CommRN: Developmental & Instructional Communication (Topic)最新文献

英文中文

Role of Technical and Vocational Education in Economic Development of Nepal 技术和职业教育在尼泊尔经济发展中的作用

CommRN: Developmental & Instructional Communication (Topic)

Pub Date : 2019-12-12 DOI: 10.2139/ssrn.3502894

Nimananda Rijal

Nepal has been lagging in economic development and TEVT has been in shadow from the inception of the technical and vocational education. Education system was studied under the different historical period and the period was divided as prior to 1768, unification period of Nepal.1768-1846, this period regarded as Shah Period. 1846 to 1950 was known as 104 years of Rana regime. ‘Nepal may be treated as briefly as that of snakes in Ireland. There was known’ (Wright 1958). An armed struggle overthrown the Rana regime in 1950. NNEPC Established in 1954 and survey the main areas to intervene in the education sector. 1961-1990 king Mahindra coup democratic government and NESP was introduced.

In 1989,CTEVT established to produce mid-level human resource required for the development and deviated from its’ objectives in later stage. CTEVT have 19 constituent institutes and with affiliation body. 2006-2016, the period of secularism, federalism, and republic establishment. Total employment record 479846 up to 2015 and found 3 percent growth per year.

Three methods applied to collect data; questionnaire with subjective, objective for 385 respondents and interview for 100. 79.25 percent male and 20.75 female found in 11 different backgrounds. The quantity data analyzed by using SPSS statistical tool, percent, mean, standard deviation, t’ test, Pearson’s correlation used to measure the degree of relation.

The Major findings of the research were; the TEVT has to be independent, linked with the production, industries and farms should also be learning center, on the job training should be mandatory every year, production unit establishment and providing on training industrial experience to the student; both should be research and production oriented; Investment from the government need to be increased, well equipped polytechnics should be made; social awareness and research oriented TEVT need to be made in order to contribute in economic development , the ruler constantly were not been keen to develop TTEVT properly.

On the basis of the findings recommendations are drawn, the recommendation is to make proper policy and proper implementation and PTGC establishment for monitoring and evaluation as well as quality control in delivery, comparing the programs and make competitive TEVT program to compete in global market.

尼泊尔在经济发展方面一直落后，技术和职业教育从一开始就处于阴影之中。教育系统在不同的历史时期进行了研究，这一时期被划分为1768年之前，尼泊尔统一时期，1768-1846年，这一时期被视为沙阿时期，1846年至1950年被称为104年的拉纳政权。尼泊尔可能会像爱尔兰的蛇一样简单。这是已知的”(Wright 1958)。1950年，一场武装斗争推翻了拉纳政权。NNEPC成立于1954年，主要介入调查领域的教育部门。1961-1990年，马欣德拉国王政变，民主政府和NESP被引入。1989年，CTEVT成立的目的是培养发展所需的中级人力资源，但在后期偏离了其目标。现有19个组成学院和隶属机构。2006-2016年是世俗主义、联邦制和共和国建立的时期。截至2015年，总就业人数达到479846人，并以每年3%的速度增长。收集数据的三种方法;主观问卷，客观问卷385人，访谈问卷100人。79.25%的男性和20.75%的女性来自11个不同的背景。数据量分析采用SPSS统计工具，采用百分比、均值、标准差、t检验、Pearson相关来衡量相关程度。研究的主要发现有:TEVT必须是独立的，与生产相联系的，工业和农场也应该是学习中心，每年的在职培训应该是强制性的，生产单位建立并向学生提供培训行业经验;两者都应以研究和生产为导向;政府需要加大投资，建立装备精良的理工学院;为了促进经济发展，需要提高社会对教育技术的认识和研究导向，而统治者一直不热衷于正确发展教育技术。在此基础上提出建议，建议制定适当的政策，适当的实施和PTGC的建立，以监测和评估以及交付过程中的质量控制，比较方案，制定有竞争力的TEVT方案，以在全球市场上竞争。

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引用次数: 1

Analysis of Lexical and Cohesive Ties Usage in Undergraduate Students’ Writing by Applying Task-Based Language Learning Methodology 运用任务型语言学习方法分析大学生写作中词汇和衔接的使用

CommRN: Developmental & Instructional Communication (Topic)

Pub Date : 1900-01-01 DOI: 10.2139/ssrn.3581333

Mufleh Salem M. Alqahtani, Kesavan Vadakalur Elumalai

The present scenario fact that the English is a language of modern technological and scientific developments, text is a primary tool for students to gain the knowledge in writing skills. However, most male Saudi students show minimum efficient in L2 writing skill and do not have sufficient competence for writing the authentic English passages. To enhance this various study were undergone to cope up the gap between the student’s use of lexical and cohesive ties by applying task-oriented teaching. However, the immediate need to fill the gap, the researchers made pioneer study on this filed. The present study investigates analysis of lexical and cohesive ties usage in undergraduate students’ writing by applying task-based language learning methodology. The study was performed by thirty-five students from an advanced ESL Reading class at King Saud University, Arts College in Riyadh for 15 weeks. This study has been investigated by Four English passages including behavioral psychology, scientific and two general passages throughout the semester respectively. The analysis of the obtained data proved that the students’ language abilities in grammar and vocabulary significantly improved especially in the discourse analysis passages. In addition, the results of the study evidenced that students are more engaged and motivated during group work activities, and learn more about structure, identifying, cause and effect, purpose and function and if clause of analyzing passages. Proficiency of grammatical category results concluded among the 35 students, average 60% of the students were prefect in tenses, passive structures, if clause, cause and effect, purpose and function, documented 37.14,57.14,54.28 and 77.14% respectively. Overall, the present study concludes with pedagogical implications that ESL teachers might consider a task in their ESL classrooms.

英语是一门现代科技发展的语言，文本是学生获得写作技能知识的主要工具。然而，大多数沙特男性学生在第二语言写作技能上表现出最低的效率，没有足够的能力写出真实的英语文章。为了加强这一点，我们进行了各种研究，通过任务导向教学来弥补学生词汇联系和衔接联系使用之间的差距。然而，迫切需要填补这一空白，研究人员在这一领域进行了开创性的研究。本研究运用任务型语言学习方法对大学生写作中词汇和衔接的使用情况进行了调查分析。这项研究是由35名来自利雅得沙特国王大学艺术学院高级ESL阅读班的学生进行的，为期15周。本研究在整个学期中分别用四篇英语短文进行了调查，包括行为心理学、科学和两篇普通短文。通过对所得数据的分析，发现学生在语法和词汇方面的语言能力有了明显的提高，尤其是在语篇分析段落中。此外，研究结果表明，学生在小组作业活动中更加投入和积极，对分析文章的结构，识别，因果，目的和功能以及if从句有了更多的了解。在35名学生中，平均60%的学生对时态、被动结构、if从句、因果关系、目的和功能熟练，分别为37.14%、57.14%、54.28%和77.14%。总的来说，本研究的结论是，ESL教师可能会在他们的ESL课堂上考虑一项任务。

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