1,720,966 research outputs found
A study of responses to English and Mandarin compliments by Taiwanese Mandarin Speakers: The influence of gender and topics
No full textVarious factors have effects on the strategies utilized in response to compliments, including language contexts, cultural conventions, topics of compliments, genders and so on. Motivated by Chen (2003), the current paper aims to put emphasis on exploring how Mandarin Chinese speakers in Taiwan respond to compliments while taking into consideration three factors: languages, topics of compliments, and gender issue, making a more in-depth exploration in the issue and learning how these factors influence the strategies employed by Mandarin Chinese speakers in response to compliments. There are totally 47 people participating in the research, including 23 females and 24 males. The current study designs a Discourse Completion Task (DCT) questionnaire in an e-form with totally six scenarios about three topics of compliments: Appearance, Ability, and Possession in two languages. Following the category taxonomized by Chen (2003), we analyzed the collected data. The findings of the current study reflect that firstly, in both language contexts, Mandarin Chinese speakers gradually shift their strategies from Modesty Maxim to Agreement Maxim. Secondly, in response to compliments of different topics, participants employed different strategies which shows that different cultures have varying degrees of weightings on the values toward specific topics. Thus, when participants are in different language contexts, they are affected by the cultural values of languages and prefer dissimilar strategies to respond to compliments of varying topics. Finally, as for gender issue, we found that although both females and males prefer acceptance, there are still dissimilarities preferred by differing genders of participants to respond to compliments. It reveals that sex-based factor indeed plays a crucial role in affecting how people respond to compliments. Furthermore, we also present the interplay of the three factors in a hope to show the interaction of contextual factors in studies of compliment responses
The relation between teaching beliefs and teaching practices: A case study of cram school EFL teachers in Taiwan
No full textABSTRACT
The purpose of this study was to explore cram school teachers\ue2 beliefs in English teaching. More specifically, the study investigates the beliefs that teachers held about teaching English, and the relation between their past English learning experiences and their teaching beliefs. Moreover, this study investigates the connection between their teaching beliefs and teaching practices. The data were collected from four cram school English teachers in Southern Taiwan. The method of data collection was conducted through semi-structured interviews with the four teachers.
The results are grouped into three findings. First, teachers held overall positive beliefs about English teaching, which they had positive English learning experiences in the past. They believed that an English environment and continually practicing the language are important for students to improve their language. Second, teachers also believe that they should use appropriate approaches to teach students at different stages. Moreover, teachers believe they should always be well-prepared before every class. Third, teachers\ue2 teaching plans were formed by their beliefs. Their beliefs about which benefit students\ue2 English learning would mostly be put into their teaching practices. To conclude, they would apply the same teaching approaches from their past English learning experiences in their teaching which they believe are helpful for their students\ue2 English learning.
The findings in the study showed implications for future educational practitioners who want to work in cram schools, head teachers, and the cram school teachers. Future cram school teachers should reflect on their beliefs about past learning experiences and English teaching. In order to know what they have in mind about teaching students English and how they can assist students\ue2 learning. Head teachers could take the reflections from teachers\ue2 beliefs in English teaching as reference while conducting interviews for recruiting new English teachers. Furthermore, the cram school teachers can gather in group with their colleagues to share their beliefs and \ue2reflective practices\ue2 (Farrell, 2013), in order to solve teaching difficulties and enhance their teaching qualities.
English learning becomes popular which most of the parents send their children to cram school for learning it (Shi, 2018). Cram schools are considered mostly as profit-oriented institution to English teachers, therefore most of the teachers\ue2 teaching would be restricted by the regulations from cram schools. Still, there are teachers whom insist to use the methods and materials that are beneficial to students to teach in class according to their beliefs
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
Lettre de l’éditrice (Français)
No full textNotre dernier volume de l'année 2013 offre une intéressante variété de sujets et d’approches sur l'enseignement et l'apprentissage de la langue et de la littérature. Notre auteur invité, le professeur Selim Ben Said, de l'Institut National de l'Éducation de Singapour explore la médiation de l'identité dans le processus de formation d’une enseignante de langues
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
The perception of Arab-accented speech by American native speakers and non-native speakers from East and Southeast Asia
No full textBook review [Review of the book Directions and prospects for educational linguistics, by F. M. Hult (Ed.)]
No full textPublished versio
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