This study investigates the effect of mother tongue on the Iraqi undergraduates’ use of English segmentals and Syllables. English segmentals and Syllables are two basic topics that are studied under the domains of phonetics and phonology. Those Iraqi undergraduates consist of Iraqi EFL learners (the two terms are used interchangeably in this study). English segmentals and Syllables involve consonants, vowels, diphthongs, consonant clusters and vowel clusters. The problem of the study is that EFL Iraqi students have no capacity to recognize English consonants and syllables. However, the following questions are focused upon in this study:1) What are the English consonants and vowels which are not recognized by Iraqi undergraduates under the effect of their mother tongue?2) What are the types of consonant and vowel clusters which are not recognized by Iraqi undergraduates under the effect of their mother tongue?The aims of the study include investigating the effect of learners’ mother tongue on their recognition of English segmentals and syllables, knowing whether Iraqi learners at the university level face difficulties in the recognition of consonants and vowels, ensuring whether EFL Iraqi students have difficulties in the recognition of consonant clusters and vowel clusters, and determining whether the difficulties faced by Iraqi EFL learners are caused by the learners’ mother tongue.It is hypothesized that Iraqi EFL undergraduates do not recognize some English consonants, English vowels, diphthongs, some types of consonant clusters and vowel clusters. In addition, it is hypothesized that the incorrect answers of Iraqi learners’ recognition of consonants, simple vowels, diphthongs, consonant clusters and vowel clusters are more than the correct ones.To achieve its aims and verify its hypotheses, the study adopts a quantitative method of investigation. The study chooses a sample for the present study, designs the test containing items concerned with consonants, vowels, and consonant clusters and vowel clusters. It includes only a recognition question. After applying the test on 100 undergraduate students of fourth stage/Department of English/College of Education for Humanities/University of Thi-Qar, the study arrives at some conclusions, some of which include that most Iraqi EFL learners find difficulty in recognizing some consonants, they appeared to be efficient in recognizing some simple vowels and diphthongs, they have the capacity to distinguish only some consonants but they are unable to recognize other consonant clusters and they appeared to be also inefficient in recognizing all vowel clusters.
{"title":"Investigating the Effect of Mother Tongue on the Iraqi Undergraduates’ Use of English Segmentals and Syllables","authors":"Prof. Dr. Mohammed Jasim Betti, Zeena Naeem Hmedi","doi":"10.22158/elsr.v3n4p1","DOIUrl":"https://doi.org/10.22158/elsr.v3n4p1","url":null,"abstract":"This study investigates the effect of mother tongue on the Iraqi undergraduates’ use of English segmentals and Syllables. English segmentals and Syllables are two basic topics that are studied under the domains of phonetics and phonology. Those Iraqi undergraduates consist of Iraqi EFL learners (the two terms are used interchangeably in this study). English segmentals and Syllables involve consonants, vowels, diphthongs, consonant clusters and vowel clusters. The problem of the study is that EFL Iraqi students have no capacity to recognize English consonants and syllables. However, the following questions are focused upon in this study:1) What are the English consonants and vowels which are not recognized by Iraqi undergraduates under the effect of their mother tongue?2) What are the types of consonant and vowel clusters which are not recognized by Iraqi undergraduates under the effect of their mother tongue?The aims of the study include investigating the effect of learners’ mother tongue on their recognition of English segmentals and syllables, knowing whether Iraqi learners at the university level face difficulties in the recognition of consonants and vowels, ensuring whether EFL Iraqi students have difficulties in the recognition of consonant clusters and vowel clusters, and determining whether the difficulties faced by Iraqi EFL learners are caused by the learners’ mother tongue.It is hypothesized that Iraqi EFL undergraduates do not recognize some English consonants, English vowels, diphthongs, some types of consonant clusters and vowel clusters. In addition, it is hypothesized that the incorrect answers of Iraqi learners’ recognition of consonants, simple vowels, diphthongs, consonant clusters and vowel clusters are more than the correct ones.To achieve its aims and verify its hypotheses, the study adopts a quantitative method of investigation. The study chooses a sample for the present study, designs the test containing items concerned with consonants, vowels, and consonant clusters and vowel clusters. It includes only a recognition question. After applying the test on 100 undergraduate students of fourth stage/Department of English/College of Education for Humanities/University of Thi-Qar, the study arrives at some conclusions, some of which include that most Iraqi EFL learners find difficulty in recognizing some consonants, they appeared to be efficient in recognizing some simple vowels and diphthongs, they have the capacity to distinguish only some consonants but they are unable to recognize other consonant clusters and they appeared to be also inefficient in recognizing all vowel clusters.