English monolingual learner s dictionaries in a cognitive perspective (working title)
|
|
- Amelia Hodge
- 7 years ago
- Views:
Transcription
1 English monolingual learner s dictionaries in a cognitive perspective (working title) 1. Research background and research question Pupils in Bavarian Grammar schools are allowed to use an English monolingual dictionary from year 10 onwards when completing homework or when sitting exams, for example the famous Oxford Advanced Learner s Dictionary; students of English are encouraged to use it all the way up to their final examinations. But despite a long history of using a monolingual learner s dictionary, only a very small number of users is able to make the most out of the tool: many admit to not knowing how to handle the dictionary but stress that they preferred bilingual over monolingual dictionaries anyway, since the former offered the requested information much more easily and at a higher speed. This incompetence in use is on the one hand often a result of a lack of instruction, on the other hand, it seems to be a sustained fact or even a curse : I had the opportunity to gain experience as a teacher in this field and had to accept that even a well-prepared and well-intended instruction is by far anything but a guarantee for the successful use of a dictionary by the pupils. But dictionary use is not solely a didactic matter; many experimental scientific studies have dealt with the topic and have tried to find out how users perform e.g. in reading or text production tasks. Apart from the (not surprising!) insight that success in dictionary performance strongly correlates with a learner s proficiency level of the language, studies have mostly dealt with performance tasks and left out cognitive processes of the user. But what does actually happen in the brain of a user when consulting a dictionary? Lexicography, the science of compiling dictionaries, follows certain conventions; but how are those in line with insights into how humans process language or store vocabulary? This question is even more interesting with regards to learner lexicography, since learners of a language might need more hints at guessing the right meaning of a word than a native speaker. Are semantic fields or associations being made use of in definitions? Are frames, scripts or prototype theory taken into account when writing the definitions of a dictionary, or is lexicography still a world of its own with certain isolated rules and conventions? 1
2 All in all, dictionaries are like bottles that only wait to release the djinn ; using only very little space, they describe a complete language and offer help on how to use it correctly. You only have to rub the bottle respectively open the dictionary (or insert the DVD-/CD- ROM!) and a whole range of information is at your disposal. But what happens if you actually do open and use it? And finally: what would a cognitive dictionary have to look like? These are the questions that my PhD project aims to tackle. 2. Aims and hypotheses The aim of the project is to bring together the fields of lexicography and cognitive linguistics, that is to find out how cognitive linguistics can be mapped onto lexicography on the one hand, and how lexicography on the other hand can confirm and possibly even enrich insights into cognitive linguistics. In order to find out how cognitive linguistics can be mapped onto lexicography, it will first be important to discover what modern monolingual learner s dictionaries today look like and which conventions lexicography follows, as well as how humans store and access language in their mental lexicons and which problems they might encounter in a retrieval process. The two fields of lexicography and cognitive linguistics with their respective theories will form the basis from which any empirical research into the topic can start. My hypothesis is that the two fields are still quite apart but it will be my task to discover any overlapping so that both fields can profitably be combined. For this, the next step entails an analysis of monolingual learners dictionaries with regards to cognitive theories; the aim is to find out how (and if?) cognitive theories are presented in the format of monolingual learner s dictionaries and if there has been a cognitive turn in lexicography, or how lexicography could profit from cognitive linguistics and its theories in the future. In order to see how cognitive linguistics can profit from lexicography, empirical tests will try to enlighten which cognitive processes are at play when reading a dictionary entry. The question is which cognitive theories can be confirmed with the help of the tests and which insights practical lexicography therefore has to offer and contribute to cognitive linguistics. 2
3 3. Theories The theories used are those of lexicography and cognitive linguistics. Lexicography has established over centuries certain conventions of presenting lexemes; since there is little space but a lot of information to give, questions of format and layout are even more important. Let s take a look at the lexeme restaurant from the latest Longman Dictionary of Contemporary English 1 for a very brief exemplification of the microstructure of a dictionary: the headword is presented first, followed by information about the importance of the lexeme 2, as well as phonological and grammatical information. A definition is given in normal print followed by several examples in italics. The information in this short entry is quite straightforward; longer entries, especially for polysemous or homonymous lexemes might pose further problems, not only in relation to the different senses but also to the structure of the entry as a text. LDOCE5 (2009) Cognitive linguistics deal with how humans store language and meanings in their minds; the work of Fillmore, Lakoff and Langacker with the theories of frames, domains and spaces, as well as Rosch s prototype theory are among the theories that seem to me to be of greatest value for the project, but the project will also address questions of sentence comprehension, the role of context, conceptualization and categorization, as well as cognitive processing of information. 