frequent the pivot word, the greater the number of collocates, 4) a small number of pivot words account for a very large proportion of the tokens of collocations, 5) adjectives tend to have more collocates than other content words, 6) the shorter the collocation, the greater the frequency, 7) content word plus content word collocations outnumber other patterns of content word collocations, 8) there are more collocates on the left than collocates on the right, but this difference is not striking, 9) a third of the 500 most frequent collocations of English did not have word for word equivalents in Korean (L1). A balanced approach is needed for the teaching and learning of collocations, employing opportunities for both deliberate and incidental learning, and giving appropriate attention in each of the four skills of listening, speaking, reading and writing.</p>

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

scholarly journals Needs Analysis on the Improvement of English for Informatics Courses Based on the Perception of Non-English Teachers of State Polytechnic of Malang

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Atiqah Nurul Asri ◽  
Farida Ulfa ◽  
Satrio Binusa Suryadi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
English Language Teaching ◽  
Needs Analysis ◽  
Teaching Skills ◽  
Online Questionnaire ◽  
Teaching Preparation ◽  
It Department ◽  
Teaching Learning

The purpose of the present study was to reveal the needs analysis commissioned by the Information Technology Department regarding the non-English teachers’ perceptions on the teaching and learning practices of the English language in the department. The study employed an online questionnaire and interview to 23 IT teachers. The questionnaire covered  the five categories, namely English Language Teaching at IT Department, Language Skills and Components, Teaching Learning Activities, Teaching Skills, IT related topics should be included and Assessments. It used Likert Scale ranging from 1-4 showing disagree to really agree. In addition, the interview utilized a prompt designed beforehand to get the necessary advice to formulate appropriate English language materials for IT students. The results revealed that the teachers needed a more efficient course design and development covering the design of the course syllabus, the creation of activities and materials, and the evaluation of learner progress. They are expected to provide insights as the basis for the improvement both on the teaching preparation and practices

scholarly journals Analysis on the Influence of The Epidemic on Teaching-Learning Process in Palghar Area

2021 ◽  
Vol 13 (SUP 1) ◽  
pp. 53-56
Author(s):  
Juita Tushar Raut ◽  
Vikram Patil
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Online Courses ◽  
The Novel ◽  
The Stability ◽  
Teaching Learning ◽  
The Right ◽  
The Impact ◽  
Back To Work

The unexpected outburst of the novel COVID-19, carried a lot of damage to whole world. To contain the epidemic, people had to stay where they were. They could not go back to work places or to school or colleges. The offline courses were due to many reasons infeasible, what brought unexpected changes to education. Aside from efforts to solve this co19 problem, the state must continue to maintain the stability and sustainability of the learning process that is the right of all citizens. India experienced the same thing. The online courses, learning process came into the picture. The influence focusses on the teaching and learning-effect, the transformation of the teaching forms. This paper mainly focussed on the impact of online-learning process on the parents. This research aims to determine how parents and their children feel about online education and also learn about their experiences.

scholarly journals Preliminary Exploration of Professional Development Instrument for Lecturers in Malaysia

2020 ◽  
Vol 7 (2) ◽  
pp. 81-91
Author(s):  
Ahmad Faizuddin ◽  
Tajulashikin Jumahat ◽  
Mohamad Sahari Nordin
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Training And Development ◽  
Higher Learning ◽  
Evaluation Framework ◽  
Learning Behaviour ◽  
Knowledge Enhancement ◽  
Learning Programs ◽  
Teaching Learning ◽  
The Right

Professional development is crucial for organization’s success to improve teaching-learning programs at higher learning education institutions. Many countries have developed various programs for lecturer training and development. However, there are barriers preventing them from taking the opportunities, especially finding the right time and the appropriate programs. This study explored the construct of lecturers’ professional development in teaching and learning after attending various trainings and workshops. The main objective of this study is to identify the underlying factor of the instrument based on Kirkpatrick’s Four Level Evaluation Framework namely reaction, learning, behaviour, and results. Using an 18-item instrument developed for an explorative inquiry, the present study measured and analysed responses from 100 higher education lecturers from randomly selected Public Higher Learning Institution, Private Higher Learning Institution, and Malaysia Technical University Network. Applying Exploratory Factor Analysis (EFA) to identify the underlying dimensions of the instrument, this study suggested that lecturer’s professional development in teaching and learning is a one-dimension construct consisting of integrated dimensions of knowledge enhancement, knowledge relevancy, skills improvement, and skills practice.

scholarly journals POR QUE OS PROFESSORES DE FILOSOFIA DEVERIAM ENSINAR O DIREITO À IGUALDADE NA SALA DE AULA?

