M. F. Hawrylak, Beth A. Wassell, Sarah-Kate La Van
espanolEste articulo presenta un estudio cualitativo centrado en las experiencias de catorce estudiantes de ingles (ELL, English Language Learners) en escuelas secundarias urbanas norteamericanas cuya finalidad es conocer las estructuras que afectan a su capacidad de actuacion, particularmente las relacionadas con la ensenanza y el aprendizaje. En primer lugar se ofrece una vision general de la literatura sobre las experiencias de los estudiantes de ingles en las escuelas de Estados Unidos. Posteriormente se describen las caracteristicas y el diseno de la investigacion, y los resultados obtenidos. Por ultimo, se ofrecen conclusiones e implicaciones de la investigacion. Las estructuras especificas de las aulas, de las escuelas y de la comunidad afectan a la capacidad del alumnado para acceder a los recursos necesarios para satisfacer sus necesidades sociales y de aprendizaje. Utilizando un marco metodologico de investigacion narrativa encontramos que estas incluian (i) Recursos: el espacio, el tiempo, y un esquema de atencion que fueron creados por las practicas docentes; (ii) Obstaculos: malas practicas instructivas, falta de empatia hacia las experiencias de los estudiantes, y menores oportunidades de acceso al plan de estudios EnglishThis article describes a qualitative study that focused on the experiences of 14 English Language Learner (ELL) students in urban high schools in the United States. The study investigated the structures that affected the students� agency, particularly related to teaching and learning. After describing relevant literature related the experiences of ELL students in the USA, the research design, findings, conclusions and implications are presented. Specific structures within classrooms, schools and the community impacted students� ability to access resources necessary to meet their academic and social needs and to learn effectively. Using a narrative inquiry framework, the findings revealed that resources included space, time, and a sense of caring created by teachers. The barriers included ineffective instructional practices, a lack of empathy toward the students and their experiences, and fewer opportunities to access the curriculum
{"title":"Recursos y obstáculos que afectan a los estudiantes de inglés en las escuelas secundarias norteamericanas","authors":"M. F. Hawrylak, Beth A. Wassell, Sarah-Kate La Van","doi":"10.30827/DIGIBUG.53740","DOIUrl":"https://doi.org/10.30827/DIGIBUG.53740","url":null,"abstract":"espanolEste articulo presenta un estudio cualitativo centrado en las experiencias de catorce estudiantes de ingles (ELL, English Language Learners) en escuelas secundarias urbanas norteamericanas cuya finalidad es conocer las estructuras que afectan a su capacidad de actuacion, particularmente las relacionadas con la ensenanza y el aprendizaje. En primer lugar se ofrece una vision general de la literatura sobre las experiencias de los estudiantes de ingles en las escuelas de Estados Unidos. Posteriormente se describen las caracteristicas y el diseno de la investigacion, y los resultados obtenidos. Por ultimo, se ofrecen conclusiones e implicaciones de la investigacion. Las estructuras especificas de las aulas, de las escuelas y de la comunidad afectan a la capacidad del alumnado para acceder a los recursos necesarios para satisfacer sus necesidades sociales y de aprendizaje. Utilizando un marco metodologico de investigacion narrativa encontramos que estas incluian (i) Recursos: el espacio, el tiempo, y un esquema de atencion que fueron creados por las practicas docentes; (ii) Obstaculos: malas practicas instructivas, falta de empatia hacia las experiencias de los estudiantes, y menores oportunidades de acceso al plan de estudios EnglishThis article describes a qualitative study that focused on the experiences of 14 English Language Learner (ELL) students in urban high schools in the United States. The study investigated the structures that affected the students� agency, particularly related to teaching and learning. After describing relevant literature related the experiences of ELL students in the USA, the research design, findings, conclusions and implications are presented. Specific structures within classrooms, schools and the community impacted students� ability to access resources necessary to meet their academic and social needs and to learn effectively. Using a narrative inquiry framework, the findings revealed that resources included space, time, and a sense of caring created by teachers. The barriers included ineffective instructional practices, a lack of empathy toward the students and their experiences, and fewer opportunities to access the curriculum","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines some aspects of the relationship between the ownership of English language and its production by non-native speaker creative writers. It discusses ways in which novice creative writers may strive to control their production of text in English, without the scaffolding and structures that conventional �academic writing� may both offer and impose. The article also discusses the relationship between the students attempts to control and own the English language, and the ways in which the academic assesses their writing; both in terms of their creativity and their control
{"title":"Creativity and the Ownership of English: the Teaching and Assessment of Creative Writing with Non-native Speakers","authors":"I. Pople","doi":"10.30827/digibug.53694","DOIUrl":"https://doi.org/10.30827/digibug.53694","url":null,"abstract":"This article examines some aspects of the relationship between the ownership\u0000of English language and its production by non-native speaker creative writers.\u0000It discusses ways in which novice creative writers may strive to control their production\u0000of text in English, without the scaffolding and structures that conventional �academic\u0000writing� may both offer and impose. The article also discusses the relationship between\u0000the students attempts to control and own the English language, and the ways in which\u0000the academic assesses their writing; both in terms of their creativity and their control","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Empirical evidence reveals that portfolios show promise as a tool for stimulating teacher’s reflection and professional development. However, very few Slovene teachers have any experience in using ...
