172,118 research outputs found
The Use of Project Work to Promote Students’ Motivation toward English Class among 10 Graders of State Senior High School 1 Purworejo
No full textThis classroom action research aimed at using project work to promote the students’ motivation toward English class among 10 graders of State Senior High School 1 Purworejo in the Regency of Purworejo.
This research employed Kemmis & McTaggart’s model with two cycles. The subjects of the research were 10 graders of State Senior High School 1 Purworejo in the academic year of 2010/2011. The objects of this research were the project work and the students’ motivation toward English class. The data in this research were collected through observations, field notes, and interviews. The data of the research were in the forms of qualitative and quantitative data. The qualitative data were the observation records, interview records, field notes, students’ notes and photographs.
The data were analyzed through the reduction of data, display of data, and conclusion. The quantitative data were in the students’ scores from the questionnaire on motivation. The average scores of the preliminary test, first cycles’ test and the second cycle’s test were compared to see the progress made by the students on their motivation.
The results of the research showed that the use of project work promoted 80% of the students to have a high motivation toward English class on their attitudes, desires, and efforts in learning English. The results of the research were as follows. 1) The use of project work as a teaching technique changed the attitudes of students to be more proactive in English class. They found that learning English through project work was interesting and challenging. 2) The use of project work as a teaching technique promoted the effort of the students in mastering English. The students became active participants in practicing English in real life context. 3) Use of project work promoted the desire of students in learning English. 4) Project work also promoted the students' innovative, communicative and cooperative abilities.
The results of the analysis of the questionnaire on motivation showed that project work promoted the students’ motivation. In the preliminary test, it was found that
9.38% of students had low motivation, 59.38% of students had fair motivation, and 31.25% of the students had high motivation. Therefore, it was concluded that project work improved the students' motivation toward English class among 10 graders in State Senior High School 1 Purworejo
the English Literary Interface in Senior school
No full textThere has been a protracted struggle in Queensland about how to configure the relationship between language, literacy and textual studies in the senior syllabus for English. Debate has centred on the locus of curriculum control rather than curriculum change. The author offers a perspective on this English crisis and proposes that if English is to have currency and connectedness an entirely new curriculum and cultural formation is needed.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
Kolob Canyon Review Issue #15 Spring 2006
No full textThe Kolob Canyon Review publishes work by undergraduate students from Southern Utah University. Its purpose is to provide a forum for student writers and artists to publish their work and to have their work read by their peers. Students edit and produce the journal in its entirety. Submissions for subsequent issues can be made at any time. EDITOR-IN-CHIEF Lorie L. Williams EDITORIAL STAFF Kellie Jensen; Kathryn Phillips; Jocelyn McDaniel; Shannon Eberhard; Liz Beacham; Alison Allen; Whitnee Sorenson; J.D. Olenslager; FACULTY ADVISOR Dr. Todd Petersen. Artists: Shannon Eberhard, "Bilar Con Muerto;" Andrea Bulloch, "Venice, Girl in a Rose Garden;" Jana Tayor, "Eye Won't Tell;" Corinne Dewsnup, "Small Problem;" Kipp Howard, "Anatomy of Life;" Christina Krell, "Lines of Me;" Annie Leming, "St. Cheryl of Prescribtion [sic] Pills." Contents: "July 24th 2003," C. Joe Willis; "Proof of Life," Rae English; "Texts and Twinkies," Matthew English; "Questions," Lorie L. Williams; "A Walk Beside Jelly Bean Street," Rachel Ebert; "Sleeping," Cydni Perkins; "Miss Scarlet in the Dining Room with the Lead Pipe," Trent Gurney; "Man with a Cane," Eberhard; "Heart's Desire," Lacey Barnes; "Sheets," C. Joe Willis; "Shawl of Diamonds," Merilese J. Reno; "Excerpts from 'Mickle-John's Pride," Cydni Perkins; "Historical Trend," Tina Bishop; "Call Security," Mary Einfeldt; "The Bazaar," Whitnee Sorenson; "Sedimentation," Merilese Reno; "In Spain," Kathryn Phillips; "Central Park," Tyler Harry; "Missing," Candice Kuhlmann-Vice; "I was a Hero once," Vince Major; "She Walked," Kathryn Phillips; "Objects Unseen," Shannon Eberhard; "Life of the Invisible," Valerie Mechling; "Spring," Douglas B. Mulliner
Dis-lodging literature from English: Challenging linguistic hegemonies
No full textThis paper problematises the location of literature "teaching" within the English (L1) curriculum, as is the case in New Zealand and other settings. It defamiliarises this arrangement by drawing attention to official New Zealand policies of biculturalism and to the increasing cultural and linguistic diversity in many New Zealand classrooms. It identifies a number of social justice issues arising from the current arrangement, and also raises issues in respect of educational policy and ways in which canonical subjects become constructed in practice. It then discusses ways in which a new qualifications template developed at the University of Waikato might provide a vehicle for establishing a new arrangement, in terms of which literature study is dislodged from English and reshaped as a course of study entitled Literature in Society. It indicates ways in which Comparative Literature, as a predominantly university-constituted discipline, might contribute to the theorisation of this new arrangement
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan
No full textThe overall agenda for the research reported here grew out of semi-structured
interviews with senior educational managers from a tertiary educational institution
in Taiwan. These managers raised a number of issues, including the changing
profile of tertiary students, the changing nature of English curricula, the
increasing need for English teaching staff to be adaptable, highly qualified and
research-active, and the growing pressure on institutions to introduce English
language proficiency benchmarking. Each of these issues can be related to the
impact of globalization and, in particular, the impact of the globalization of
English, on the education sector. Following a critical review of selected literature
on the impact of globalization on the teaching and learning of English, each of
these issues, as it affects the tertiary education sector in Taiwan, was explored.
