109 research outputs found
On names in Mažuranić’s epic The Death of Smail-Agha Čengić (Smrt Smail-age Čengića)
Get PDFIako sam o leksikografskoj obradi Mažuranićeve pjesni Smrt Smail-age Čengića već pisao, ostalo je podosta toga o čemu još treba progovoriti. Tom dijelu pripada i rasprava o imenima u Mažuranićevoj Smrti. Ovo je, čini mi se, ponajbolja prigoda da se o tome prozbori u članku koji je posvećen Svečaru.Starting from his overall lexicographic approach to Mažuranić’s epic The Death of Smail-Agha Čengić, the author focuses his attention here on the analysis of its corpus of names. Most studies of the epic to date have not paid special attention to the onomastic material although it was partly incorporated into Benešić’s Dictionary of the Croatian Literary Language. The author believes that a dictionary of words used in an individual literary work or in complete works of an author, i.e. a Writer’s Dictionary, should contain all the words with their meanings, including proper names (anthroponyms, place names and ethnonyms), especially since proper names as a category do not rank very low on a frequency scale. Even if a name appeared only once in a given work (e.g. in Mažuranić’s The Death of Smail-Agha Čengić), it should nevertheless be included in a dictionary. In compiling a complete dictionary of Mažuranić’s poem The Death of Smail- Agha Čengić, the author has found that the poem contains slightly less than 6.000 words (including all word forms), or 1.661 headwords used in 1.134 verses and 5 cantos of the epic: Agovanje, Noćnik, Četa, Harač and Kob. The corpus contains approximately eighty forms of onomastic names and their adjectival derivations, which can be considered as onomastic headwords. The author lists names in the alphabetical order together with the number of their occurrences and variants (in brackets), thus presenting their collocations as well. They will subsequently be listed according to semantic categories and frequency
Intercultural Language Teaching: Techniques to Enhance Intercultural Competence in an EFL Classroom
No full textThe acquisition of intercultural competence requires contact with members of the target language in an as active and direct a way as possible. In this article, therefore, a rather selective ‘broad brush’ approach will be adopted, which will attempt to highlight techniques which might be most helpful to teachers involved in intercultural language teaching. In ordinary classroom teaching, attempts can be made with the traditional techniques such as cultural asides, culture capsules, culture assimilators, role playing and classroom decoration. An ensemble of in-class techniques, have been put forward to address cultural behaviour while teaching language skills, that is, to link ‘the teaching of language to that of culture’ (Kramsch 1991). The proposed techniques contain practical ideas for developing cultural awareness and cross-cultural understanding. They also provide guidance for teachers on adopting traditional techniques to create activities suitable for intercultural learning. The activities can be done with the minimal of resources, and do not need special artistic expertise on the part of the teacher. The examples offer insights and practical guidance on designing cross-cultural activities.</jats:p
ELT in Algeria: The Hegemony of the Teach-to-the-Test Approach
No full textThe late 1970s witnessed the emergence of a widespread movement that expressed its reaction against the approaches and methods which focused too much on the teaching of discrete items. That was clearly stated by applied linguists, teachers and educators who virtually all contended that traditional methods which used translation and systematic grammatical analysis left the language learners little time to practice the spoken language and to enhance their communicative abilities. As a direct outcome of such reaction, a concern developed to make foreign language teaching, not least English “communicative”. Communicative Language Teaching, henceforth CLT, has attracted a worldwide interest. Regrettably, seldom is testing processed “communicatively”; most Algerian EFL teachers prefer to cling tenaciously to the teach-to-the-test approach “principles”. This preference is closely related to the notion of “achievement” which means nothing more than giving the opportunity to the learner to score well on standardized tests and high-stakes exams. This dimension indicates the extent to which the teach-to-the-test approach acts as the “sword of Damocles” hanging over ELT in Algeria converting EFL keep-pace learners into set-the-pace swots.</jats:p
Moodle in the Algerian EFL Classroom: Practical Considerations
No full textFollowing Hutchinson and Waters’ (1987) model of needs analysis, the study tried to identify students’ wants, necessities and lacks that were existing at the level of assessment in the writing module at the English Department at Tlemcen University. It tried to demonstrate the importance of using Moodle for the sake of meeting those needs. To achieve these aims, a questionnaire was administered to 35 first-year students. The results revealed that students needed more writing sessions, practice, feedback, teacher-learner interaction, self-assessment, formative assessment, remedial work and diagnosis. They also needed to have a relaxing, motivating, attractive, and up-to-date 21st century evaluation that would help them, accurately, be aware of their mistakes and writing problems in an organized manner. Moodle, as an alternative assessment method, can meet those needs due to the large features it offers with regard to the evaluation
Evaluación-e: presente y futura visión
