scholarly journals Fluency: an aim in teaching and a criterion in assessment

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Aud Marit Simensen
Keyword(s):  
Present Article ◽  
School System ◽  
Language Use ◽  
Current Method ◽  
Cognitive Skill ◽  
Historical Overview ◽  
Assessment Criterion ◽  
Classroom Activities ◽  
Teaching Objectives ◽  
Over Time

This article investigates the concept ‘fluency’ from different perspectives. When fluency is an aim in teaching, a thorough comprehension of the concept among teachers is a prerequisite for appropriate planning of instruction, including the choice of appropriate classroom activities. When fluency is an assessment criterion, it is even more important that examiners have a shared perception of the concept. The present article starts by presenting common perceptions of the concept and goes on to explore some of the current research. Next, it provides a historical overview of the place of fluency in teaching theory and explains some of the preconditions for the inclusion of this concept among teaching objectives and assessment criteria. It will also, as an illustration, give an outline of the position of the concept over time in the Norwegian school system on the basis of an analysis of the relevant syllabuses. Finally, the article explicates the notion of language use as a complex cognitive skill and explores current method¬ological ideas about teaching towards fluency.

The Shifting Sub-Text of Japanese Gendered Language

2020 ◽  
Author(s):  
Mary Goebel Noguchi ◽  
Keyword(s):  
Older Women ◽  
Gender Equality ◽  
School System ◽  
Language Use ◽  
Japanese Society ◽  
Gender Issues ◽  
Teachers Union ◽  
Legal Code ◽  
The Past ◽  
Over Time

Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

scholarly journals An Analysis of an EFL Teachers' Guide: A Case Study

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Ahmad Nazari
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Language Policies ◽  
Policy Documents ◽  
Classroom Activities ◽  
Teaching Objectives ◽  
Efl Teachers

This paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.

scholarly journals BAILE COMO EXPRESIÓN DE FEMINEIDAD Y EROTISMO EN FEDERICO GARCÍA LORCA

2018 ◽  
Vol 5 ◽  
pp. 129
Author(s):  
Miriam Yvonn Márquez Barragán
Keyword(s):  
Present Article ◽  
Female Body ◽  
Social Stigma ◽  
Moral Values ◽  
Moral Conflict ◽  
Religious Values ◽  
Federico Garcia Lorca ◽  
Female Characters ◽  
Palabras Clave ◽  
Over Time

Resumen: El baile a lo largo del tiempo ha sido visto como una actividad peligrosa para los valores morales y religiosos. El cuerpo de la mujer ha sido visto como un medio para excitar el pecado. La obra dramática de Federico García Lorca logra capturar el conflicto moral y las implicaciones sexuales del baile con personajes femeninos que luchan entre el deseo y sus  instintos. En el presente trabajo, analizo algunos de los valores sociales y morales del baile en el teatro de Lorca. Palabras clave: Federico García Lorca, Danza, trangresión, cuerpo, estigma social. Abstract: Dance over time has been perceived as an activity threatening certain moral and religious values. The female body is the expressive instrument in dancing, as a mean to incite sinful behavior. The dramatic work of Federico García Lorca capture the moral conflict and the sexual implications of the dance with female characters who struggle between desire and their instincts. In the present article, I review some of the negative social and moral values present in dancing, in Lorca’s view.Key words: Federico Garcia-Lorca, dance, transgression, body, social stigma.

scholarly journals Hungarian Dialectology. From the Beginnings until the Division of Hungary (1920)

2020 ◽  
Vol 12 (3) ◽  
pp. 138-154
Author(s):  
Csaba Attila Both
Keyword(s):  
Present Article ◽  
Research Area ◽  
Carpathian Basin ◽  
Historical Overview ◽  
Historical Events ◽  
Research History ◽  
History Of ◽  
Different Parts

