1,720,962 research outputs found
Teachers’ implementation of the text based integrated approach (tbia) to grade 11 pupils in teaching English in selected secondary schools in Luanshya
Get PDFThesisEnglish language is a compulsory subject in Zambia from Grades Five to Grade Twelve. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. The purpose of this study was to establish teachers’ application of the Text-based Integrated Approach in the teaching of English language to Grade Eleven pupils in selected secondary schools of Luanshya District. The objectives of the study were to ascertain: (i) teachers’ understanding of the Text-based Integrated Approach, (ii) the teachers’ classroom application of the Text-based Integrated Approach, (iii) whether teachers were adequately trained to use the Text-based Integrated Approach, (iv) teachers’ attitudes towards the Text-based Integrated Approach and the challenges teachers faced when using the Text-based Integrated Approach. The study employed a congruent parallel mixed method design which incorporates both qualitative and quantitative research designs. Interview guide, document analysis, lesson observation guide and the questionnaire were the data collection instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers of English language and nine Heads of Departments participated in the study. The data were analyzed quantitatively and qualitatively and were merged into common themes according to the research objectives. The findings of the first and second objectives showed that despite teachers affirming that they understood and applied the Text-based Integrated Approach in their teaching during face to face interviews, quantitative findings revealed that only 59% of the participants understood the approach, 28% held misconceptions about the approach and 13% bluntly stated that they did not have a slight idea about the method. Further, through the teachers’ responses in the questionnaire and the interviews, teachers had limited knowledge about what approaches the syllabus recommended for the teaching of English language at senior secondary school level. Classroom lesson observations data showed that teachers were not implementing the Text-based Integrated Approach as stipulated in the syllabus. The findings of the third objective revealed that some teachers were adequately trained as lecturers from various learning institutions prepared them well in the use of TBIA. However, other teachers stated that they were inadequately prepared as lecturers merely mentioned the methods and did not go into details to elaborate how to apply the Text-based Integrated Approach. In addition, findings of the fourth objective showed that some teachers had positive attitudes towards the Text-based Integrated Approach, while others had negative attitudes. The findings of the last objective revealed a number of challenges such as lack of teaching materials, poor foundation in English language, low reading levels and lack of pupils’ self-motivation to learn. In view of the findings, it is recommended that the Ministry of General Education should organize formal and comprehensive in-service training for teachers on how to apply the Text-based Integrated Approach. Further, there should be close collaboration between the Ministry of General Education and higher learning institutions to ensure that teachers are adequately trained to apply the recommended methodologies such as the Text-based Integrated Approach.
Keywords: Text based integrated approach, Syllabus, Communicative competence, English, Zambia, Teachers, Understanding, Application, Luanshy
TEACHERS’ IMPLEMENTATION OF THE TEXT BASED INTEGRATED APPROACH (TBIA) TO GRADE 11 PUPILS IN TEACHING ENGLISH IN SELECTED SECONDARY SCHOOLS IN LUANSHYA2
Get PDFThesisEnglish language is a compulsory subject in Zambia from Grades Five to Grade Twelve.
Therefore, it is vital that learners are equipped with the necessary skills to improve their
communicative competence. The purpose of this study was to establish teachers’ application
of the Text-based Integrated Approach in the teaching of English language to Grade Eleven
pupils in selected secondary schools of Luanshya District. The objectives of the study were to
ascertain: (i) teachers’ understanding of the Text-based Integrated Approach, (ii) the teachers’
classroom application of the Text-based Integrated Approach, (iii) whether teachers were
adequately trained to use the Text-based Integrated Approach, (iv) teachers’ attitudes towards
the Text-based Integrated Approach and the challenges teachers faced when using the Textbased
Integrated Approach. The study employed a congruent parallel mixed method design
which incorporates both qualitative and quantitative research designs. Interview guide,
document analysis, lesson observation guide and the questionnaire were the data collection
instruments used in the study. A sample of 54 respondents comprising 45 qualified teachers
of English language and nine Heads of Departments participated in the study. The data were
analyzed quantitatively and qualitatively and were merged into common themes according to
the research objectives. The findings of the first and second objectives showed that despite
teachers affirming that they understood and applied the Text-based Integrated Approach in
their teaching during face to face interviews, quantitative findings revealed that only 59% of
the participants understood the approach, 28% held misconceptions about the approach and
13% bluntly stated that they did not have a slight idea about the method. Further, through the
teachers’ responses in the questionnaire and the interviews, teachers had limited knowledge about what approaches the syllabus recommended for the teaching of English language at
senior secondary school level. Classroom lesson observations data showed that teachers were
not implementing the Text-based Integrated Approach as stipulated in the syllabus. The
findings of the third objective revealed that some teachers were adequately trained as
lecturers from various learning institutions prepared them well in the use of TBIA. However,
other teachers stated that they were inadequately prepared as lecturers merely mentioned the
methods and did not go into details to elaborate how to apply the Text-based Integrated
Approach. In addition, findings of the fourth objective showed that some teachers had
positive attitudes towards the Text-based Integrated Approach, while others had negative
attitudes. The findings of the last objective revealed a number of challenges such as lack of
teaching materials, poor foundation in English language, low reading levels and lack of
pupils’ self-motivation to learn. In view of the findings, it is recommended that the Ministry
of General Education should organize formal and comprehensive in-service training for
teachers on how to apply the Text-based Integrated Approach. Further, there should be close
collaboration between the Ministry of General Education and higher learning institutions to
ensure that teachers are adequately trained to apply the recommended methodologies such asthe Text-based Integrated Approach
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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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