2018 ◽  
Vol 4 (13) ◽  
pp. 198
Author(s):  
Leonardo Mendes Bezerra ◽  
Marcos Nicolau Santos da Silva
Keyword(s):  
High School ◽  
Content Analysis ◽  
Learning Process ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
Fundamental Rights ◽  
Legal Issues ◽  
The Social ◽  
Teaching Learning ◽  
The Right

WHY SHOULD PHILOSOPHY TEACHERS TEACH THE RIGHT TO EQUALITY IN THE CLASSROOM?¿POR QUÉ LOS PROFESORES DE FILOSOFÍA DEBERÍAN ENSEÑAR EL DERECHO A LA IGUALDAD EN LA SALA DE CLASE?O artigo trata a respeito da possibilidade de trabalhar, com estudantes do ensino médio, um dos principais direitos fundamentais do homem, o direito à igualdade, arrolado no art. 5º da Constituição Federal de 1988. Símbolo da democracia, esse direito consiste formalmente em tratar de maneira igual os iguais, desigual os desiguais, ciente de que a desigualdade do tratamento aumenta na proporção em que as pessoas se desigualam entre si. Diante disso, realizou-se uma pesquisa por meio da qual se reuniram professores de Filosofia com o escopo de apresentar métodos com que pode ser trabalhado o tema em questão. Metodologicamente, partindo de uma fundamentação em estudos teóricos, utilizou-se a análise de conteúdo como forma de sintetizar as principais categorias discutidas e promover contribuições para uma aplicabilidade da temática no processo de ensino e aprendizagem. Os resultados apontaram a necessidade de trabalhar com questões legais nas aulas de Filosofia no ensino médio como forma de esclarecer os alunos acerca da importância social e pessoal do direito à igualdade entre as pessoas e ampliar as reflexões sobre a realidade que o cerca.Palavras-chave: Igualdade; Metodologia de Ensino-Aprendizagem; Filosofia.ABSTRACTThe article deals with the possibility of working with students of high school, one of the main fundamental rights of man, the right to equality, listed in art. The symbol of democracy, this right consists formally of treating equals equally, unequal and unequal, aware that inequality of treatment increases in the proportion in which people are unequal to each other. Faced with this, a research was carried out whereby Philosophy teachers met with the purpose of presenting methods with which the theme in question could be worked out. Methodologically, based on a theoretical basis, content analysis was used as a way to synthesize the main categories discussed and to promote contributions to an applicability of the theme in the teaching and learning process. The results pointed out the need to work with legal issues in Philosophy classes in high school as a way to clarify the students about the social and personal importance of the right to equality between people and to broaden the reflections about the reality that surrounds it.Keywords: Equality; Teaching-Learning Methodology; Philosophy.RESUMENEl artículo trata de la posibilidad de trabajar, con los estudiantes de secundaria, uno de los principales derechos fundamentales del hombre, el derecho a la igualdad, arrollado en el artículo 5º de la Constitución Federal de 1988. Símbolo de la democracia, este derecho consiste formalmente en tratar equitativamente a las personas iguales, y desigual a las desiguales, conscientes de que la desigualdad del tratamiento aumenta en proporción a la que las personas son diferentes entre sí. En vista de ello, se realizó una encuesta mediante la cual se reunieron profesores de filosofía con el alcance de la presentación de métodos con los que se puede trabajar el tema en cuestión. Metodológicamente, basándose en una lógica en los estudios teóricos, se utilizó el análisis del contenido como forma de sintetizar las principales categorías discutidas y promover contribuciones a una aplicabilidad de la temática en el proceso de enseñanza y aprendizaje. Los resultados señalaron la necesidad de trabajar con cuestiones jurídicas en las clases de filosofía en la escuela secundaria como una manera de clarificar a los estudiantes sobre la importancia social y personal del derecho a la igualdad entre las personas y ampliar las reflexiones acerca de su realidad.Palabras clave: Igualdad; Metodología de Enseñanza-Aprendizaje; Filosofía.

scholarly journals TRANSLATION AS A METHOD IN TEACHING ESP: AN INDUCTIVE THEMATIC ANALYSIS OF LITERATURE

2019 ◽  
pp. 513
Author(s):  
Viktorija Mažeikienė
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Method ◽  
Listening Skills ◽  
Academic Publications ◽  
Learner Profile ◽  
Teaching Learning ◽  
Analytic Skills ◽  
Inductive Thematic Analysis

Using translation in ESP teaching and learning is an important issue but it has been very scarcely researched so far because of the negative connotations with the grammar-translation method. But since the last decade of the 20th century, revival of interest in the use of translation and use of L1 in foreign language teaching has been noticeable. Therefore, the main aim of this paper is to analyse academic publications on the use of translation (and L1) in the ESP teaching and learning in order to see what aspects are raised by researchers and practitioners as regards the efficiency of translation as a teaching method in ESP classes in higher education. The objectives of this paper are: (1) to see what important and telling themes are evident in the selected academic publications, and (2) to analyse the attitudes of the authors of the papers towards using translation as a supplementary teaching method in teaching/learning ESP. For this paper, inductive thematic analysis has been chosen as a useful qualitative analytic method (Brown and Clarke 2006). The data corpus for this paper (14 quality papers) has been collected by conducting a systematic literature search of two academic online databases: EBSCO Academic Search Complete and Web of Science. Initially, emerging themes have been grouped under two headings – learner needs and teaching practices – and elaborated further on as specific themes: defining learner profile, course design, translation as a communicative activity, focusing on accuracy, facilitating understanding, defining specific tasks, consolidating particular skills, balancing the amount of translation in the ESP classroom. The inductive thematic analysis of the academic publications done for this paper shows that translation-based activities are useful for the ESP learner and that translation is an efficient ESP teaching and learning method if the amount of translation done is well-balanced, activities are well-planned and the learner profile and needs in each specific course well-analysed. Translation activities consolidate reading, writing, speaking and listening skills of the ESP learners, facilitate communication and comprehension of a specific field, develop analytic skills and teach to focus on accuracy.