AbstractDialect islands in Hungarian dialectology have been a marginalized segment of research. Although the very first observations on different Hungarian dialects appeared in the 17th century, a systematic and detailed monographic description of Hungarian dialect islands in the Carpathian Basin has not been published yet. As we can conclude, several important historical events happened, institutions and researchers emerged. All of them had a significant impact on this research area, and based on their emergence the research history of Hungarian dialect islands can be divided into different periods. With regard to the research history of Hungarian dialect islands in Romania, a research was conducted in 2019. The results showed that the research history of these islands cannot be understood without an adequate global image of the history of the Hungarian dialectology. Thus, the present article gives a general historical overview of the research on Hungarian dialects from the beginnings up until 1920, when, following the Treaty of Trianon, the Hungarian nation was divided into five different parts.

scholarly journals Język domostwem bycia — o funkcjonalnym nauczaniu polszczyzny w podręcznikach dla nauczycieli Tadeusza Czapczyńskiego

2018 ◽  
Vol 16 ◽  
pp. 9-28
Author(s):  
Małgorzata Gajak-Toczek
Keyword(s):  
Nineteenth Century ◽  
Secondary School ◽  
Language Use ◽  
Everyday Language ◽  
Classroom Activities ◽  
Primary And Secondary School

The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-century verbalism, placing the student in a new role: researcher and explorer. This Polish teacher was advocating for the training of correct and proficient skills in speech and writing, and thus subjected practical purposes to classroom activities. In place of memorizing the norms and rules he introduced exercises in everyday language use.

Reconceptualizing Learning Designs in Higher Education

2015 ◽  
pp. 220-237
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

Reconceptualizing Learning Designs in Higher Education

2018 ◽  
pp. 319-337
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

Music and Story

2019 ◽  
pp. 187-212
Author(s):  
Rena Upitis
Keyword(s):  
Developmental Perspective ◽  
Classroom Learning ◽  
Classroom Activities ◽  
Musical Elements ◽  
Over Time

This chapter describes the links between music and story, mirroring chapter 3, which investigated connections between music and movement. Daily classroom activities are presented and analyzed. A key focus is the ways in which a major performance can complement and extend classroom learning. In addition, this chapter explores the phenomenon of monotone singing, describing one child’s way of learning to sing, and brings into question the ways in which some musical elements are privileged over others. The crux of the story is that the child described in this chapter sang in a monotone voicing while, at the same time, reproducing the rhythmic patterns of songs perfectly. Over time, the pitches were shaped, by the child himself, into melody. Possible reasons for this emerging ability to sing pitches in a melodic way are discussed from a developmental perspective.

scholarly journals An Emotional Roller Coaster: Electrophysiological Evidence of Emotional Engagement during a Roller-Coaster Ride with Virtual Reality Add-On

2020 ◽  
pp. 109634802094443
Author(s):  
Marcel Bastiaansen ◽  
Monique Oosterholt ◽  
Ondrej Mitas ◽  
Danny Han ◽  
Xander Lub
Keyword(s):  
Time Series ◽  
Virtual Reality ◽  
Present Article ◽  
Skin Conductance ◽  
Experimental Psychology ◽  
Emotional Engagement ◽  
Roller Coaster ◽  
Skin Conductance Responses ◽  
Tourism Experience ◽  
Over Time

Emotions are crucial ingredients of meaningful and memorable tourism experiences. Research methods borrowed from experimental psychology are prime candidates for quantifying emotions while experiences are unfolding. The present article empirically evaluates the methodological feasibility and usefulness of ambulatory recordings of skin conductance responses (SCRs) during a tourism experience. We recorded SCRs in participants while they experienced a roller-coaster ride with or without a virtual reality (VR) headset. Ride elements were identified that related to physical aspects (such as accelerations and braking), to events in the VR environment, and to the physical theming of the roller coaster. VR rides were evaluated more positively than normal rides. SCR time series were meaningfully related to the different ride elements. SCR signals did not significantly predict overall evaluations of the ride. We conclude that psychophysiological measurements are a new avenue for understanding how hospitality, tourism and leisure experiences dynamically develop over time.

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