Analysis of the Taiwanese national curriculum guidelines for schools, strongly
influenced by academics in the tertiary education sector, revealed a number of
problems relating to a lack of proficiency benchmarking and a lack of coherence,
consistency and transparency in some areas. These problems may be associated
with the initial phase of transition from a grammar-based curriculum to a more
communicatively-oriented, outcomes-centered one. Problems of a similar type
were indicated in responses to questions relating to curriculum matters included in
a questionnaire distributed to a sample of teachers of English in the tertiary sector.
Among other things revealed by questionnaire responses was the fact that many
survey participants had received no training in English teaching.
The results of a C-test (one that was initially used in a major European study)
taken by a sample of entry-level and exit-level Bachelors degree students
indicated a wide variation in proficiency, with individual scores differing by as
much as 64 percentage points in the case of exit-level students. Furthermore, there
was a difference of almost 10 percentage points between the mean scores of
students from two different institutions who had majored in English. These results
indicate some of the difficulties that Taiwan faces in attempting to establish
graduation proficiency benchmarking.
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C-test participants completed a background questionnaire, the responses
indicating a generally positive attitude towards English-speaking people, a general
willingness to use English in situations where there was the option of not doing
so, and a strong tendency towards instrumental motivation. Although one of the
factors that appeared to have a positive impact on C-test performance was time
spent in an English-speaking country, fewer than 18% of respondents had done so.
Although there appears to be considerable anxiety and uncertainty associated with
the teaching of English at tertiary level in Taiwan, and some genuine cause for
concern, there are also many positive indicators of future success. Teachers and
educational managers are aware of the problems they currently face and appear
determined to resolve them. Taiwanese academics are increasingly involved in
language-related research and increasingly prepared to interrogate their own
practices, and Taiwan, unlike some other countries in Asia, is moving towards
graduation proficiency benchmarking
Xhosalising English? Negotiating meaning and identity in economics
No full textThis is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 23 December 2010 available online: http://www.tandfonline.com/10.2989/16073614.2010.545027.As yet, very few South African studies have explored multilingual learning contexts in order to develop a better understanding of the role that students' diverse primary or hybrid languages play in meaning making in English medium universities.This paper will report on a project which set out to investigate code-switching practices in informal learning groups in the university and to distinguish the forms and functions of these code-switching practices. A particular focus has been to gain insights into the ways in which concepts transfer from one language to another in order to develop thinking on language and learning in multilingual contexts and extend theories of conceptual transfer. The particular focus of this paper is the pedagogic and social functions of this hybrid language and how its use might be tied to questions of identity. We look particularly at the way the tutor in the peer learning group used code-mixing to negotiate different identities in dealing with first a rural and then an urban group of students. We will also illustrate by means of our data ways in which English is being appropriated and Xhosalised, particularly by the urban group of students in order to negotiate meaning, identity and status on this campus and in the wider community
Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books
No full textWhen a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987
English teaching in New Zealand: The current play of the state
No full textCurriculum, assessment and qualifications reforms in New Zealand have wrought significant changes in the construction of English as a subject and in the practices of English teachers. While the content of the new English curriculum suggests continuities with past syllabuses, its structural parameters indicate a different discursive agenda. Reforms in senior secondary school qualifications have also acted to construct English in ways that need to be contested and which may be making the subject less responsive to changes in textual practice resulting from the rise in digital technologisation. In a variety of ways, the reforms are also serving to reshape the everyday classroom practices of English teachers, both overtly and covertly through a process of discursive colonisation. Because the reforms have been highly centralised, state initiated and state managed, they have posed a huge challenge to teacher professionalism and identity. Through all of this, the hegemonic status of English as the vehicle through which literature is studied remains unchallenged. The article concludes by listing five challenges to English teachers
South African black teachers/ learners attitude towards Standard English
No full textThis study grew out of concern over the declining standard of English among the South African Black teachers and students. This research project is also prompted by the emergence and development of English, which in pronunciation and linguistic structures differs from the standard form which is institutionalized and supposed to be taught in schools. This abstract overviews the main features of all the four chapters, underlining the links between them. Needless to say, much of the inherent richness and contributions in each chapter will be brief in order to meet the demand of a concise and integrative approach. The author will highlight the major different features in Educated South African Black English (ESABE) and British Standard English (BSE) as well as the attitudes held by these educated Blacks towards the two varieties. The first chapter identifies the problem which led to this research. This is followed by a section which provides the background to the identified problem. The second chapter, deals with literature review. In this section the researcher gives general background to the research problem. The project describes and synthesizes the major studies related to the dissertation topic
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