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126947409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study deals with the investigation of the Iraqi EFL university learners’ recognition of Leech’s politeness principle. The study aims at: determining whether the Iraqi EFL learners observe or flout the maxims of politeness principle, assessing the mastery of the maxims of politeness principle by the Iraqi EFL learners, and identifying which maxim(s) of politeness principle is/are usually observed and/or flouted. It is hypothesized that the modesty maxim is the most observed maxim and the generosity maxim is the most flouted one of the Iraqi EFL learners’ recognition of politeness principle, and the Iraqi EFL learners’ flouting of the maxims of politeness principle is more than their observance of such maxims at the recognition question. The sample of the current study is one hundred Iraqi EFL learners at the fourth year at University of Thi-Qar, College of Education for Humanities, Department of English. A test is the data elicitation tool that is designed to test the learners’ ability to recognize which maxims of politeness principle which are observed depending on the context of conversation in which they are indulged. It arrives at some conclusions: the most observed maxim of the Iraqi EFL learners’ recognition of politeness principle is the feeling-reticence maxim and the most flouted one is the modesty maxim. The Iraqi EFL university learners’ flouting of those maxims in the recognition question is more than their observance.
{"title":"The Iraqi EFL University Learners’ Recognition of the Politeness Principle","authors":"Mohammed Jasim Betti, Fatima Emad Yousif","doi":"10.22158/elsr.v3n3p87","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p87","url":null,"abstract":"This study deals with the investigation of the Iraqi EFL university learners’ recognition of Leech’s politeness principle. The study aims at: determining whether the Iraqi EFL learners observe or flout the maxims of politeness principle, assessing the mastery of the maxims of politeness principle by the Iraqi EFL learners, and identifying which maxim(s) of politeness principle is/are usually observed and/or flouted. It is hypothesized that the modesty maxim is the most observed maxim and the generosity maxim is the most flouted one of the Iraqi EFL learners’ recognition of politeness principle, and the Iraqi EFL learners’ flouting of the maxims of politeness principle is more than their observance of such maxims at the recognition question. The sample of the current study is one hundred Iraqi EFL learners at the fourth year at University of Thi-Qar, College of Education for Humanities, Department of English. A test is the data elicitation tool that is designed to test the learners’ ability to recognize which maxims of politeness principle which are observed depending on the context of conversation in which they are indulged. It arrives at some conclusions: the most observed maxim of the Iraqi EFL learners’ recognition of politeness principle is the feeling-reticence maxim and the most flouted one is the modesty maxim. The Iraqi EFL university learners’ flouting of those maxims in the recognition question is more than their observance.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128646831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Prof. Dr. Mohammed Jasim Betti, Prof. Dr. Zainab Kadim Igaab
This study investigates the effect of the language of cartoon films on children’s acquisition of their mother tongue. The language used in the cartoon films under study is Modern Standard Arabic (MSA) while that of the parents and of the environment is Urban Nasiriya Iraqi Arabic (UNIA). The informants of the study consist of three Children who are native speakers of Arabic and whose ages are aged 5,6 and 7 at the beginning of collecting the data of this study. The data collection continues for three years in that it includes the preschool and some school stages. The data collection tool, which is done by the parents from the children, is by means of recordings and daily observation. The children are exposed to the cartoon films for about four to five hours in their daily watching. The methodological procedure consists of describing the language uttered by the informants to prove or refute the hypotheses of the study including that the exposure to the cartoon films has an effect on the informants’ use of MSA, the cartoon films have more effect on the type of dialect used by children compared to parents’ and environment’s dialect, which is UNIA and the theories of informal learning of Marsick and Watkins (1990) and Marsick, Watkins, Callahan, and Volpe (2006) are applicable to acquisition. The study accepts all the hypotheses including that words and sentences used by the informants prove that the dialect used by the informants is MSA, and that the dialect used is affected by the cartoons’ dialect, MSA, to which the children are exposed rather than their parents’ dialect, UNIA.