Get PDFKamila Ghouali - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-2221-2939Smail Benmoussat - Abou Bekr Belkaid University (Tlemcen, Algeria) - 0000-0003-4837-3992Raúl Ruiz-Cecilia - University of Granada - 0000-0002-8119-549XRecepción: 21.01.2020 | Aceptado: 25.01.2020Correspondencia a través de ORCID: Raúl Ruiz-Cecilia - 0000-0002-8119-549XThe role that technology has played in the educational domain is undeniable. In fact, it has affected various aspects of students’ way of learning, not least their assessment. This change has been conducive to an online based-evaluation in line with the 21st century era referred to as e-assessment. The present paper is a review of the literature that first defines assessment and spotlights its types, features, and importance. Then, it moves to e-assessment by highlighting its emergence, tools, and process. It also sheds light on the differences that may exist between e-assessment and other more conventional modes of evaluation and the underlying reasons behind its use. Because the computer-based assessment is seen divergently from one scholar to another, the article discusses those disagreeing opinions in the form of pro and cons from pedagogical, social, administrative, and financial considerations. Moreover, it explores the set of challenges that can come across its implementation and provides a set of recommendations. The work intends to provide an in-depth understanding about such type of evaluation and insights for future e-designer, teachers, and researchers alike on the different parameters that have to be taken into account before designing any e-assessment task in an educational setting.Resumen: El papel que la tecnología ha desempeñado en el ámbito educativo es innegable. De hecho, ha afectado a varios aspectos de la forma de aprender de los estudiantes, sobre todo a su evaluación. Este cambio ha propiciado una evaluación en línea acorde con la era del siglo XXI, lo que se conoce como evaluación electrónica. El presente documento es una revisión de la literatura que primero define la evaluación y destaca sus tipos, características e importancia. Luego, se pasa a la evaluación electrónica destacando su surgimiento, herramientas y proceso. Asimismo, arroja luz sobre las diferencias que pueden existir entre la evaluación electrónica y otros modos de evaluación más convencionales y las razones subyacentes a su uso. Debido a que la evaluación electrónica se ve de manera divergente de un académico a otro, el artículo discute esas opiniones discrepantes en forma de pro y contra de consideraciones pedagógicas, sociales, administrativas y financieras. Además, explora el conjunto de desafíos que pueden surgir en su implementación y proporciona un conjunto de recomendaciones. El trabajo pretende proporcionar una comprensión en profundidad sobre este tipo de evaluación y una visión para futuros diseñadores, profesores e investigadores sobre los diferentes parámetros que deben tenerse en cuenta antes de diseñar cualquier tarea de evaluación electrónica en un entorno educativo
Investigating the Effect of Social Media on EFL Students’ Written Production: Case of Third-Year EFL Students at Tlemcen University, Algeria
No full textGAVELLA’S READER’S VIEW ON THE POEM DEATH OF SMAIL-AGA ČENGIĆ
Get PDFThis paper analyses Gavella’s essay called Poetic structure of Mažuranić’s Smail-aga (1961) which, based on the example of canonical literary text, summarizes the author’s principal and theoretical views about the relationship between literature and dramatic performance. Following his insight that dramatization of a literary text, in the first place, requires a reading-interpretative effort kept within the frames of textual analysis of linguistic material, the second part of this paper represents the reading of controversial textual points in Mažuranić’s poem in the light of Gavella’s interpretative guidelines. At the same time, metatextual signals are shown to be essential for understanding Smail-aga, the analysis of the correlation between narrator and author, the status of the storyteller, and the associated shift in understanding of poetic language from constative to performative
The globalization process and the revival of the ESP enterprise
Get PDFDuring the last few decades and especially since the 1960s,western-invented text communication technologies have become increasingly prevalent in the arab world such as personal computers, the world wide web,e-mail,bulletin boards,internet relay chat,instant chat,and mobile phone text
messaging..
Intercultural Language Teaching: What Skills are needed to cope with a 21st Century EFL classroom?
No full textTesting the evolutionary link between submillimetre galaxies and quasars: CO observations of QSOs at z~2
Get PDFWe have used the IRAM Plateau de Bure millimetre interferometer and the UKIRT 1–5 μm Imager Spectrometer (UIST) to test the connection between the major phases of spheroid growth and nuclear accretion by mapping CO emission in nine submillimetre-detected QSOs at z= 1.7–2.6 with black hole (BH) masses derived from near-infrared spectroscopy. When combined with one QSO obtained from the literature, we present sensitive CO(3–2) or CO(2–1) observations of 10 submillimetre-detected QSOs selected at the epoch of peak activity in both QSOs and submillimetre (submm) galaxies (SMGs). CO is detected in 5/6 very optically luminous (MB∼−28) submm-detected QSOs with BH masses MBH≃ 109–1010 M⊙, confirming the presence of large gas reservoirs of Mgas≃ 3.4 × 1010 M⊙. Our BH masses and dynamical mass constraints on the host spheroids suggest, at face value, that these optically luminous QSOs at z= 2 lie about an order of magnitude above the local BH–spheroid relation, MBH/Msph, although this result is dependent on the size and inclination of the CO-emitting region. However, we find that their BH masses are ∼30 times too large and their surface density is ∼300 times too small to be related to typical SMGs in an evolutionary sequence. Conversely, we measure weaker CO emission in four fainter (MB∼−25) submm-detected QSOs with properties, BH masses (MBH≃ 5 × 108 M⊙), and surface densities similar to SMGs. These QSOs appear to lie near the local MBH/Msph relation, making them plausible ‘transition objects’ in the proposed evolutionary sequence linking QSOs to the formation of massive young galaxies and BHs at high redshift. We show that SMGs have a higher incidence of bimodal CO line profiles than seen in our QSO sample, which we interpret as an effect of their relative inclinations, with the QSOs seen more face-on. Finally, we find that the gas masses of the four fainter submm-detected QSOs imply that their star formation episodes could be sustained for ∼10 Myr, and are consistent with representing a phase in the formation of massive galaxies which overlaps a preceding SMG starburst phase, before subsequently evolving into a population of present-day massive ellipticals
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