scholarly journals Types and Tactics of Questioning used by a Native-speaker Teacher in Teaching Active and Passive Classes

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 6-13
Author(s):  
Emilia Gunawan
Keyword(s):  
Native Speaker ◽  
The Other ◽  
Empirical Question ◽  
Other Hand ◽  
Native Speaker Teacher ◽  
Conceptual Question ◽  
Active Class

The purposes of this study are to find out what are the types of questions and questioning tactics used by native speaker teacher of English in teaching passive and active classes and what are the tactics of questioning used related to each type of questions being used by the native speaker teacher of English in passive and active Speaking 1 classes. The theories are taken from Wragg and Brown (2001). According to Wragg and Brown (2001) there are 3 types of questioning which are conceptual question, empirical question, and value question. Other than that, there are 7 tactics of questioning which are structuring, pitching and putting clearly, directing and distributing, pausing and pacing, prompting and probing, listening to replies and responding, and sequencing (Wrag & Brown, 2001). The findings showed that the teacher of Speaking 1 used the same types of questions which are conceptual and empirical types of questions. Furthermore, tactics of questioning that the teacher used are different in active and passive classes. The teacher mostly used empirical types of questioning for both passive and active classes. In teaching passive class, the teachers mostly asked sequencing of questions as the tactics of questioning. On the other hand, in active class, the teacher mostly asked prompting and probing as the tactics of questioning. Keywords: types of questions, tactics of questioning, native speaker teacher of English

The epistemic import of aspectual constructions: the case of performatives

2018 ◽  
Vol 10 (2) ◽  
pp. 234-265 ◽  
Author(s):  
ASTRID DE WIT ◽  
FRANK BRISARD ◽  
MICHAEL MEEUWIS
Keyword(s):  
Multidimensional Scaling ◽  
Native Speaker ◽  
The Other ◽  
Progressive Aspect ◽  
Situation Type ◽  
Other Hand

abstractIn this study we chart the aspectual characteristics of performative utterances in a cross-linguistic sample of sixteen languages on the basis of native-speaker elicitations. We conclude that there is not one single aspectual type (e.g., perfectives) that is systematically reserved for performative contexts. Instead, the aspectual form of performative utterances in a given language is epistemically motivated, in the sense that the language will turn to that aspectual construction which it generally selects to refer to situations that are fully and instantly identifiable as an instance of a given situation type at the time of speaking. We use the method of Multidimensional Scaling to demonstrate this: whatever the exact value of a given aspectual marker, if it is used to mark performatives, then it also commonly features in the expression of states and habits, which have the subinterval property (they can be fully verified based on a random segment), demonstrations, and other special contexts featuring more or less predictable and therefore instantly identifiable events. On the other hand, our study shows that performative contexts do not normally feature progressive aspect, which is dedicated to the expression of events that are not fully and instantly identifiable.

Dimensions of recipe register and native speaker knowledge

Pragmatics ◽  
2019 ◽  
Vol 30 (4) ◽  
pp. 532-556
Author(s):  
Michiko Kaneyasu ◽  
Minako Kuhara
Keyword(s):  
Significant Role ◽  
Native Speaker ◽  
Social Situation ◽  
The Other ◽  
Linguistic Knowledge ◽  
Native Japanese Speakers ◽  
Other Hand ◽  
Japanese Speakers ◽  
Context Dependent

Abstract This study investigates native Japanese speakers’ context-dependent linguistic knowledge of cooking recipes. Recipes are a typical example of a register, defined as the use of language in a particular social situation for a specific purpose. Thirty participants in the present study were asked to write a recipe for curry rice (a popular dish in Japan) or an unnamed soup (shown in a photo) on a blank piece of paper without access to any resources. Most participants’ texts contained specialized vocabulary and basic procedural organization. On the other hand, few integrated the typical grammatical features of commercial recipes. It suggests that the latter details are not part of the communicative repertoires of most participants. The grammatical characteristics of commercial recipes are likely a product of careful editing, aimed for clarity and consistency. Professional editing appears to have a significant role in shaping the grammar of the written register.

scholarly journals The challenge of human rights for peace research

2017 ◽  
Vol 10 (1) ◽  
pp. 98-121 ◽  
Author(s):  
Andreas H. Hvidsten ◽  
Kjersti Skarstad
Keyword(s):  
Human Rights ◽  
Social Contract ◽  
The Other ◽  
Human Rights Law ◽  
Empirical Question ◽  
Other Hand ◽  
Peace Research ◽  
Conceptual Relation