4. Methods and material expected outcome In order to map cognitive linguistics onto lexicography, a closer examination of the learner s dictionaries in question will be in place as a first step. My basis for my work will be the most important and successful English monolingual learner s dictionaries on the market, all in their latest editions: the Oxford Advanced Learner s Dictionary, the Longman Dictionary of Contemporary English, the Collins COBUILD and the Cambridge Advanced Learner s Dictionary. Next to micro- and macrostructure, the wording of definitions (and example sentences as well) will play a central role for my analysis. Let s return for a brief analysis to 1 All monolingual learner s dictionaries follow more or less the same rules, be it the Oxford Advanced Learner s Dictionary, the Longman Dictionary of Contemporary English, the Collins COBUILD or the Cambridge Advanced Learner s Dictionary. 2 S2 W2 signifies that the lexeme belongs to the 2000 most important lexemes in written and spoken English. 3
4 our example of the lexeme restaurant from LDOCE5. If we compare it with the restaurant script 3, it quickly becomes visible that many key elements that people have in mind about restaurants are missing in the dictionary definition. Elements such as ordering, a waiter, the table and the menu aren t mentioned in LDOCE5 whereas the definition can be said to remain quite vague (possible with the reason to cover as many senses as possible). If we turn to another dictionary, namely COBUILD5, we find a more elaborate definition: A restaurant is a place where you can eat a meal and pay for it. In restaurants your food is usually served to you at your table by a waiter or waitress. (COBUILD5 2006) Although COBUILD dictionaries have been found in previous work to be pedagogically more demanding than their competitors, COBUILD seems at a first look to be the more cognitive dictionary. The emergence of cognitive theories has indeed prompted a change in the dictionary writing process: when selecting lexemes for the entries of a dictionary (nowadays usually from a corpus), prototype theory is used to discover single senses and rank them according to their importance (from very common to only marginal senses). But this contribution seemingly hasn t always found a way into the dictionary text. Possibly, LDOCE5 has put a restraint her for itself: LDOCE writes its definitions with the help of a defining vocabulary 4 of 2000 words, but e.g. the lexeme waiter can t be found in it and should therefore be avoided. Having analysed (passages of) the dictionaries with regard to cognitive linguistics, the next step will be to find out what effect the different definitions have on the user and if possible shortcomings from the dictionaries can be remedied (and if so, how?). For this, tests will be designed that focus on e.g. the wording of definitions; a test design could be that several definitions are offered to test candidates for evaluation or test persons are asked to write definitions themselves in order to see on which aspects of a lexeme they put stress, which can again be compared to the definitions offered in dictionaries. In order to understand what happens in the brain of the dictionary user, it might be more appropriate to move away from questionnaires to tests where test persons e.g. have to insert words in a C-Test which either belong or don t belong to a cognitively inspired surrounding or where they are asked to memorize words; the success of the test persons may give an indication which kind of mental processing the users have gone through. 3 E.g. according to Andreas Blank (2001), Einführung in die lexikalische Semantik, Tübingen: Niemeyer, p A defining vocabulary is a list of lexemes which function exclusively as the material for writing the definitions. Given that an advanced learner of English can be expected to be familiar with these lexemes, a defining vocabulary aims at ensuring or at least facilitating comprehension of the definitions. 4
5 5. Working Programme My PhD project is supposed to start in the format of a full time project in the winter term 2009/10 and is designed to last three years, respectively 6 terms, with the submission of my thesis in spring A provisional working plan could be as follows: In the first term in winter 2009/10, I will dedicate myself to a further thorough analysis of the literature available on the topic, regarding both lexicography and the field of cognitive linguistics, and developing hypotheses and theories regarding cognitive processes in dictionary use. This will lead to a decision about the possible forms and the design of the empirical part of the thesis in the second term, which will be tested in pilot studies. In the course of the second year, the final studies for the empirical part will be designed, carried out and evaluated, as well as the theoretical literary part will be finished. Finally, the last year will be dedicated to the writing process of my dissertation and the disputatio. 5
assessment report ... Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test
. assessment report Academic & Social English for ELL Students: Assessing Both with the Stanford English Language Proficiency Test.......... Diane F. Johnson September 2003 (Revision 1, November 2003)
More informationMaster of Arts in Linguistics Syllabus
Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationComparison of the Cambridge Exams main suite, IELTS and TOEFL
Comparison of the Cambridge Exams main suite, IELTS and TOEFL This guide is intended to help teachers and consultants advise students on which exam to take by making a side-by-side comparison. Before getting
More informationoxford english testing.com
oxford english testing.com The Oxford Online Placement Test What is the Oxford Online Placement Test? The Oxford Online Placement Test measures a test taker s ability to communicate in English. It gives
More informationThe course is included in the CPD programme for teachers II.