{"title":"Investigating the Effect of the Language of Cartoon Films on Children’s Acquisition of Their Mother Tongue: A Case Study of Three Children","authors":"Prof. Dr. Mohammed Jasim Betti, Prof. Dr. Zainab Kadim Igaab","doi":"10.22158/elsr.v3n3p66","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p66","url":null,"abstract":"This study investigates the effect of the language of cartoon films on children’s acquisition of their mother tongue. The language used in the cartoon films under study is Modern Standard Arabic (MSA) while that of the parents and of the environment is Urban Nasiriya Iraqi Arabic (UNIA). The informants of the study consist of three Children who are native speakers of Arabic and whose ages are aged 5,6 and 7 at the beginning of collecting the data of this study. The data collection continues for three years in that it includes the preschool and some school stages. The data collection tool, which is done by the parents from the children, is by means of recordings and daily observation. The children are exposed to the cartoon films for about four to five hours in their daily watching. The methodological procedure consists of describing the language uttered by the informants to prove or refute the hypotheses of the study including that the exposure to the cartoon films has an effect on the informants’ use of MSA, the cartoon films have more effect on the type of dialect used by children compared to parents’ and environment’s dialect, which is UNIA and the theories of informal learning of Marsick and Watkins (1990) and Marsick, Watkins, Callahan, and Volpe (2006) are applicable to acquisition. The study accepts all the hypotheses including that words and sentences used by the informants prove that the dialect used by the informants is MSA, and that the dialect used is affected by the cartoons’ dialect, MSA, to which the children are exposed rather than their parents’ dialect, UNIA.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132750317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language assessment, viewed as a means to help instructors guide learners in effectively and successfully learning a language, plays an important role in the skills, competencies, and overall language-learning outcomes of second-language learners. This conceptual article reviews and synthesizes current language assessment practices and issues in English education in Saudi Arabia. It first highlights the overarching features of existing assessment methods practiced in English classrooms in Saudi Arabia, after which it discusses the factors underpinning those assessment practices and the detrimental effects of such practices on the development of Saudi learners of English as a foreign language. The article concludes by proposing a few pedagogical practices with the potential to change current language assessment practices in English classrooms in Saudi Arabia.
{"title":"Continued Concerns with Language Assessment Practices in Saudi Arabian English Education","authors":"Khalid Al-Seghayer","doi":"10.22158/elsr.v3n3p55","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p55","url":null,"abstract":"Language assessment, viewed as a means to help instructors guide learners in effectively and successfully learning a language, plays an important role in the skills, competencies, and overall language-learning outcomes of second-language learners. This conceptual article reviews and synthesizes current language assessment practices and issues in English education in Saudi Arabia. It first highlights the overarching features of existing assessment methods practiced in English classrooms in Saudi Arabia, after which it discusses the factors underpinning those assessment practices and the detrimental effects of such practices on the development of Saudi learners of English as a foreign language. The article concludes by proposing a few pedagogical practices with the potential to change current language assessment practices in English classrooms in Saudi Arabia.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116333342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The departure from traditional family structure and the evolving social trends with a breakdown in the customary support system has created a gap for fulfilling the physical, psychological and social needs of the children. The emphasis is on the need for an alternative support system to mediate the needs of them and counselling in schools is definitely the bridge that fills this gap. There is no doubt that COVID-19 pandemic and associated socio-economic factors have heightened the need for counselors in schools. This study investigates the views of school administrators, principals, head teachers and classroom teachers regarding counselling in schools. A survey research design was implemented and a survey was executed to 100 participants in the western division. 78 of them responded by returning the completed survey giving a response rate of 78%, which is acceptable for discussion. Findings reveal that Fiji has seen an increase in counselling needs after COVID-19 and subsequent lockdowns. Findings also reveal that school leaders and teachers are looking forward to a counselling program that prepares counsellors who can assist students suffering from short-term and long-term psychological effects of the pandemic and prepare students for the ‘new norm’. Majority of the participants indicated that counseling skills are indispensable manifestations considering the current unprecedented epidemiological environment.
