scholarly journals WEB-BASED RESOURCES AND WEB SEARCHING SKILLS FOR TRANSLATORS WITH A SPECIFIC FOCUS ON THE POLISH-ENGLISH LANGUAGE PAIR

2020 ◽  
Vol 7 ◽  
pp. 167-212
Author(s):  
Urszula Paradowska
Keyword(s):  
Longitudinal Study ◽  
Conceptual Framework ◽  
English Language ◽  
Theoretical Background ◽  
Modern Technology ◽  
Web Searching ◽  
Web Based ◽  
Searching Skills ◽  
Competence Models ◽  
Language Pair

In the modern technology-driven translation market, using the available tools and resources seems to be more of a requirement than an option. This view is shared by translation scholars, who incorporate information competence in their translation competence models, translation educators and students, and professional translators. The theoretical background of the paper is based on the conceptual framework used by the author is her longitudinal study into the development of information competence in undergraduate translation students. The paper contains a collection of web-based resources for translators and shows the ways in which they can develop their web searching skills. Keywords: information competence, translator training, web-based resources, web searching.

scholarly journals Podcast Applications in Pre-service Language Teacher Education from a Constructivist Perspective

2018 ◽  
Vol 10 (3) ◽  
pp. 131-141
Author(s):  
Yonca Özkan ◽  
Seda Güler
Keyword(s):  
Social Constructivism ◽  
English Language ◽  
Theoretical Background ◽  
Language Teachers ◽  
Mixed Method Research ◽  
Language Teacher Education ◽  
Web Based ◽  
Personal Lives ◽  
Face To Face ◽  
English Language Teachers

This study aims to investigate the perceptions of pre-service English language teachers towards the use of podcasts. In addition, it surveys to what extent the pre-service language teachers use Web 2 tools in their academic lives as well as in their personal lives and their views on the benefits and drawbacks of podcasts. The Teaching Language Skills Course designed specifically for the third year pre-service teachers is blended with podcasting in a web-based platform. Twenty-two pre-service language teachers who take the course constitute the working group. The theoretical background of this study is based on social constructivism and a mixed method research design is used. The questionnaire and face-to-face interviews are held at the beginning and the results are compared to see if there is a significant change. Results show that participants have a positive view of podcasts in general and have a tendency to use the podcasts in their following teaching career.

Factored Statistical Machine Translation for German-English

2018 ◽  
Vol 5 (1) ◽  
pp. 37-45
Author(s):  
Darryl Yunus Sulistyan
Keyword(s):  
Machine Translation ◽  
English Language ◽  
Statistical Machine Translation ◽  
New Model ◽  
Language Pair

Machine Translation is a machine that is going to automatically translate given sentences in a language to other particular language. This paper aims to test the effectiveness of a new model of machine translation which is factored machine translation. We compare the performance of the unfactored system as our baseline compared to the factored model in terms of BLEU score. We test the model in German-English language pair using Europarl corpus. The tools we are using is called MOSES. It is freely downloadable and use. We found, however, that the unfactored model scored over 24 in BLEU and outperforms the factored model which scored below 24 in BLEU for all cases. In terms of words being translated, however, all of factored models outperforms the unfactored model.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

Determinants of the firm performance of returnee entrepreneurs in Somalia: the effects of external environmental conditions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed-Abdullahi Mohamed ◽  
Asmat-Nizam Abdul-Talib ◽  
AfifahAlwani Ramlee
Keyword(s):  
Firm Performance ◽  
Conceptual Framework ◽  
Empirical Studies ◽  
Theoretical Background ◽  
Future Research ◽  
African Countries ◽  
Content Type ◽  
Somali Diaspora ◽  
Post Conflict ◽  
Perceived Environmental Uncertainty

Purpose This study aims to examine the role of returning Somali diaspora entrepreneurs on firm performance and their perceived environmental obstacles. Design/methodology/approach The paper draws on a broad literature review and covers a theoretical background to develop a research framework. It presents several propositions to be empirically tested to determine the influence of returnee entrepreneurs’ success and the challenges they face in the process. Findings The paper offers an overview of how Somali diaspora returnee entrepreneurs can use their resources to succeed in their business and the possible environmental uncertainties that could hinder them. The study highlights some under-researched areas and provides future research directions. Research limitations/implications A research investigation is needed to test the proposed conceptual framework empirically. Further research is also recommended to use other predictors when investigating the perceived environmental uncertainty faced by returnee entrepreneurs. Practical implications In the diaspora entrepreneurship literature, returnee entrepreneurs in post-conflict African countries did not get enough attention. Hence, the study will contribute theoretically to the literature. Originality/value The paper provides a conceptual framework that will help understand returnee entrepreneurs in post-conflict states in Africa, paving the way for empirical studies on the topic.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals Slovene-English Contrastive Phraseology: Lexical Collocations

2010 ◽  
Vol 7 (2) ◽  
pp. 57-73
Author(s):  
Primož Jurko
Keyword(s):  
English Language ◽  
Focal Point ◽  
Systematic Classification ◽  
Lexical Collocations ◽  
The Difference ◽  
Translation Errors ◽  
Language Pair

Phraseology is seen as one of the key elements and arguably the most productive part of any language. %e paper is focused on collocations and separates them from other phraseological units, such as idioms or compounds. Highlighting the difference between a monolingual and a bilingual (i.e. contrastive) approach to collocation, the article presents two distinct classes of collocations: grammatical and lexical. %e latter, treated contrastively, represent the focal point of the paper, since they are an unending source of translation errors to both students of translation and professional translators. %e author introduces a methodology of systematic classification of lexical collocations applied on the Slovene-English language pair and based on structural (lexical congruence) and semantic (translational predictability) criteria.

scholarly journals How far can they go? : English language learners' math course taking in high school and school practices

2021 ◽  
Author(s):  
◽  
Jeong Mi Moon
Keyword(s):  
High School ◽  
English Language Learners ◽  
Longitudinal Study ◽  
Language Learners ◽  
English Language ◽  
Student Choice ◽  
Marginalized Students ◽  
School Practices ◽  
Prior Achievement ◽  
High Level

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

scholarly journals Capturing invisible dimensions of terrorist victimisation through photography and video: Theoretical background for a research in progress in the Basque country

Temida ◽  
2015 ◽  
Vol 18 (3-4) ◽  
pp. 53-80
Author(s):  
Gema Varona
Keyword(s):  
Qualitative Research ◽  
Conceptual Framework ◽  
Basque Country ◽  
Public Policies ◽  
Traumatic Events ◽  
Memory Studies ◽  
Theoretical Background ◽  
Spanish Law

Memorialisation is experienced by victims of traumatic events as a form of justice. Victims? and society right to memory is mentioned in the Basque Law 4/2008 on recognition and protection of terrorism victims and the Spanish Law 29/2011 on recognition and integral protection of terrorism victims. Drawing from critical victimology and memory studies, this contribution aims at addressing current criticism by some victims? organizations with regard to memory public policies in this field. It particularly addresses ways of restoration through memory linked to the meaning of spaces of victimisation by examining the work of different photographers on making aspects of those victimisations visible for the contested purpose of remembering. First the conceptual framework on space, victimisation and memory is presented. Then it is related to the results of qualitative research by the Basque Institute of Criminology. At the end the micro, meso and macro aspects of local intervention proposals on restorative memory, including ethical remarks are commented.

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