Problem-solving in the Translating Processes of Japanese ESL Learners

1997 ◽  
Vol 53 (3) ◽  
pp. 491-505 ◽  
Author(s):  
Kozue Uzawa
Keyword(s):  
Problem Solving ◽  
Esl Learners

scholarly journals Language and Context in Mathematical Problem Solving: A Threat to Students’ Performance and Assessment

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 252-263
Author(s):  
Dr. Muhammad Ilyas Mahmood ◽  
Mobashra Mobeen ◽  
Sajid Abbas
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
First Language ◽  
Learning Performance ◽  
Mathematical Problem Solving ◽  
Knowing That ◽  
Low Levels ◽  
Esl Learners

The study recognizes that word problems are the necessary part and a key component of mathematics education. Knowing that mathematics, language as a means, and the situation context are never separable, the study was designed to identify the effect of language (L1, L2) and the context on problem solving in mathematics for 2nd, 3rd, and 4th grader English as a second language (ESL) learners. For this, four achievement tests with possible variations of language and context were utilized as instrument to investigate three research questions. 867 students from three existing scenarios of school mathematics learning in Pakistan participated in the study. The data were analyzed through SPSS utilizing both descriptive as well as inferential methods. The results revealed that language and context have significant effect on problem solving. The study exposed that mathematical problem-solving assessments cannot be called valid if the factors of language and context are not taken into consideration. Learners’ first language was strongly recommended for teaching mathematics at low levels. This study will uniquely contribute to understanding and determining the due role of language in mathematics learning, performance, and assessments in all educational contexts.

scholarly journals Reading Metacognitive Strategies Employed by ESL Learners

2018 ◽  
Vol 12 (3) ◽  
pp. 61
Author(s):  
Noor Zainab Abdul Razak ◽  
Nur Ashikinbinti Abdul Gani ◽  
Nur Hazirah Che Ithnin
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Strategies ◽  
Quantitative Research ◽  
English Language ◽  
English Proficiency ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Metacognitive Reading Strategies ◽  
Esl Learners

This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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