Faculties of Humanities and Theology LLYU72, Swedish as a Second Language for Upper Secondary School Teachers, 60 credits Svenska som andraspråk för lärare i gymnasieskolan, 60 högskolepoäng First Cycle
More informationStudy Plan for Master of Arts in Applied Linguistics
Study Plan for Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics is awarded by the Faculty of Graduate Studies at Jordan University of Science and Technology (JUST) upon the fulfillment
More informationLatin Syllabus S2 - S7
European Schools Office of the Secretary-General Pedagogical Development Unit Ref.: 2014-01-D-35-en-2 Orig.: FR Latin Syllabus S2 - S7 APPROVED BY THE JOINT TEACHING COMMITTEE ON 13 AND 14 FEBRUARY 2014
More informationInformation for teachers about online TOEIC Listening and Reading practice tests from
oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening
More informationSpeaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged
More informationUniversity of Khartoum. Faculty of Arts. Department of English. MA in Teaching English to Speakers of Other Languages (TESOL) by Courses
University of Khartoum Faculty of Arts Department of English MA in Teaching English to Speakers of Other Languages (TESOL) by Courses 3 Table of Contents Contents Introduction... 5 Rationale... 5 Objectives...
More informationICAME Journal No. 24. Reviews
ICAME Journal No. 24 Reviews Collins COBUILD Grammar Patterns 2: Nouns and Adjectives, edited by Gill Francis, Susan Hunston, andelizabeth Manning, withjohn Sinclair as the founding editor-in-chief of
More informationSpeaking skills for Cambridge English: First for Schools (2015)
Speaking skills for Cambridge English: First for Schools (2015) Cambridge English A not-for-profit department of the University of Cambridge 100 years of expertise in English language assessment Over 4
More informationAn Overview of Applied Linguistics
An Overview of Applied Linguistics Edited by: Norbert Schmitt Abeer Alharbi What is Linguistics? It is a scientific study of a language It s goal is To describe the varieties of languages and explain the
More informationTHE BACHELOR S DEGREE IN SPANISH
Academic regulations for THE BACHELOR S DEGREE IN SPANISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Heading Title Prepared by Effective date Prescribed points Text
More informationMASTER OF PHILOSOPHY IN ENGLISH AND APPLIED LINGUISTICS
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationEFL Learners Synonymous Errors: A Case Study of Glad and Happy
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 1, No. 1, pp. 1-7, January 2010 Manufactured in Finland. doi:10.4304/jltr.1.1.1-7 EFL Learners Synonymous Errors: A Case Study of Glad and
More informationCambridge English: ESOL Skills for Life
Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases
More informationCurriculum for the basic subject at master s level in. IT and Cognition, the 2013 curriculum. Adjusted 2014
D E T H U M A N I S T I S K E F A K U L T E T K Ø B E N H A V N S U N I V E R S I T E T Curriculum for the basic subject at master s level in IT and Cognition, the 2013 curriculum Adjusted 2014 Department
More informationAssessment in Modern Foreign Languages in the Primary School
Expert Subject Advisory Group Modern Foreign Languages Assessment in Modern Foreign Languages in the Primary School The National Curriculum statutory requirement from September 2014 asks Key Stage Two
More informationThai Language Self Assessment
The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with
More informationGRAMMAR, SYNTAX, AND ENGLISH LANGUAGE LEARNERS
GRAMMAR, SYNTAX, AND ENGLISH LANGUAGE LEARNERS When it comes to grammar, many writing tutors and instructors are unsure of the most effective way to teach ESL students. And while numerous studies, articles
More informationDiscourse Markers in English Writing
Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses
More informationENGLISH LANGUAGE. A Guide to co-teaching The OCR A and AS level English Language Specifications. A LEVEL Teacher Guide. www.ocr.org.