{"title":"Triple Tool Effect: Professional Portfolios in Teaching Foreign Languages","authors":"Mojca Juriševič, J. Enever, Karmen Pižorn","doi":"10.30827/digibug.30479","DOIUrl":"https://doi.org/10.30827/digibug.30479","url":null,"abstract":"Empirical evidence reveals that portfolios show promise as a tool for stimulating teacher’s reflection and professional development. However, very few Slovene teachers have any experience in using ...","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl presente estudio tuvo dos objetivos. En primer lugar, se examino la relacion que se produce entre la ansiedad y la motivacion de estudiantes iranies de ingles como lengua extranjera. En segundo lugar, se desarrollo un modelo de exito de aprendizaje de lenguas extranjeras basado en la ansiedad que provoca el aprendizaje de idiomas y la motivacion, y se comprobo mediante modelos de ecuaciones estructurales. Para lograr los objetivos se pasaron a 264 participantes una escala de ansiedad en el aula de lengua extranjera (FLCAS) y una la escala de orientacion de aprendizaje de idiomas (LLOS). Los resultados del estudio mostraron que la desmotivacion y los tipos de motivacion externa menos auto-determinados se relacionan positivamente con la ansiedad que produce el aprendizaje de un idioma. Ademas, la motivacion intrinseca y la regulacion identificada se relacionan negativamente con la ansiedad de aprender una lengua. La aplicacion del modelos de ecuaciones estructurales mostro que la ansiedad y la motivacion predicen significativamente el logro en ingles de los estudiantes de lenguas en un contexto irani. Se discuten tambien algunas implicaciones pedagogicas de los resultados EnglishThe present study had two purposes. First, the relationship between language anxiety and motivation was examined among Iranian EFL learners. Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants. The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety. Also, intrinsic motivation and identified regulation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context. Pedagogical implications of the results are discussed
{"title":"Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach","authors":"Ebrahim Khodadady, Gholam Hassan Khajavy","doi":"10.30827/digibug.20240","DOIUrl":"https://doi.org/10.30827/digibug.20240","url":null,"abstract":"espanolEl presente estudio tuvo dos objetivos. En primer lugar, se examino la relacion que se produce entre la ansiedad y la motivacion de estudiantes iranies de ingles como lengua extranjera. En segundo lugar, se desarrollo un modelo de exito de aprendizaje de lenguas extranjeras basado en la ansiedad que provoca el aprendizaje de idiomas y la motivacion, y se comprobo mediante modelos de ecuaciones estructurales. Para lograr los objetivos se pasaron a 264 participantes una escala de ansiedad en el aula de lengua extranjera (FLCAS) y una la escala de orientacion de aprendizaje de idiomas (LLOS). Los resultados del estudio mostraron que la desmotivacion y los tipos de motivacion externa menos auto-determinados se relacionan positivamente con la ansiedad que produce el aprendizaje de un idioma. Ademas, la motivacion intrinseca y la regulacion identificada se relacionan negativamente con la ansiedad de aprender una lengua. La aplicacion del modelos de ecuaciones estructurales mostro que la ansiedad y la motivacion predicen significativamente el logro en ingles de los estudiantes de lenguas en un contexto irani. Se discuten tambien algunas implicaciones pedagogicas de los resultados EnglishThe present study had two purposes. First, the relationship between language anxiety and motivation was examined among Iranian EFL learners. Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants. The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety. Also, intrinsic motivation and identified regulation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context. Pedagogical implications of the results are discussed","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2013-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolInvestigaciones sobre las cualidades de profesores con exito en Turquia indican que los estudiantes consideran la eficacia del profesor como la capacidad para garantizar un entorno en el que se pueda desarrollar una interaccion profesor-estudiante positiva. No obstante, son necesarios mas estudios para poder clarificar la percepcion que tienen los estudiantes sobre las cualidades de los profesores eficaces de lengua extranjera. El objetivo de estos estudios es el de proveer a los educadores con la informacion necesaria sobre la implementacion de programas para el desarrollo de profesores de lenguas. Con este proposito, 998 estudiantes de una universidad estatal en Turquia participaron en una encuesta para determinar cuales son las cualidades que ellos creen caracteristicas en un profesor de ingles con exito. Los resultados muestran un perfil detallado sobre el Ingles universitario como lengua extranjera y sobre la percepcion que los estudiantes tienen respecto a conocimientos especificos pedagogicos, rasgos personales, habilidades profesionales y conducta en el aula EnglishResearch on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students� perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students� perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior
对土耳其成功教师素质的研究表明，学生认为教师的有效性是确保一个环境的能力，在这个环境中可以发展积极的师生互动。然而，还需要进一步的研究来澄清学生对有效外语教师素质的看法。这些研究的目的是为教育工作者提供有关语言教师发展计划实施的必要信息。为此，来自土耳其一所州立大学的998名学生参加了一项调查，以确定他们认为成功的英语教师具有哪些品质。研究结果显示,详细剖析英语作为外语和大学对学生还有percepcion知识especificos pedagogicos、个人特质、专业技能和行为在教室里EnglishResearch on the qualities of成功教师土耳其indicates that students考虑teacher有效性as an environment in which确保这一问题进行积极student-teacher interaction can take place。然而，需要进一步的研究来澄清学生对有效外语教师素质的看法，特别是为教育工作者提供有关语言教师发展方案执行情况的必要信息。因此，要求土耳其一所州立大学的998名本科生完成一项关于他们认为是成功英语教师的素质特征的调查。研究结果详细介绍了大学英语作为外语(EFL)学生对特定教学知识、个性特征、专业技能和课堂行为的看法。
{"title":"In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?.","authors":"Servet Celik, A. Arıkan, M. Caner","doi":"10.30827/digibug.18114","DOIUrl":"https://doi.org/10.30827/digibug.18114","url":null,"abstract":"espanolInvestigaciones sobre las cualidades de profesores con exito en Turquia indican que los estudiantes consideran la eficacia del profesor como la capacidad para garantizar un entorno en el que se pueda desarrollar una interaccion profesor-estudiante positiva. No obstante, son necesarios mas estudios para poder clarificar la percepcion que tienen los estudiantes sobre las cualidades de los profesores eficaces de lengua extranjera. El objetivo de estos estudios es el de proveer a los educadores con la informacion necesaria sobre la implementacion de programas para el desarrollo de profesores de lenguas. Con este proposito, 998 estudiantes de una universidad estatal en Turquia participaron en una encuesta para determinar cuales son las cualidades que ellos creen caracteristicas en un profesor de ingles con exito. Los resultados muestran un perfil detallado sobre el Ingles universitario como lengua extranjera y sobre la percepcion que los estudiantes tienen respecto a conocimientos especificos pedagogicos, rasgos personales, habilidades profesionales y conducta en el aula EnglishResearch on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students� perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students� perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69625651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Pishghadam, S. Golparvar, Gholam Hassan Khajavy
This research attempt purports to examine the role of narrative intelligence in the success of English language teachers with respect to major and gender. Seven hundred and fifty three English language teachers and learners took part in this study. Scales of narrative intelligence and teacher success were used to garner data in this study. The findings indicated that there exists a significant relationship between teachers� pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who majored in English literature showed a higher level of narrative intelligence. In addition, there was no statistically significant difference between male and female teachers in terms of narrative intelligence. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching.