Human rights law posits a close, almost self-evident, relation between human rights and peace. Peace researchers, however, see this relation as an unsettled empirical question. In this essay, we consider the peace researchers’ (implicit) critique of human rights law. We argue that seeing the relation between human rights and peace as an empirical question rests on a largely unexamined conceptual separation of justice and peace. Re-investigating this conceptual relation reveals two positions that have different implications for human rights and peace: (1) a ‘negative’ understanding of peace as stability, and (2) a ‘positive’ understanding of peace as a working social contract. On the negative understanding, human rights may or may not be instrumentally effective in maintaining stability, which is rightly seen as an empirical question. On the positive understanding of peace, on the other hand, human rights are potentiallyconceptuallyrelated to peace, and the relation cannot be reduced to an empirical question. We argue that (2) is a better understanding of peace – at least the kind of peace envisioned in human rights philosophy – and provides a potential bridge between human rights scholarship and peace research.

scholarly journals Dynamics and statics in onomastics

Neophilology ◽  
2021 ◽  
pp. 33-39
Author(s):  
Maria S. Dzyuba
Keyword(s):  
Time Perspective ◽  
Native Speaker ◽  
The Other ◽  
Dynamic Processes ◽  
Dynamic Nature ◽  
Cultural Preferences ◽  
Other Hand ◽  
Systemic Nature ◽  
The One

We consider static and dynamic in onomastics. We establish that, despite the fact that the synchronic and diachronic approaches to language are quite independent techniques, it must be admitted that “static”, although it may seem paradoxical, is not a synchronic, but a diachronic fact, which can be discovered when considering the language in time perspective. We justify that ergonyms serve people of adjacent generations and, on the one hand, ergonyms are supposedly stable and static, but, on the other hand, they are subject to dynamic processes. This inconsistency is the basis for the existence of egronyms and the source from development. On the material of oikodomonyms with the onymic part “anthroponyms”, reflecting the territorial variants depending on the linguistic and linguo-cultural preferences of the Tambov inhabitants, and the word “home”, the static and dynamic nature of the ergonomic category is considered. We prove that the identification of what is static and what is dynamic is possible only after the establishment of certain historical stages (boundaries) in the language. This will allow a native speaker to perceive the language as an objectively existing means of communication, and a linguist – to establish the systemic nature of the language and evaluate it retrospectively and prospectively.

scholarly journals The Application of FARS in a Native Speaker of English and EFL texts

2016 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Imam Munandar
Keyword(s):  
English Proficiency ◽  
Native Speaker ◽  
Causal Relation ◽  
Relevant Information ◽  
Cultural Background ◽  
Point Of View ◽  
The Other ◽  
Lower Degree ◽  
Argumentative Text ◽  
Other Hand

The research shows that in term of frequency of segment relation, the NS’s text shows the dominant use elaborative relation. On the other hand, EFL text predomi-nantly employs List relation which is slightly higher from Causal relation which comes in the second place. The NS text also reveals lower degree of explicitness which is indicated by low occurrence of conjunction realized in unmarked way. Hypotaxis in the NS’s text is almost equal in number as parataxis, and by comparison it has higher number of hypotactic relation compared with the EFL text. On the other hand, EFL text shows higher degree of explicitness, which is identified by higher number of conjunctions employment which is mostly realized in unmarked way. All of these features of text can be linked to the types of texts and linguistic and cultural background of the writers. The NS’s text which predominantly uses elaborative relation can be linked to the writer-responsible theory. This is where the writers have responsibility to make their text become as comprehensible as possible. Elaborative relation is purposed to advance the flow of understanding of the text by readers by providing clarification and other relevant information. Higher number of hypotactic relations can be influenced by Aristotelian argumentation which encourages writers to argue their point of view. Low explicitness in NS’s text reflects the higher English proficiency of the writers in making the text become coherent without heavily relying on conjunction. On the other hand, EFL text uses larger number of List and Causal relations which is expectedly found in an argumentative text. Its higher number of unmarked conjunction indicates the writer’s heavy reliance on conjunction in making the text coherent. The lower degree of hypotactic relation is linked to politeness strategy and keeping harmony following the Confucianism tradition of writing. Consequently, paratactic relation is tended to be used to avoid aggressiveness in presenting a point of view.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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