scholarly journals Wat typeert een begrijpelijke alinea? : Een reconstructie van alineanormen voor het voortgezet onderwijs

2020 ◽  
Vol 42 (1) ◽  
pp. 3-30
Author(s):  
Astrid van Winden ◽  
Ton van Haaften ◽  
Ninke Stukker
Keyword(s):  
Discourse Analysis ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
First Language ◽  
Level Of Detail ◽  
Practical Approach ◽  
School Students ◽  
Research Outcomes ◽  
Language Norms

Abstract Secondary school students have to learn how to write comprehensible paragraphs as part of a text. But to this very day it is not clear to these students and their teachers what exactly the standards, the language norms, are for a comprehensible paragraph. The study summarised here presents a reconstruction of language norms for a paragraph in Dutch and legitimises these on the basis of theoretical and empirical research outcomes in Linguistics and Discourse Analysis. An analysis of 29 Dutch professional advisory books shows that paragraphs are seen as important textual elements. Although advisory books differ considerably with respect to the level of detail in which paragraph norms are discussed, they converge on the nature of those norms. Textbooks used in the teaching of Dutch as a first language, however, witness a striking diversity with respect to the paragraph norms they mention. The current study contributes to the development of a theoretically grounded and practical approach that helps teachers train their students in writing adequate paragraphs.

scholarly journals The Level of Accuracy and Grammatical Complexity in Written Texts by Chinese Students

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Ling Yu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
First Language ◽  
Negative Influence ◽  
Language Family ◽  
School Students ◽  
Subordinate Clauses ◽  
Upper Secondary ◽  
Grammatical Complexity ◽  
L1 And L2

The influence of the first language (L1) on the acquisition of a second language (L2) is inevitable. In addition, when L1 and L2 do not belong to the same language family, a negative influence, i.e., an interference, will occur. The current study aims to investigate the level of accuracy and grammar complexity in texts written by Chinese upper secondary school students from the perspective of language transfer. It involves an analysis of a small corpus comprising 54 texts with the use of the terminable unit (T-unit) measure. The finding shows that the Chinese writers produced a text with only a few error-free T-units largely due to the syntactical transfer from Chinese to English. With regard to grammatical complexity, subordinate clauses are frequent in the corpus but relative clauses are rare.

Moving beyond the Crises in Secondary Physical Education: An Australian Initiative

1997 ◽  
Vol 16 (2) ◽  
pp. 155-175 ◽  
Author(s):  
Doune Macdonald ◽  
Ross Brooker
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
Recent Literature ◽  
The Other ◽  
School Students ◽  
Australian Context

Recent literature suggests that secondary school physical education is in crisis due to uncertainties about focus, status, and accountability. After providing some background discussion to the crises, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed. Drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted. The paper concludes with proposals that the movement-centered conceptualization of physical education in the trial approach offers a defensible physical education for secondary school students.

scholarly journals “Where are you from?” Adolescent formulations of place identity

2020 ◽  
Vol 11 (1) ◽  
pp. 27-53
Author(s):  
Donna Starks ◽  
Kerry Taylor-Leech
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
High Mobility ◽  
Place Identity ◽  
School Students ◽  
Critical Awareness ◽  
Starting Point ◽  
The Social

AbstractIn globalized times, high mobility has complicated the meanings of allegiance to place, creating a need for a critical awareness of place identity. Although place identity has made important contributions to the social sciences, there is little empirical research on how it can be operationalized, or critically interrogated. In response to this need, we analyzed ways that Australian secondary school students responded to the question, “If someone asks you ‘Where are you from?’ how do you answer this question and why?”, and created a basic typology of place formulations to serve as a starting point for interpreting notions of place identity in research, professional and educational settings.

Analysis of Errors Made by First Year Secondary School Students in Writing English Sentences: A Case Study of Libyan EFL Students

2018 ◽  
Vol 10 (6) ◽  
pp. 206
Author(s):  
Mohamed Farhat Mehdi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
First Language ◽  
First Year ◽  
School Students ◽  
Writing Difficulties ◽  
Efl Students ◽  
Writing Errors ◽  
Verb Tense

The aim of this study is to identify, classify and explain the reasons behind the written errors and difficulties encountered by First Year Secondary School Students, Al-Jufra Region, Libya. A random sample of students and teachers is selected. The sample is thirty students and ten  teachers. The data is collected through three tools: written task by students and two questionnaires; one for the teachers and one for the students. The data is analyzed by using a descriptive method. The findings reveal that First Year Secondary School Students encounter difficulties in writing English sentences including verb tense and form, subject verb agreement, word order, prepositions, articles, plurality and auxiliaries. It is also revealed that students are not motivated enough to engage into written activities. These writing errors are mainly due to first language (L1) interference. The study concludes with some recommendations that will help First Year Secondary School Students to minimize their writing difficulties. 

scholarly journals Infographic of Indonesian Food History in Reading Classes: Focusing on Students’ Perspectives and Reading Enactment

2020 ◽  
Vol 4 (1) ◽  
pp. 29-38
Author(s):  
Ari Ambarwati ◽  
Sri Wahyuni ◽  
Susi Darihastining
Keyword(s):  
Secondary School ◽  
Empirical Research ◽  
Knowledge Construction ◽  
Secondary School Students ◽  
Classroom Practices ◽  
Reading Motivation ◽  
Likert Scale ◽  
Food History ◽  
School Students

Anchored by scant empirical research on the use of infographics of Indonesian food history in reading classes, this study seeks to explore how students as learning actors perceive this infographic learning enactment and to what extent their reading motivation evolves. To obtain data, seventy-five Indonesian secondary school students were recruited to respond to a Likert-scale questionnaire. Their answers were analyzed in percentages. Besides, ten of the participants were invited for brief interviews. Findings suggest that the students held positive perceptions of the use of infographics in their reading classes. Besides, their reading motivation rises through their knowledge construction on the diversity of food in Indonesia. This study offers pedagogical implications for classroom practices.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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