{"title":"The Role of Narrative Intelligence in English Language Teaching, Major and Gender","authors":"R. Pishghadam, S. Golparvar, Gholam Hassan Khajavy","doi":"10.30827/digibug.29626","DOIUrl":"https://doi.org/10.30827/digibug.29626","url":null,"abstract":"This research attempt purports to examine the role of narrative intelligence\u0000in the success of English language teachers with respect to major and gender. Seven\u0000hundred and fifty three English language teachers and learners took part in this study.\u0000Scales of narrative intelligence and teacher success were used to garner data in this\u0000study. The findings indicated that there exists a significant relationship between teachers�\u0000pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who\u0000majored in English literature showed a higher level of narrative intelligence. In addition,\u0000there was no statistically significant difference between male and female teachers\u0000in terms of narrative intelligence. Finally, the results were discussed and pedagogical\u0000implications were provided in the context of language learning and teaching.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2013-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study attempted the effectiveness of two types of vocabulary instruction (i.e. schema-based instruction (SBI) and translation-based instruction (TBI) on the acquisition of second language words. Inspired by intact group design, fourty- nine intermediate Iranian learners of French were divided into three groups; two experimental groups (SBI and TBI) and a control group. The experimental groups were given 30 minutes of instruction on the target words, namely the verb arriver and the preposition sur. In order to examine the effectiveness of the focused instructions, an acceptability judgment test and a production test were administered prior to instruction as the pre-tests, two days after the instruction the first post-test and two weeks after the instruction the second post-test were given. The results showed that SBI tended to be as effective as TBI for acceptability judgment test and drastically more influential for production test. This study suggests that schema-based techniques derived from cognitive semantics can serve as an extremely promising pedagogical devise in teaching L2 vocabularies.
{"title":"Acquisition of French Polysemous Vocabularies: Schema-based Instruction versus Translation-based Instruction","authors":"Ebrahim Khodadady, M. S. Khaghaninizhad","doi":"10.30827/DIGIBUG.31954","DOIUrl":"https://doi.org/10.30827/DIGIBUG.31954","url":null,"abstract":"This study attempted the effectiveness of two types of vocabulary instruction (i.e. schema-based instruction (SBI) and translation-based instruction (TBI) on the acquisition of second language words. Inspired by intact group design, fourty- nine intermediate Iranian learners of French were divided into three groups; two experimental groups (SBI and TBI) and a control group. The experimental groups were given 30 minutes of instruction on the target words, namely the verb arriver and the preposition sur. In order to examine the effectiveness of the focused instructions, an acceptability judgment test and a production test were administered prior to instruction as the pre-tests, two days after the instruction the first post-test and two weeks after the instruction the second post-test were given. The results showed that SBI tended to be as effective as TBI for acceptability judgment test and drastically more influential for production test. This study suggests that schema-based techniques derived from cognitive semantics can serve as an extremely promising pedagogical devise in teaching L2 vocabularies.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2012-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ZUSAMMENFASSUNG: Die wissenschaftlichen und fachlichen Erkenntnisse in den letzten Jahrzehnten bezeugen einen Aufschwung in der Phraseologieforschung sowie Phraseodidaktik. Aufgrund dieser Feststellung konnte man u. a. erwarten, dass die aktuellen Lehrwerke diese Erkenntnisse bereits widerspiegeln. Dieser Beitrag hat das Ziel, das Quantum und die Frequenz von Phrasemen sowie ihren Stellenwert in den fur den DaF-Unterricht aktuellen Lehrwerken fur das Niveau B2 der grosen deutschsprachigen Verlage Langenscheidt, Hueber und Klett, die weltweit fur den DaFUnterricht verwendet werden, zu analysieren. Die Ergebnisse werden diskutiert und relevante didaktische Richtlinien fur ein didaktisches Optimum an Phrasemen fur den DaF-Unterricht formuliert. Schlagworte: Phraseodidaktik, Lehrwerke, Phrasem, phraseologisches Optimum, Gelaufigkeit, Frequenz Current Textbooks for Teaching German as a Foreign Language from the Point of View of Phraseodidactics
