1,720,964 research outputs found
Improving English as a Foreign Language Learners’ pronunciation through the tongue twister technique
Get PDFEste proyecto de investigación, con un enfoque cualitativo y con un método de investigación acción se llevó a cabo con 41 estudiantes de segundo de bachillerato en un aula de inglés como lengua extranjera en Azogues. El objetivo de este estudio fue explorar las contribuciones del uso de trabalenguas para la práctica y desarrollo de las habilidades de pronunciación de los estudiantes. Por esta razón, se implementaron instrumentos de recolección de datos como hojas de observación, guías de discusión y pruebas diagnósticas y sumativas para recopilar evidencia a lo largo del proceso. Además, se diseñaron ocho intervenciones con el fin de implementar la técnica del trabalenguas para mejorar la pronunciación de los estudiantes en los sonidos de las vocales /iː/, /ɪ/, /ʌ/ y /æ/. Los resultados revelaron que el uso de trabalenguas como técnica para la práctica de pronunciación arrojó información positiva después de su aplicación. Esto fue evidenciado por cambios perceptuales, mejoras en los resultados de las pruebas y un mayor compromiso en el aula. El estudio resalta el potencial de esta técnica en la competencia lingüística de la pronunciación.This qualitative action research project was carried out with 41 second baccalaureate students in an EFL classroom in Azogues. This study aimed to explore the contributions of using tongue twisters for pronunciation practice to the development of students’ pronunciation skills. Consequently, data collection instruments such as observation sheets, discussion guides, and diagnostic and summative tests were implemented in order to gather evidence through the process. Additionally, eight interventions were designed in order to implement the tongue twister technique to improve the /iː/, /ɪ/, /ʌ/, and /æ/ vowel sounds pronunciation. The findings revealed that the use of tongue twisters as a pronunciation practice technique yielded positive outcomes, evidenced by perceptual changes, improved test results, and heightened classroom engagement. The study emphasizes the potential of this technique in enhancing pronunciation and language proficiency.Azogue
Promoting a student-centered environment in an EFL classroom in Azogues through CLT principles.
Get PDFLa necesidad de un ambiente centrado en el estudiante en la enseñanza del inglés se aborda en este estudio basado en observaciones realizadas durante nuestra práctica. Para investigar esto, se pusieron en práctica actividades de enseñanza de lenguas comunicativas (CLT, por sus siglas en inglés) fundadas en sus principios con el fin de determinar su papel en la creación de dicho ambiente. El propósito del estudio fue determinar en qué medida las actividades de CLT contribuyen a un ambiente centrado en el estudiante en las clases de inglés como lengua extranjera (EFL). El estudio utilizó el método cualitativo en la investigación-acción, recolectando datos a través de listas de verificación de observación, cuestionarios y notas reflexivas. Los participantes fueron estudiantes de octavo grado, de entre 12 y 13 años, de una escuela rural en Azogues, Ecuador. Los resultados mostraron que los estudiantes se sentían cómodos e involucrados durante las actividades de CLT, respondiendo positivamente a ellas. Se descubrió que las actividades de Running Dictation y Mingle fueron extremadamente exitosas en fomentar un ambiente centrado en el estudiante. Los hallazgos sugieren que las actividades de CLT promueven un ambiente dinámico y centrado en el estudiante que apoya el aprendizaje significativo.The need for a student-centered atmosphere in English teaching is addressed in this study based on observations made during our practicum. In order to investigate this, activities for communicative language teaching (CLT) that were founded on their principles were put into practice in order to ascertain their role in fostering such an atmosphere. The purpose of the study was to determine how much CLT activities contribute to a student-centered environment in EFL classes. The study utilized the qualitative method in action research, collecting data through observation checklists, a questionnaire, and reflective notes. Students in the eighth grade, ages 12 to 13, from a rural school in Azogues, Ecuador, were among the participants. The results showed that students felt at ease and involved during CLT activities, responding well to them. It was discovered that the Running Dictation and Mingle activities were wildly successful in fostering a student-centered environment. The findings imply that CLT activities promote a dynamic, student-centered environment that supports meaningful learning.Azogue
Escenarios de aprendizaje: el teatro como mediación en la enseñanza del inglés.
No full textThe present research explores artistic mediation through theater in the teaching of English as a foreign language, with a proposal for an innovative strategy to improve communication skills, encourage creativity and promote cooperative interaction among students. The methodology is consistent with a qualitative approach and an exploratory-descriptive design. Techniques such as participant observation, interviews, photographic and documentary records were used to collect, analyze and present information about the school situation of eighth-year E.G.B. students, with ages between 12 and 13 years, in relation to their knowledge of Cultural and Artistic Education (ECA) and English. The focus group was the main data collection instrument, composed of five teachers: three specialized in English and two in arts. The information gathered from their experiences and points of view was instrumental in designing nine workshops specifically focused on harnessing students' interest in the arts and using theater as a tool to teach English more effectively and fun. From the application of the focus group, the proposal of theater mediation for teaching the English language was significant, since it can significantly improve communication skills, as well as creativity and ability to work cooperatively. Furthermore, implementing artistic strategies in the classroom provides a more motivating and engaged approach to language learning, thus increasing student motivation and engagement. In summary, this study highlights the importance of exploring innovative pedagogical approaches that combine arts and language teaching to enrich students' educational experience.La presente investigación explora la mediación artística a través del teatro en la enseñanza del inglés como lengua extranjera, con una propuesta de estrategia innovadora para mejorar habilidades comunicativas, fomentar la creatividad y promover la interacción cooperativa entre los estudiantes. La metodología es coherente con un enfoque cualitativo y un diseño exploratorio-descriptivo, se utilizó técnicas como la observación participante, entrevistas, registros fotográficos y documentales para recopilar, analizar y presentar información sobre la situación escolar de los estudiantes de octavo año de E.G.B., con edades entre 12 y 13 años, en relación con sus conocimientos de Educación Cultural y Artística (ECA) e inglés. El grupo focal fue el principal instrumento de recolección de datos, compuesto por cinco docentes: tres especializados en inglés y dos en artes. La información recopilada a partir de sus experiencias y puntos de vista fue fundamental para diseñar nueve talleres específicamente enfocados en aprovechar el interés de los estudiantes por las artes y utilizar el teatro como herramienta para enseñar inglés de manera más efectiva y divertida. A partir de la aplicación del grupo focal, resultó significativa la propuesta de mediación del teatro para la enseñanza del idioma inglés, ya que se puede mejorar significativamente las habilidades comunicativas, así como su creatividad y capacidad para trabajar de manera cooperativa. Además, implementar estrategias artísticas en el aula proporciona un enfoque más motivador y comprometedor para el aprendizaje del idioma, incrementando así la motivación y el compromiso de los estudiantes. En resumen, este estudio destaca la importancia de explorar enfoques pedagógicos innovadores que combinen las artes y la enseñanza de idiomas para enriquecer la experiencia educativa de los estudiantes.Azogue
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
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