{"title":"Demand for Counselling Heightens in Schools after COVID-19 Pandemic and Associated Socio-economic Setbacks","authors":"Wahab Ali, Ruveni Tuimavana, Prathika Gounder","doi":"10.22158/elsr.v3n3p34","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p34","url":null,"abstract":"The departure from traditional family structure and the evolving social trends with a breakdown in the customary support system has created a gap for fulfilling the physical, psychological and social needs of the children. The emphasis is on the need for an alternative support system to mediate the needs of them and counselling in schools is definitely the bridge that fills this gap. There is no doubt that COVID-19 pandemic and associated socio-economic factors have heightened the need for counselors in schools. This study investigates the views of school administrators, principals, head teachers and classroom teachers regarding counselling in schools. A survey research design was implemented and a survey was executed to 100 participants in the western division. 78 of them responded by returning the completed survey giving a response rate of 78%, which is acceptable for discussion. Findings reveal that Fiji has seen an increase in counselling needs after COVID-19 and subsequent lockdowns. Findings also reveal that school leaders and teachers are looking forward to a counselling program that prepares counsellors who can assist students suffering from short-term and long-term psychological effects of the pandemic and prepare students for the ‘new norm’. Majority of the participants indicated that counseling skills are indispensable manifestations considering the current unprecedented epidemiological environment.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"49 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114020923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of this paper is to demonstrate that fed up of and fed up with are low similarity synonyms. A point to note is that fed up with was always favored over fed up of in twenty countries’ web from 2010 to 2022. A further point to note is that the figure of fed up of and fed up with reached a peak in 2019 and 2020, respectively. When it comes to the COCA, fed up of and fed up with have the same property in the magazine genre, whereas they have different properties in the other seven genres. This in turn implies that fed up of is 14.28% the same as fed up with in eight genres. With respect to the Euclidean distance, fed up of is the nearest to fed up with in the TV/movie genre. Quite interestingly, the NC shows that fed up of people and fed up with people are the most preferred ones in twenty countries’ web. Finally, with respect to the NC, it is interesting to note that 18.18% of forty four nouns are the collocations of fed up of and fed up with. It can thus be inferred that fed up of and fed up with are low similarity synonyms.