scholarly journals Transformation of Knowledge in Teaching Learning Environment Adoption of Innovative Methodology in Teaching Software Engineering

2017 ◽  
pp. 22-28
Author(s):  
P. Sridhar Acharya ◽  
P. S. Aithal
Keyword(s):  
Software Engineering ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
Smart Learning ◽  
The Subject ◽  
Available Technology ◽  
Teaching Learning ◽  
The Right ◽  
Effective Use ◽  
And Control

Teaching is a noble profession which requires special skills for the transformation of knowledge from teaching domain to the learning domain. This profession requires deep knowledge, dedication in teaching, encouragement, and control over the activities of the learning domain, providing the knowledge to the learning domain, teaching the discipline ,behavior and smart skills as out of box teaching subjects. The teacher has to continuously upgrade himself in discharging the knowledge because whatever he has learned in his learning domain might be outdated. The Knowledge is always updating and it is the responsibility of all the teachers to update their knowledge so that they can effectively transform the same to the learning domain. The knowledge transformation in technical subject needs a rather different methodology than the traditional classroom based teaching. The subject like Software Engineering needs a different method of teaching than the traditional classroom based teaching. In this subject the learning domain should be active in looking into the various aspects of the software development. In this subject, the traditional classroom based teaching does not transform the knowledge to the learning domain because the learning domain cannot follow the subject since the domain does not have any idea about the subject. This paper explains the need for active teaching in software engineering where in the learning domain has to be active than the teaching domain. The teaching domain has to concentrate on various concepts which are supposed to be given to the learning domain and guide the learning domain how to get the knowledge, effective use of the available technology and its adoption at the right place. The objective of this paper is how to convert the learning domain into smart learning domain. This paper strongly recommends the case study based teaching and learning practice than the traditional unidirectional classroom teaching.

Coming To Know Caring: A Teaching-Learning Journey

1998 ◽  
Vol 2 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Mary Me Lebold, ◽  
Margaret Re Douglas,
Keyword(s):  
Teaching Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Journey ◽  
Caring Communities ◽  
Nursing Courses ◽  
Teaching Learning ◽  
Patterns Of Knowing ◽  
Graduate Nursing ◽  
Coming To Know

Caring is at the center of nursing. Nevertheless, nurses seek to learn more about the meanings and common practices of caring as well as how to teach and enhance these practices. This article describes undergraduate and graduate nursing courses in caring that the authors developed and taught for more than eight years. Course foundations, organizational themes, structural patterns, and teaching strategies are presented. A phenomenological worldview that is consistent with Diekelmann’s “Concernful Practices of Teaching and Learning” undergirds course design. Emphasis is given to personal, aesthetic, ethical, and spiritual patterns of knowing and being, although empirical patterns are included. The structure of the courses focuses sequentially on care of self, care of others, and the creation of caring communities. Each class session is organized to include opportunities for reflection, lecture, discussion, and experiential exercises. Various expressions and interpretations of caring such as story, play, meditation, music, literature, and other art forms are used as teaching strategies. Journal writing is done regularly to encourage the habit of reflective practice.

Assessing the use of sophisticated EFL writing

2013 ◽  
Vol 2 (1) ◽  
pp. 16-27 ◽  
Author(s):  
Pieter de Haan ◽  
Monique van der Haagen
Keyword(s):  
Academic Writing ◽  
Language Production ◽  
Written Language ◽  
Writing Quality ◽  
Efl Writing ◽  
Spoken English ◽  
Efl Students ◽  
English Speaking ◽  
The Right ◽  
Development Of Students

Even very advanced EFL writing tends to be less sophisticated than native writing. One of the problems seems to be finding the right collocations and the correct register. The aim of this article is to pinpoint what characterizes the development in very advanced Dutch EFL students’ written language production. We discuss the development of students’ ability to use appropriate intensifiers. Compared to their native English speaking contemporaries, the Dutch students initially tend to use intensifiers that are found typically in spoken English, such as really and a bit, but they gradually replace them by modifiers more suitable to academic writing. It is argued that the use of appropriate intensifiers can be seen to be a measure of advancedness and hence be used as a criterion in the assessment of advanced EFL writing quality.

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