UCLan Open Journals (University of Central Lancashire)
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Teaching online: Tools and techniques, options and opportunities. Authors: Nicky Hockly and Lindsay Clandfield. Publisher: DELTA Publishing 2010, 112 pp., £18.85. ISBN 978-1-905085-35-4.
Get PDFTHE COMPARATIVE EFFECT OF PRESENTING WORDS IN SEMANTICALLY RELATED AND UNRELATED SETS IN INTENTIONAL AND INCIDENTAL LEARNING CONTEXTS ON IRANIAN EFL LEARNERS’ VOCABULARY LEARNING
Get PDFThis study was conducted among 120 female EFL learners who were selected among a total number of 180 based on their performance on a piloted Cambridge Key English Test (KET) and randomly put into four experimental groups. The same content was taught to all four groups throughout the fifteen-session treatment; the only difference was over the mechanism of teaching vocabulary to the four groups. In the first group, vocabulary was taught in semantically related sets and in an incidental learning mode. The second group received them in the same sets but in an intentional learning mode. The third experimental group experienced semantically unrelated sets and in an intentional learning mode, while the fourth group was taught the vocabulary in semantically unrelated sets but in an incidental learning mode. A vocabulary achievement test within the content area was given to the students in all groups at the end of the instruction and the mean scores of all groups on this posttest were compared through a two-way ANOVA which led to the rejection of all four null hypotheses raised in the study, thus concluding that presenting words in semantically unrelated sets and in an intentional learning mode was more effective on students’ vocabulary achievement compared to the other modes
FROM TESTING TO PRODUCTIVE STUDENT LEARNING: IMPLEMENTING FORMATIVE ASSESSMENT IN CONFUCIAN-HERITAGE SETTINGS
Get PDFAuthor: David CarlessPublisher: Routledge, 2011, pp., 264., $68.00ISBN: 978-0-415-88082-
The Young Hunger Artists: the Portrayal of Eating Disorders by Contemporary Austrian Women Writers
Get PDFThis paper explores how the abuse of food by young women is an expression of the need for attention as well as a form of self-punishment in psychological and physiological terms. In Anna Mitgutsch’s novel “Die Züchtigung” (“Punishment”, 1985) the daughter attempts to hinder the development of her femininity in order to abate her mother’s increasing hatred of her. At the same time she binges to prove to the rest of society that her mother has been feeding her well and is therefore a ‘good’ mother. In this ambivalent mother-daughter relationship Mitgutsch illustrates how the daughter agonises over her mother’s self-sacrifice, whilst eating/not eating in an almost sacrificial manner. Later she diets to please her lover and in the process becomes anorexic. This obsessive behaviour is the focus of Helene Flöss’ “Dürre Jahre” (“The Lean Years”, 1998). Here the desire to have the figure of a model begins at the age of 15 and ends after 7 years of calorie counting in a psychiatric ward for psychosomatics, where the protagonist weighs just 34 kilos. Both Mitgutsch’s and Flöss’ novels feature young women who suffer at the hands of family and social pressures, so much so that they are prepared to starve and are starved of love.
Literature and language awareness: using literature to achieve CEFR outcomes.
Get PDFThis article sets out to explore why literature (used in this article to mean poetry, plays, short stories or novels) is often a marginalised resource in EFL classrooms, even though the Common European Framework of References for Languages (CEFR) suggests it should have a role in the classroom. It first reports on the results of a questionnaire investigating English teachers’ attitudes towards using literature in the classroom. After a discussion of these results, it explores some ways in which the use of literature can be linked to CEFR outcomes in a practical teaching framework which teachers can apply to literature they choose to teach
Learning One-to-One. Learning One-to-One. Cambridge University Press 2010, £23.4. ISBN 978 0 521 13458 3.
No full textBallard, M. (ed). 2009. Traductologie et enseignement de traduction à l’Université. Artois Presses Université. Artois, France.
Get PDFThis French-language collection of essays deals with the position of Translation Studies (la traductologie) within the contemporary University, and its relationship with the teaching of translation as an activity, for linguistic/pedagogical purposes and/or for the training of future professional translators. It also deals with the uses currently made of translation and Translation Studies within university departments
EFFECTS OF MEANING- AND FORM-FOCUSED INSTRUCTION ON THE ACQUISITION OF VERB-NOUN COLLOCATIONS IN L2 ENGLISH
Get PDF The study investigated the effect of meaning- and form-focused instruction on the acquisition of collocations by L1 Polish learners of English as a foreign language. Forty-three intermediate learners were divided into three groups: meaning-focused instruction plus focus-on-forms (MFI plus), meaning-focused instruction (MFI only) and a control group. During a three-week treatment, the two experimental groups were provided with two different types of instruction. The MFI plus group read stories that contained target collocations and additionally completed explicit exercises focused on collocational patterns, while the MFI only group read the same stories but no mention of collocations was made. The target collocations were verb-noun combinations with frequent delexical English verbs (e.g. ‘give birth’ or ‘take a step’) likely to be known by participants receptively but causing difficulty in language production. Three tests tapping into collocational competence at different levels of vocabulary mastery revealed that MFI followed by Focus on Forms (FonFs) is an effective way of enhancing learners’ collocational knowledge at both the productive and receptive level, whereas MFI only does not seem to lead to much improvement. The study is discussed in relation to prior research on L1 influence on L2 vocabulary acquisition and offers insights into language pedagogy
Breaking Barriers: A Case Study of Culture and Facebook Usage
Get PDFThis case study forms part of an ongoing project to examine how different cultures interact when using social networking websites in higher education; in this case the focus is on Facebook. It explores how current models and ideas continue to evolve and shift as the body of work within this subject area expands. It offers practical advice on how tutors and designers might improve their use of online social networking in the future. It certainly does not contain all the answers. However, it does offer some insights for educationalists and online social network designers. The paper concludes that cultural differences may have an effect on how social media (Facebook) is used. Suggestions are made on how barriers to using Facebook may be overcome, in order to include Facebook in teaching and learning as a useful tool to improve the language, social, and professional skills of International and European students
Welcome to the machine: thoughts on writing for scholarly publication.
Get PDFThe expression ‘publish or perish’ has probably never been as cruelly applicable as it is today. Universities in many countries now require their staff to publish in major, high-impact, peer-reviewed Anglophone journals as a pre-requisite for tenure, promotion and career advancement, making participation in this global web of scholarship an obligation for academics all over the world. Junior scholars therefore suddenly find themselves having to navigate the unfamiliar and dangerous waters of the international publication process. But while this all looks rather daunting, it serves important learning purposes for novice authors and with some planning and care, the process need not be as traumatic as it first seems. In this short forum piece I want to support the editors of this new journal in encouraging aspiring scholarly writers in their efforts to share their research as broadly as possible, thus bringing work that would otherwise remain local to the attention of international audiences