Qualification Accredited Oxford Cambridge and RSA A LEVEL Teacher Guide ENGLISH LANGUAGE H470 For first teaching in 2015 A Guide to co-teaching The OCR A and AS level English Language Specifications Version
More informationBOILING AND PEELING OF EGGS
Sample Lesson Plan for Teachers under the Ark of Inquiry Project Ark of Inquiry: Inquiry Awards for Youth over Europe is a project on teacher training, oriented towards raising science awareness, particularly
More informationRegulations for the PhD programme in Teaching and Teacher Education
Regulations for the PhD programme in Teaching and Teacher Education This English translation is for information only. For all legal purposes the original document in Norwegian is the authoritative version.
More informationDr. Wei Wei Royal Melbourne Institute of Technology, Vietnam Campus January 2013
Research Summary: Can integrated skills tasks change students use of learning strategies and materials? A case study using PTE Academic integrated skills items Dr. Wei Wei Royal Melbourne Institute of
More informationReading for IELTS. About Reading for IELTS. Part 1: Vocabulary. Part 2: Practice exercises. Part 3: Exam practice. English for Exams.
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged
More informationCOLLOCATION TOOLS FOR L2 WRITERS 1
COLLOCATION TOOLS FOR L2 WRITERS 1 An Evaluation of Collocation Tools for Second Language Writers Ulugbek Nurmukhamedov Northern Arizona University COLLOCATION TOOLS FOR L2 WRITERS 2 Abstract Second language
More informationCambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
More informationThis Master thesis would not have its current shape without the help of several people. I
Acknowledgements This Master thesis would not have its current shape without the help of several people. I would like to thank my supervisor, Dr Marjolijn Verspoor, who guided me through the process of
More informationHow to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
More informationLanguage Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)
12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to
More informationPsychology G4470. Psychology and Neuropsychology of Language. Spring 2013.
Psychology G4470. Psychology and Neuropsychology of Language. Spring 2013. I. Course description, as it will appear in the bulletins. II. A full description of the content of the course III. Rationale
More informationItalian Language & Culture Courses for Foreigners. ITALY Language Training
Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,
More informationSome Implications of Controlling Contextual Constraint: Exploring Word Meaning Inference by Using a Cloze Task
Some Implications of Controlling Contextual Constraint: Exploring Word Meaning Inference by Using a Cloze Task Abstract 20 vs Keywords: Lexical Inference, Contextual Constraint, Cloze Task 1. Introduction
More informationAssessing Speaking Performance Level B2
Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible
More informationTEST TAKING STRATEGIES - MULTIPLE-CHOICE TESTS
TEST TAKING STRATEGIES - MULTIPLE-CHOICE TESTS Studying is only one part of getting good results on your exams. Whether you are taking a multiple choice test or essay, you must know some test taking strategies
More informationDifficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words:
Difficulties that Arab Students Face in Learning English and the Importance of the Writing Skill Acquisition Key Words: Lexical field academic proficiency syntactic repertoire context lexical categories
More informationTeacher s Guide for Let s Go Mastery Tests
Teacher s Guide for Let s Go Mastery Tests Version 1.1 Copyright 1999~2003, DynEd International, Inc. March 2003 Table of Contents Introduction...3 Mastery Tests...4 When to Take a Test...4 Types of Test
More informationEnglish as a Second Language Supplemental (ESL) (154)
Purpose English as a Second Language Supplemental (ESL) (154) The purpose of the English as a Second Language Supplemental (ESL) test is to measure the requisite knowledge and skills that an entry-level
More informationCall Activity. LING 526 Assignment 3. Jacob Larsen. Iowa State University
LARSEN CALL ACTIVITY Call Activity LING 526 Assignment 3 Jacob Larsen Iowa State University Spring 2006 LARSEN CALL ACTIVITY 2 Introduction Since its inception in the 1960s computer assisted language learning