{"title":"Aktuelle lehrwerke für den daf-unterricht unter dem aspekt der phraseodidaktik","authors":"Saša Jazbec, Milka Enčeva","doi":"10.30827/digibug.31971","DOIUrl":"https://doi.org/10.30827/digibug.31971","url":null,"abstract":"ZUSAMMENFASSUNG: Die wissenschaftlichen und fachlichen Erkenntnisse in den letzten Jahrzehnten bezeugen einen Aufschwung in der Phraseologieforschung sowie Phraseodidaktik. Aufgrund dieser Feststellung konnte man u. a. erwarten, dass die aktuellen Lehrwerke diese Erkenntnisse bereits widerspiegeln. Dieser Beitrag hat das Ziel, das Quantum und die Frequenz von Phrasemen sowie ihren Stellenwert in den fur den DaF-Unterricht aktuellen Lehrwerken fur das Niveau B2 der grosen deutschsprachigen Verlage Langenscheidt, Hueber und Klett, die weltweit fur den DaFUnterricht verwendet werden, zu analysieren. Die Ergebnisse werden diskutiert und relevante didaktische Richtlinien fur ein didaktisches Optimum an Phrasemen fur den DaF-Unterricht formuliert. Schlagworte: Phraseodidaktik, Lehrwerke, Phrasem, phraseologisches Optimum, Gelaufigkeit, Frequenz Current Textbooks for Teaching German as a Foreign Language from the Point of View of Phraseodidactics","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Undergraduate students of English find poetry particularly challenging as it requires a knowledge of rhyming patterns, metre and diction. T.S. Eliot's The Waste Land (1922) is one of the most famous poems in the English language. It is also one of the most difficult to analyse. As a foundation text of Modernism, it presents special challenges for students due to the complexity of its language, allusions and images. I introduce two contrasting methods of analysis: contextual, in which I apply historical criticism to the poem, and textual, where I demonstrate the advantages of New Critical close reading. In the course of my analysis of The Waste Land, I provide guidelines for analysis and research. Some of the most important Eliot critics are also mentioned in order to suggest topics for research as well as class discussions.
{"title":"Teaching Poetry: Introducing a Contextual and Textual Approach to Undergraduate Students","authors":"Jane Mattisson","doi":"10.30827/digibug.32004","DOIUrl":"https://doi.org/10.30827/digibug.32004","url":null,"abstract":"Undergraduate students of English find poetry particularly challenging as it requires a knowledge of rhyming patterns, metre and diction. T.S. Eliot's The Waste Land (1922) is one of the most famous poems in the English language. It is also one of the most difficult to analyse. As a foundation text of Modernism, it presents special challenges for students due to the complexity of its language, allusions and images. I introduce two contrasting methods of analysis: contextual, in which I apply historical criticism to the poem, and textual, where I demonstrate the advantages of New Critical close reading. In the course of my analysis of The Waste Land, I provide guidelines for analysis and research. Some of the most important Eliot critics are also mentioned in order to suggest topics for research as well as class discussions.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2011-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a growing interest in learning in the multicultural classroom. More and more universities offer a wide variety of programmes and courses in English. It is important to understand the influence of cultural factors on student performance in the multicultural classroom. This article discusses the writer’s experience of teaching an intercultural communication course at Kristianstad University College, Sweden. It also presents an in-service course, “Teaching in English”, for lecturers and teachers whose mother tongue is not English. The second half of the article focuses on Chinese postgraduates and discusses the cultural factors affecting their performance in writing classes.
{"title":"Teaching international students in English a matter of culture","authors":"Jane Mattisson","doi":"10.30827/digibug.31930","DOIUrl":"https://doi.org/10.30827/digibug.31930","url":null,"abstract":"There is a growing interest in learning in the multicultural classroom. More and more universities offer a wide variety of programmes and courses in English. It is important to understand the influence of cultural factors on student performance in the multicultural classroom. This article discusses the writer’s experience of teaching an intercultural communication course at Kristianstad University College, Sweden. It also presents an in-service course, “Teaching in English”, for lecturers and teachers whose mother tongue is not English. The second half of the article focuses on Chinese postgraduates and discusses the cultural factors affecting their performance in writing classes.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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