A Study on Teachers and Learners’s Perception about Advanced Level Writing Question in TOPIK

2018 ◽  
Vol 8 (2) ◽  
pp. 186-207
Author(s):  
Seong Heon Jeong
Keyword(s):  
Advanced Level

Advances In Asthma Care

2003 ◽  
Vol 1 (1) ◽  
pp. 87-90 ◽  
Author(s):  
Chris Garvey
Keyword(s):  
Healthcare Costs ◽  
Professional Organizations ◽  
Current Status ◽  
Asthma Care ◽  
Advanced Level ◽  
Clinical Criteria ◽  
Asthma Knowledge ◽  
The Past ◽  
The Us ◽  
Examination Process

Asthma rates in the US have risen during the past 25 years, as have asthma-related morbidity and healthcare costs. Professional organizations involved in asthma care have identified the need to assure that an advanced level of asthma knowledge and skill is available to patients with asthma, their families, and insurers. This need led to development of the certification for asthma educators. The Certified Asthma Educator (AE-C) must meet specific clinical criteria and pass a standardized examination designed to evaluate knowledge and skill for providing competent asthma education and coordination. The development and current status of the Certified Asthma Educator examination process and content are discussed, as are goals of the certification

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

scholarly journals Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

2017 ◽  
Vol 11 (1) ◽  
pp. 33
Author(s):  
Grace Hui Chin Lin ◽  
Patricia J. Larke ◽  
Douglas S. Jarvie ◽  
Paul Shih Chieh Chien
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Advanced Level ◽  
English Writing ◽  
Emotional Factors ◽  
Writing Course ◽  
English Majors ◽  
Key Issues ◽  
Southern Taiwan ◽  
Time Restriction

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors’ advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced “anxiety” (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

71 Developing A Portfolio for Advanced Practitioners Working with Older People

2021 ◽  
Vol 50 (Supplement_1) ◽  
pp. i12-i42
Author(s):  
L MacDiarmid
Keyword(s):  
Action Research ◽  
Older People ◽  
Nurse Practitioners ◽  
Professional Competence ◽  
Written Feedback ◽  
Advanced Practice ◽  
Participatory Action ◽  
Advanced Level ◽  
Team Members ◽  
Acute Trust

Abstract Introduction Advanced Nurse Practitioners (ANP’s) have a professional responsibility to ensure that they maintain professional competence (Whiteing, N. in Hinchcliffe and Rogers Eds pp192–219, 2008). The aim of the portfolio is to assist ANP’s in developing evidence demonstrating continued advanced level practice. At the time of the study, there was a dearth of evidence relating to competencies for qualified ANP’s, working with older people. The aim was to move away from the traditional confines of “nurse does this, doctor does this”, and to embrace the concept of developing skills to meet the clinical demands of service provision for our older people. Methods Participatory action research methodology was adopted—using the Review, Plan and act cycle (Edwards and Talbot, p63 1999; Holloway & Wheeler p155–156, 1996). Review A literature search and review of competencies relating to advanced practice and older people was undertaken. Plan A portfolio of knowledge and skills was collated utilising the information from the review. A matrix was created incorporating four Pillars of Advanced Practice (SGHD 2008), the Nursing and Midwifery Code (NMC, 2015) and modified competencies for Joint Royal Colleges of Physicians Training Board Geriatric curriculum (JRCPTB), (2010, amended 2013 and 2015). The portfolio was sent out to existing team members, and local Consultant Geriatricians based in the Acute Trust and local University for comment and amendments were made. Act The portfolio was used by staff as a trial and evaluated. Written feedback was obtained through questionnaires. Results The portfolio was well evaluated by staff using it, including recommendations for improvement. Portfolio has been shared at national groups and via social media and has been well received. Conclusions An Advanced Practice Portfolio of capabilities is being used, based on action research cycles, enhancing the level of care received by older people.

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