More informationTHE IMPORTANCE OF SPEAKING SKILLS FOR EFL LEARNERS
ASSINGMENT - 2 Psycholinguistics (5655) THE IMPORTANCE OF SPEAKING SKILLS FOR EFL LEARNERS Mrs Ishrat Aamer Qureshi Student of Diploma TEFL Roll No : AP504192 Department of English, Alama Iqbal Open University,
More informationA Guide to Cambridge English: Preliminary
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
More informationMODELS AND THE KNOWLEDGE BASE OF SECOND LANGUAGE TEACHER EDUCATION
MODELS AND THE KNOWLEDGE BASE OF SECOND LANGUAGE TEACHER EDUCATION RICHARD DAY University of Hawai i INTRODUCTION Although teacher education programs have been in existence for a long time, second language
More information2 P age. www.deafeducation.vic.edu.au
Building Connections Between the Signed and Written Language of Signing Deaf Children Michelle Baker & Michelle Stark In research relating to writing and deaf students there is a larger body of work that
More informationETS Automated Scoring and NLP Technologies
ETS Automated Scoring and NLP Technologies Using natural language processing (NLP) and psychometric methods to develop innovative scoring technologies The growth of the use of constructed-response tasks
More informationReference Books. (1) English-English Dictionaries. Fiona Ross FindYourFeet.de
Reference Books This handout originated many years ago in response to requests from students, most of them at Konstanz University. Students from many different departments asked me for advice on dictionaries,
More informationTelecommunication (120 ЕCTS)
Study program Faculty Cycle Software Engineering and Telecommunication (120 ЕCTS) Contemporary Sciences and Technologies Postgraduate ECTS 120 Offered in Tetovo Description of the program This master study
More information..., (Data Driven Learning).
Guideline for Pre-Service Teachers.... look see, (Data Driven Learning). Both teachers and learners can use corpus linguistics in various ways within the classroom. A teacher might collect a set of student
More informationHow Can Teachers Teach Listening?
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
More informationBilingual Education Endorsement
Bilingual Education Endorsement 2007 Modified Ohio/NASDTEC Program Standards (Grades PreK-12) Valid for teaching the subject or learners named, shall be issued to an individual who holds a baccalaureate
More informationHow do the principles of adult learning apply to English language learners?
Beginning to Work with Adult English Language Learners: Some Considerations MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education (NCLE) October 2001 This article discusses
More informationCambridge English: First (FCE) Frequently Asked Questions (FAQs)
Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: First exams? No. Examinations that are at CEFR Level B2 (independent user), or above such as
More informationSpoken English for Work (SEW) exams Guide for Teachers (B1)
Spoken English for Work (SEW) exams Guide for Teachers (B1) Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E esol@trinitycollege.co.uk www.trinitycollege.co.uk
More informationHaberdashers Adams Federation Schools
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
More informationReading aloud to a child
Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom
More informationRibby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy
Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is
More informationPredictability of Vocabulary Size on Learners EFL Proficiency: Taking VST, CET4 and CET6 as Instruments
Studies in Literature and Language Vol. 10, No. 3, 2015, pp. 18-23 DOI:10.3968/6679 ISSN 1923-1555[Print] ISSN 1923-1563[Online] www.cscanada.net www.cscanada.org Predictability of Vocabulary Size on Learners
More informationFun for all the Family 3- Quite a few games for articles and determiners
Fun for all the Family 3- Quite a few games for articles and determiners Articles in English is one of those grammar points that are fairly easy to explain the fundamentals of, but even Advanced learners
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationThe place of translation in Language Teaching. Radmila Popovic
The place of translation in Language Teaching Radmila Popovic For a long time the pivotal point of foreign language teaching, translation has been banned from the language classroom for quite a while.