本文的主要目的是证明fed up of和fed up with是低相似度同义词。值得注意的是，从2010年到2022年，在20个国家的网络中，“厌倦”总是比“厌倦”更受欢迎。值得注意的另一点是，“厌倦”和“厌倦”的数字分别在2019年和2020年达到峰值。说到COCA, fed up of和fed up with在杂志类型中具有相同的属性，而在其他七种类型中则具有不同的属性。这反过来意味着，在8种类型中，“厌倦”与“厌倦”的比例是14.28%。就欧氏距离而言，在电视/电影类型中，fed up of是最接近fed up With的。非常有趣的是，NC显示，在20个国家的网络中，受够了人和受够了人是最受欢迎的。最后，关于NC，有趣的是，44个名词中有18.18%是fed up of和fed up with的搭配。由此可以推断，fed up of和fed up with是低相似度的同义词。
{"title":"Fed up of and Fed up with in Two Corpora","authors":"Namkil Kang","doi":"10.22158/elsr.v3n3p25","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p25","url":null,"abstract":"The main purpose of this paper is to demonstrate that fed up of and fed up with are low similarity synonyms. A point to note is that fed up with was always favored over fed up of in twenty countries’ web from 2010 to 2022. A further point to note is that the figure of fed up of and fed up with reached a peak in 2019 and 2020, respectively. When it comes to the COCA, fed up of and fed up with have the same property in the magazine genre, whereas they have different properties in the other seven genres. This in turn implies that fed up of is 14.28% the same as fed up with in eight genres. With respect to the Euclidean distance, fed up of is the nearest to fed up with in the TV/movie genre. Quite interestingly, the NC shows that fed up of people and fed up with people are the most preferred ones in twenty countries’ web. Finally, with respect to the NC, it is interesting to note that 18.18% of forty four nouns are the collocations of fed up of and fed up with. It can thus be inferred that fed up of and fed up with are low similarity synonyms.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131486206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), introduced by the Council of Europe (CoE) in 2001, is intended to function as an instrument for developing educational policy and practice. However, in reality, there is a mismatch between the Council’s mission to promote plurilingualism and the project’s underlying neoliberal logic to impose its monolingual perspectives in reference to language learning, teaching, and assessment. Despite containing a much valuable taxonomy for describing language proficiency, the CEFR has been globally used as a standardisation tool that aims to measure the language competence of immigrants, asylum seekers, and test-takers. In doing so, the Framework acts as a gatekeeping mechanism of inclusion or exclusion. Considering CEFR’s contradictory nature, the article seeks to explore its complexity and uncover its problematic character. Viewing the CEFR as an instrument of power, the author utilises Bourdieu’s notion of linguistic capital to examine who the policy disadvantages and whose ideological agenda it serves.
{"title":"Towards a European Plurilingual Habitus? A Critical Analysis of the Common European Framework of Reference (CEFR) and its Symbolic Power","authors":"N. Wright","doi":"10.22158/elsr.v3n3p10","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p10","url":null,"abstract":"The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), introduced by the Council of Europe (CoE) in 2001, is intended to function as an instrument for developing educational policy and practice. However, in reality, there is a mismatch between the Council’s mission to promote plurilingualism and the project’s underlying neoliberal logic to impose its monolingual perspectives in reference to language learning, teaching, and assessment. Despite containing a much valuable taxonomy for describing language proficiency, the CEFR has been globally used as a standardisation tool that aims to measure the language competence of immigrants, asylum seekers, and test-takers. In doing so, the Framework acts as a gatekeeping mechanism of inclusion or exclusion. Considering CEFR’s contradictory nature, the article seeks to explore its complexity and uncover its problematic character. Viewing the CEFR as an instrument of power, the author utilises Bourdieu’s notion of linguistic capital to examine who the policy disadvantages and whose ideological agenda it serves.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134184813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses how to translate Chinese webcomic strips using My Dear Highness as an example. In our translation practice, such methods as variation translation, omission, and shift were adopted to deal with address forms or lengthy sentences, while free translation was used to deal with four-character structures and culture-loaded words or phrases in the original text to the effect that the intended meaning of the source text can be accurately conveyed to target readers under a multimodal context. We believe that whatever methods are used, the ultimate purpose of translation remains the same, and that is, the reading experience provided by the original text can be restored to the greatest possible extent.
