1,360,113 research outputs found
Caleb and Mary Newbold house
No full textN. C. M. (Newbold, Caleb, Mary), 1764. Located 1/4 mile south of Georgetown, Mansfield Twp., this is another fine specimen of Newbold pioneer houses. It was owned by Mrs. John Hutchison, a descendant of the builder, in 1983. Paint covers the glazed brick ornamentation of the walls but the projecting brick lines and pent roof typify the architecture of the day. Interior has been somewhat modernized
Steam Engine Lady Pride of England at a Steam Fair
No full textBurrell showman's road locomotive steam traction engine - No.2625, 'Lady Pride of England', registration 'BD5257' (built 1904) in the livery of 'F and B Lobb, Newbold. Photographed at a steam rally, 1975
Steam Engines Lady Pride of England and St Brannock at a Steam Fair
No full textBurrell steam traction engines, left to right, showman's road locomotive steam traction engine No.2625, 'Lady Pride of England', registration 'BD5257' (built 1904). In the livery of 'F and B Lobb, Newbold and C. Gascoigne's Burrell showman's road locomotive steam traction engine No.3894 'Saint Brannock', registration 'NX947' (built 1921). Photographed at a steam fair circa 1973
Interview with Ann Newbold Perkins
No full textBorn in Depression-Era Wilmington, Ann Newbold Perkins was raised in a historic home on the Cape Fear River. She has been a staff artist for the Richmond, VA library system, and also played a role in establishing a community art center there. Ann's artwork has been described as colorful, lively, and showing great expression. In the summer of 2006, her pieces were exhibited at the WHQR radio station in Wilmington, and she is currently working toward larger local exposure
ELF ‘Awareness’: Student Attitudes Towards Accents in a Context of English as an International Language
No full textThe term 'ELF aware' (Sifakis 2019) has gained currency in recent years to refer to teaching and learning contexts in which the ability to communicate in an international environment, between non native speakers, is recognised as a desired outcome of the course. In this chapter we present the results of a survey administered to incoming undergraduate students of languages at the University of Venice Ca' Foscari to determine their attitudes towards non native accents when English is used in an international context. We go on to compare the results with a similar study administered to students in two MA courses, in English language and literature, and in International Relations, to determine whether MA students are more 'ELF aware' than undergraduates, and whether students of International Relations have a more pragmatic, instrumentally motivated approach to ELF than their peers who are specialising in English language and literature
Collaboratori linguistici in Italian Universities: What light do they shed on English lingua franca?
No full textThis section reports on the findings from a nationwide survey of native English speaking teachers working in Italian universities (collaborator linguistici, formerly known as lettori). As with the survey on non native high school teachers, the focus is on awareness of the growing significance of the role of English as the world’s lingua franca.
In the first part Sperti analyzes the data from 75 completed surveys, highlighting convergences with – and divergences from - the non native teachers, and constructing a profile of the native speaker in Italy today. In the second part Newbold reflects on the role of the native speaker teacher and how this may develop in a possible future context of an ‘ELF aware’ English language curriuculu
“Co-certification”: a close encounter with ELF for an international examining board
No full textOver the last decade ELF has become a reality in European universities, but this is not reflected in the major international language tests designed for access to higher education and for university students. In this paper I describe an experiment in ‘co-certification’, a test of English set at level C1 of the CEFR, jointly developed by Trinity College London and the University of Ca’ Foscari Venice, in which an international version of the test was adapted locally to include locally-relevant components and enhance validity and task authenticity.
One feature of the co-certification was the introduction of an independent listening task which took the form of understanding an extract from a lecture given in English by a non native speaker. Possible problems we had anticipated ranged from the kind of discourse features they should include, and whether or not there was a fairness issue related to accent recognition. In fact the overall results showed no significant difference from the previous (‘non ELF’) version of the exam, while the listening part had a higher pass rate than the overall oral test which involved interaction with a native speaker.
As far as we know, the co-certification is the first example of an internationally recognized board engaging systematically with ELF features , notably non-native phonology and intonation patterns, in a test of listening. The findings so far suggest that, for the test takers at least, this can be unproblematic and uncontroversial
An integrated approach to providing feedback in a blended course of academic writing
No full textThis paper reports on an exploration of ways of providing feedback in a blended course of academic writing for postgraduate (PhD) students in history, geography and anthropology. The online resources of the Moodle Platform were used to provide initial, colour-coded feedback, which proved simple to use (for the teacher) and easy to interpret (for the students). The redrafted versions made as a result of this feedback were then subjected to peer revision and a final teacher overview in a follow-up workshop. The study concludes by suggesting that an integrated approach to feedback, using online and traditional resources, can enhance a process-oriented approach to teaching writing, while addressing the issue of time management of feedback which has been identified as a major concern of teachers of writing
Introduction
No full textIn recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation
The role of English lingua franca in a university entrance test
No full textThis paper examines the need for a valid and reliable test of receptive skills in English for incoming European University students, in the light of the Bologna agreement, and the subsequent minimal level (B1 or B2) set by many universities. It reports on a needs analysis conducted among third year Italian university students who were asked to identify the specific English language skills required of them to complete their degree course, and a critique of existing tests aimed at university level students, concluding that these appear to be more suited to the needs of students in a native speaker English speaking environment
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