More informationFOREIGN LANGUAGE PROGRAMME PREPARATION FOR THE TOEIC EXAM
FOREIGN LANGUAGE PROGRAMME PREPARATION FOR THE TOEIC EXAM I. COURSE REQUIREMENTS English level B.1.1 or sufficient performance on level test. II. GENERAL OBJECTIVES OF THE COURSE The objective of this
More informationWriting Thesis Defense Papers
Writing Thesis Defense Papers The point of these papers is for you to explain and defend a thesis of your own critically analyzing the reasoning offered in support of a claim made by one of the philosophers
More informationLanguage, Learning, and Content Instruction
CHAPTER 2 Language, Learning, and Content Instruction WHAT DO YOU KNOW WHEN YOU KNOW A LANGUAGE? Have you ever thought about what you know when you know a language? Most people s first reaction is to say,
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationSpecialised translation: a concept in need of revision
Specialised translation: a concept in need of revision Introduction Specialised translation and its corollaries general translation, scientific translation, technical translation, legal translation, medical
More informationCorrelation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
More informationPushes and Pulls. TCAPS Created June 2010 by J. McCain
Pushes and Pulls K i n d e r g a r t e n S c i e n c e TCAPS Created June 2010 by J. McCain Table of Contents Science GLCEs incorporated in this Unit............... 2-3 Materials List.......................................
More informationTHE TOUCHSTONE SERIES BY MICHAEL MCCARTHY, JEANNE MCCARTEN AND HELEN SANDIFORD
50 THE TOUCHSTONE SERIES BY MICHAEL MCCARTHY, JEANNE MCCARTEN AND HELEN SANDIFORD Reviewed by Anne Lazaraton With the ongoing emphasis on authenticity in L2 teaching and learning, it is a welcome development
More informationTechnical Writing. Preparation. Objectives. Standards. Materials. Grade Level: 9-12 Group Size: 20-30 Time: 60-70 Minutes Presenters: 1
Technical Writing Preparation Grade Level: 9-12 Group Size: 20-30 Time: 60-70 Minutes Presenters: 1 Objectives This lesson will enable students to: Define technical writing. Identify characteristics of
More informationObjective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationTEACHING CREDENTIAL CANDIDATES HOW TO ADAPT LESSONS AND INCREASE VOCABULARY FOR ENGLISH LEARNERS. Abstract
1 Abstract The purpose of this study was to measure the effectiveness of two instructional activities on teacher credential candidates as they learned how to adapt standards-based content lessons and increase
More informationBilingual Education Assessment Urdu (034) NY-SG-FLD034-01
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
More informationMA in Teaching English to Speakers of Other Languages (TESOL) 2015/16
MA in Teaching English to Speakers of Other Languages (TESOL) 2015/16 Programme structure full time students Full time students must complete the programme in one year. All students complete the following
More informationA Short Manual on How to Write Your Thesis for the MA in Psychology Programme
ELTE Faculty of Education and Psychology Valid starting from 2010/2011 for students who began their studies in September 2008 or later A Short Manual on How to Write Your Thesis for the MA in Psychology
More informationMA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions ***
MA in English language teaching Pázmány Péter Catholic University *** List of courses and course descriptions *** Code Course title Contact hours per term Number of credits BMNAT10100 Applied linguistics
More informationÄSSA12, No English Translation Available, 30 credits Svenska som andraspråk 1 A, gy, 30 högskolepoäng First Cycle / Grundnivå
Faculties of Humanities and Theology ÄSSA12, No English Translation Available, 30 credits Svenska som andraspråk 1 A, gy, 30 högskolepoäng First Cycle / Grundnivå Details of approval The syllabus was approved
More informationAim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
More informationReassessing the ESP Courses Offered to Engineering Students in Iran (A Case Study)
Reassessing the ESP Courses Offered to Engineering Students in Iran (A Case Study) By: Zahra Amirian, PhD in TEFL And Mansoor Tavakoli, PhD in TEFL Zahra Amirian holds a PhD in TEFL from the University
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationThe Six Traits Professional Development Model
The Six Traits Professional Development Model It s not a program or curriculum. The Six Traits become a scoring guide AND a tool for writing and using the writing process. It is a shared vocabulary for
More informationCambridge English: First (FCE) Writing Part 1