{"title":"On the Translation of Chinese Webcomics: A Case Study of My Dear Highness","authors":"Peng Liu, Fu-ting Yu","doi":"10.22158/elsr.v3n3p1","DOIUrl":"https://doi.org/10.22158/elsr.v3n3p1","url":null,"abstract":"This paper discusses how to translate Chinese webcomic strips using My Dear Highness as an example. In our translation practice, such methods as variation translation, omission, and shift were adopted to deal with address forms or lengthy sentences, while free translation was used to deal with four-character structures and culture-loaded words or phrases in the original text to the effect that the intended meaning of the source text can be accurately conveyed to target readers under a multimodal context. We believe that whatever methods are used, the ultimate purpose of translation remains the same, and that is, the reading experience provided by the original text can be restored to the greatest possible extent.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123466468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose—The purpose of this paper is to trace the development of innovation and entrepreneurship education in China, and to evaluate its effectiveness and limitations.Design/methodology/approach—Primary data are collected to reveal students’ perceptions of the effectiveness of the innovation and entrepreneurship teaching and their knowledge about innovation and entrepreneurship.Findings—The results show that innovation and entrepreneurship education in China is not matching students’ skill expectations with skill acquisition. The findings also indicate that students have a low assessment of their ability to innovate.Research limitations/implications—The paper only concerns students’ perceptions towards the effectiveness of innovation education. Results from this paper are limited in terms of their ability to demonstrate “actual” outcomes of innovation education.Practical implications—The paper provides an important exploratory analysis of the state of innovation education in China to enable further research to be taken in the area of innovation and entrepreneurship education. The findings provide valuable insight on effective teaching methodologies in the area of innovation and entrepreneurship education.Originality/value—The paper provide a basis to improve the effectiveness of innovation and entrepreneurship education in China.
{"title":"The Effectiveness of Innovation and Entrepreneurship Education in China","authors":"Chen Yu","doi":"10.22158/elsr.v3n2p1","DOIUrl":"https://doi.org/10.22158/elsr.v3n2p1","url":null,"abstract":"Purpose—The purpose of this paper is to trace the development of innovation and entrepreneurship education in China, and to evaluate its effectiveness and limitations.Design/methodology/approach—Primary data are collected to reveal students’ perceptions of the effectiveness of the innovation and entrepreneurship teaching and their knowledge about innovation and entrepreneurship.Findings—The results show that innovation and entrepreneurship education in China is not matching students’ skill expectations with skill acquisition. The findings also indicate that students have a low assessment of their ability to innovate.Research limitations/implications—The paper only concerns students’ perceptions towards the effectiveness of innovation education. Results from this paper are limited in terms of their ability to demonstrate “actual” outcomes of innovation education.Practical implications—The paper provides an important exploratory analysis of the state of innovation education in China to enable further research to be taken in the area of innovation and entrepreneurship education. The findings provide valuable insight on effective teaching methodologies in the area of innovation and entrepreneurship education.Originality/value—The paper provide a basis to improve the effectiveness of innovation and entrepreneurship education in China.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132014434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Las Meninas is a painting by Spanish painter Diego Velasquez painted in 1656. The composition of the painting is very complex, consisting of nine people, a dog, mirror reflections of the king and queen, paintings on the wall, etc. While among them, which is the main object depicted by the painter, who is the hero of the painting, the discussion on this issue has been the research object of experts all the time. The author refers to the historical background, painting methods, color application and light treatment of the painter, and also refers to the analysis by Michel Foucault and Daniel Arasse, to get a brief discussion of the object expressed in this painting.
{"title":"A Brief Discussion on the Object of Expression in Diego Velasquez’s Las Meninas","authors":"Lai Gai","doi":"10.22158/elsr.v3n1p71","DOIUrl":"https://doi.org/10.22158/elsr.v3n1p71","url":null,"abstract":"Las Meninas is a painting by Spanish painter Diego Velasquez painted in 1656. The composition of the painting is very complex, consisting of nine people, a dog, mirror reflections of the king and queen, paintings on the wall, etc. While among them, which is the main object depicted by the painter, who is the hero of the painting, the discussion on this issue has been the research object of experts all the time. The author refers to the historical background, painting methods, color application and light treatment of the painter, and also refers to the analysis by Michel Foucault and Daniel Arasse, to get a brief discussion of the object expressed in this painting.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132409754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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