1,721,037 research outputs found
Academic infractions of assessed work in Japanese langauge
No full textGoogle Translate (GT) is a free on-line translation tool and accessible to anyone including students who study languages.Before the advent of GT, dictionaries have been used by language learners, which have only receptive translation function.Unlike dictionaries, GT has two translation functions: receptive and productive. This productive function of GT has beenincreasingly creating problems in university language assessment and language teachers with students’ cheating, plagiarismor academic infractions. The purpose of this article is to find evidence that GT has a causal effect of students’ cheating,plagiarism or academic infractions. In addition, how coherence also seems to be associated with academic infraction isdiscussed before the methodology. The study investigated the formative Japanese coursework essay writings of threestudents who have studied Japanese for 1 year but with no basic understanding or knowledge of the Japanese language at auniversity of South of England. It is concluded that all the three students were suspected of committing plagiarism in spite ofteacher’s warning of plagiarism. The implications of this study are directed at institutions, teachers and students. Institutionsshould review the information gap between the websites which are written for students and the university’s officialpublished website statement on plagiarism. Institutions may also need to mention GT specifically in the plagiarismdocumentation. Institutions may also consider adopting an additional coversheet system to use as students’ declaration ofplagiarism. Language teacher should be familiar with the differences between plagiarism vs. cheatings, plagiarism vs.academic infractions/offences and the components of academic infractions of the university they work. Students shouldsubmit their own work, not using GT or copying and pasting translated sentences from websites.
Keywords: Google Translate (GT), plagiarisms, higher education, Japanese langauge teaching.</jats:p
COMPARISON OF JAPANESE LANGUAGE ASSESSMENT CRITERIA OF A STEM AND A NON-STEM UNIVERSITY IN THE UK
Get PDFThis study compares a STEM and a non-STEM British university’s Japanese marking criteria using two cultural concepts as a framework. There are movements in language teaching to focus on teaching specific purposes. The findings show that the two types of assessment criteria, simple and detailed assessment criteria exist, which were under the influence of these two cultural concepts. Language teachers who use simple assessment criteria grade students’ work more objectively using quantitative method, whereas those who use detailed assessment criteria grade more subjectively. Language teachers who use detailed assessment criteria may have less workload marking and grading than those who use simple assessment. However, the grading quality of those who use detailed assessment criteria may not be as consistent as that of those who use simple assessment. In addition, the emphasis on either creativity or accuracy is related to simple or detailed assessment criteria. It is recommended to incorporate some aspects of simple assessment criteria to improve the consistency of the grading if an institution uses detailed assessment. If an institution uses simple assessment criteria, it is recommended to incorporate the clarity aspect of detailed assessment criteri
Re-examine Lou Go Phenomenon in Japan
No full textThis study is to re-examine the language phenomenon which occurred in Japan. Japan had undergone a linguist phenomenon called Lou Go (‘Lou language’) between 2006 and 2007. Lou Go had been analysed its basic grammar rule and the use of vocabulary when it was in trend. However, the analysis was not linguistically studied and its implication was unknown. The objective of this study is to investigate Lou Go from linguistic perspectives and consider its implications. The research method of Lou Go’s characteristics was analysed using a Lou Go text and Katakana (English borrowing words) text both quantitatively and qualitatively. Two key findings were observed. The first was that the use of English borrowing words and relexification of the word class were different, although both Lou Go and Katakana texts seems to share similarities. The relexification of Katakana text used only pronouns or nouns while Lou Go text consisted of relexification of nouns, verbs and adjectives. The second finding was that Lou Go users were usually Japanese native speakers and they did conscious code-switching which means they intentionally chose to replace certain Japanese nouns, verbs and adjectives into English. From these results, it may be possible to conclude that Lou Go was not an extension of existing Katakana and that Lou Go was not an alternative name of foreigners’ Japanese. Implication of Lou Go phenomenon is that its success may be due to a combination of globalisation and Japanese educational policy at the right time and the right place.</jats:p
University scholarship activities on module evaluation questionnaires at a British University
Get PDFPurpose – The purpose of this study comprises the following three: (1) to ascertain the purpose of university module evaluation questionnaires (MEQs) and its reliability; (2) to evaluate University X's MEQ; and (3) to offer how Universities may be able to support their teaching staff with scholarship activities using the MEQ project. Design/methodology/approach – University MEQ purposes and its reliability were investigated using literature reviews. The University X's MEQ seven statements were evaluated by three university academic staff. The study was conducted at a British university in South East of England. The duration of this interdisciplinary project was for two months which was a university interdisciplinary project between 14/07/20 and 13/10/20. Findings – The purpose for MEQs includes (1) students’ satisfaction; (2) accountability for university authority and (3) teaching feedback and academic promotions for teaching staff. The evaluation of University X's MEQ indicated that MEQ questions were unclear which do not serve reliable student evaluation results. This topic may be of interest to University MEQ designers, lecturers, University Student Experience team, University Executive Board, University administrators and University HR senior management teams. Originality/value – The following three points are considered original to this study: (1) MEQ purposes are summarised by students, university authority and teaching staff; (2) the evaluation of a British University MEQ; (3) provides suggestions on how lecturers' scholarship activities can be supported by the university-wide initiative and umbrella network. These are practical knowledge for the faculty and administrators of higher education institutions which may be of use
Is Enjoyment Still Important in University Second Language Education?
Get PDFThis study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students’ enjoyment and flow.</jats:p
A SENSE OF BELONGING FROM AN EDUCATIONAL CULTURAL PERSPECTIVE – A REVIEW OF RESEARCH
No full textStudents who come to study in the UK from abroad try to adjust to the British educational culture where teaching and learning currently takes place. In the language classroom, teachers also bring and influence their mother tongue language educational culture and their teaching pedagogy to their students. This paper begins how group concepts are viewed by the individualist and collectivist cultures and provides some background knowledge of educational culture. Then, the first part of this article explores what a sense of belonging means and the difference between a sense of belonging and relatedness. It also considers a sense of belonging from individualist and collectivist cultural perspectives. The latter part of the paper aims to answer the question ‘Is there any other benefits accompanying a sense of belonging?’ The review is based on over 50 studies. Various positive constructs are collected, which becomes evidence that sense of belonging has many benefits. Taking account of educational culture of both language teachers and their students in a classroom, the paper concludes on the recommendations regarding how language teaching practitioners can produce or promote a sense of belonging considering their educational cultural background where they were brought up and the place where they are currently teach
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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