Cambridge English: First (FCE) Writing Part 1 Teacher s notes Aims of the lesson to familiarise students with Part 1 of the Writing paper and give them practice at planning an essay Time needed 50 minutes
More informationSyllabus: a list of items to be covered in a course / a set of headings. Language syllabus: language elements and linguistic or behavioral skills
Lexical Content and Organisation of a Language Course Syllabus: a list of items to be covered in a course / a set of headings Language syllabus: language elements and linguistic or behavioral skills Who
More informationInternational Journal of Asian Social Science, 2013, 3(12): 2469-2476. International Journal of Asian Social Science
International Journal of Asian Social Science ISSN(e): 2224-4441/ISSN(p): 2226-5139 journal homepage: http://www.aessweb.com/journal-detail.php?id=5007 THE EFFECT OF USING GRAMMAR-TRANSLATION METHOD ON
More informationCertificate of Proficiency in English
Certificate of Proficiency in English Handbook for teachers UCLES 2008 EMC/2318/8Y12 CPE content and overview Part/timing Content Test focus 1 READING 1 hour 30 mins Part 1 Part 2 Part 3 Three short texts
More informationUNDERSTANDING ASSESSMENT How, when & why we assess your child
UNDERSTANDING ASSESSMENT How, when & why we assess your child REPORTING TO PARENTS We report to parents throughout the school year, so that you have a clear picture of how your child is progressing. For
More informationUNIVERSITY OF BIRMINGHAM BIRMINGHAM BUSINESS SCHOOL. GUIDELINES FOR PREPARING A PhD RESEARCH PROPOSAL
UNIVERSITY OF BIRMINGHAM BIRMINGHAM BUSINESS SCHOOL GUIDELINES FOR PREPARING A PhD RESEARCH PROPOSAL PhD degrees are by research only, with candidates completing their work under the personal supervision
More informationDictionary workshop 1. Introduction 2. Dictionaries monolingual dictionaries bilingual dictionaries source language equivalents target language
Dictionary workshop 1. Introduction A dictionary is any translator's best friend. It is very useful if you know how to use it properly, but unfortunately a lot of people do not seem to know how to use
More informationEnglish academic writing difficulties of engineering students at the tertiary level in China
World Transactions on Engineering and Technology Education Vol.13, No.3, 2015 2015 WIETE English academic writing difficulties of engineering students at the tertiary level in China Gengsheng Xiao & Xin
More informationHow to prepare for IELTS Speaking
Contents Page Details of the speaking test 3 Part 1 5 Part 2 7 Part 3 11 General tips for speaking 15 Make sure you have a copy of the How to prepare for IELTS FAQs booklet in addition to this booklet.
More informationAsk your teacher about any which you aren t sure of, especially any differences.
Punctuation in Academic Writing Academic punctuation presentation/ Defining your terms practice Choose one of the things below and work together to describe its form and uses in as much detail as possible,
More informationFinancial Literacy and ESOL
Financial Literacy and ESOL Financial Literacy and ESOL There are more and more resources available for delivering LLN in the context of finance but most of them are focused on working with learners whose
More informationGESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction
GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3
More informationYear Abroad Project Handbook 2015
Year Abroad Project Handbook 2015 Year Abroad 2013-14 Part II 2014-15 TABLE OF CONTENTS 1 The MML Year Abroad Project page 2 What is required? The Dissertation page 2 The Translation Project page 2 The
More informationTeaching Framework. Competency statements
Framework Competency statements CE/3007c/4Y09 UCLES 2014 Cambridge English Framework Competency statements Introduction The following stage descriptions are intended to be representative of a specific
More informationThis article is adapted from a previous article Bad Language or Good, first published in the Dyslexia Yearbook in 1999.
FOREIGN LANGUAGE LEARNING AND DYSLEXIA Margaret Crombie This article is adapted from a previous article Bad Language or Good, first published in the Dyslexia Yearbook in 1999. Foreign language learning
More informationTHE EF ENGLISHLIVE GUIDE TO: Dating in English TOP TIPS. For making the right impression
EF Englishlive: Language & Lifestyle Guides THE EF ENGLISHLIVE GUIDE TO: Dating in English TOP TIPS For making the right impression Index INDEX 03 Introduction 05 Asking someone out on a date 09 Booking
More informationDynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
More information