Relevant bibliographies by topics / SFL Teaching

Academic literature on the topic 'SFL Teaching'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'SFL Teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "SFL Teaching"

1

Nagao, Akiko. "Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle." English Language Teaching 13, no. 6 (May 19, 2020): 64. http://dx.doi.org/10.5539/elt.v13n6p64.

Full text
Abstract:
This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how “the teaching learning cycle” influences students’ understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students’ understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students’ pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students’ understanding of essay writing can be used to explicitly examine their improvements.
APA, Harvard, Vancouver, ISO, and other styles
2

Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.

Full text
Abstract:
Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
APA, Harvard, Vancouver, ISO, and other styles
3

Avdienko, Irina, Kateryna Zhukova, Anna Kotova, Nataliya Rudaya, and Elena Kholodniak. "SPECIAL ASPECTS OF THE SECOND FOREIGN LANGUAGE TEACHING AT THE BASIC COURSE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 479–89. http://dx.doi.org/10.17770/sie2018vol1.3197.

Full text
Abstract:
The aim of this work is to define special aspects of the second foreign language (SFL) grammar teaching at the basic course, because at Ukrainian universities the number of course hours for studying of the SFL is less than for the first one. This leads to more superficial learning of grammar material. In addition, it was believed that the grammar of the SFL can be taught in the context of the general course. The integration of vocabulary and grammar teaching hampered the thorough understanding of grammatical constructions by the students, as the study of the SFL came against the background of the first foreign language enhanced studying. For the scientific analysis of this issue, the methods of causality analysis and generalization were applied, which helped identify the priority of the communicative approach in the SFL grammar teaching, as this approach develops the oral and written skills of students. Nevertheless, there are some factors that impede the fluency of grammar material at the basic course of education. The article reveals problems and ways to solve them during the training. The authors consider that the communicative approach in the SFL grammar teaching will help master the language more quickly and efficiently, which meets the needs of modern society.
APA, Harvard, Vancouver, ISO, and other styles
4

Schulze, Joshua M., and Anne C. Ittner. "Reflective Writing in Teacher Education in China: Insights from Systemic Functional Linguistics." Indonesian Journal of EFL and Linguistics 6, no. 2 (November 15, 2021): 433. http://dx.doi.org/10.21462/ijefl.v6i2.401.

Full text
Abstract:
This article aims to demonstrate the application of theory to teaching practice by examining how two teacher educators drew upon systemic functional linguistics (SFL) as a pedagogical and analytical tool to inform their teaching of reflective writing to Mandarin-dominant teacher candidates enrolled in an ESOL course within an educator preparation program at a university using English Medium Instruction (EMI) in China. First, the authors describe how they incorporated the SFL appraisal framework into their teaching to bring their multilingual student writers’ attention to the language of evaluation as they prepared to construct reflective language learning autobiographies. Second, the authors demonstrate how SFL-informed text analysis of the appraisal resources used within students’ written reflections deepened their understanding of their students’ reflective writing practices and informed their teaching and course development. The article concludes with suggestions for using the SFL appraisal framework to support the reflective writing of their multilingual teacher candidates.
APA, Harvard, Vancouver, ISO, and other styles
5

ALEXE, Raluca. "Aspects of integrating culture in the Spanish-as-a-Foreign-Language class." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 7–16. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.1.

Full text
Abstract:
While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.
APA, Harvard, Vancouver, ISO, and other styles
6

Steiner, Erich, Bo Wang, Christian M. I. M. Matthiessen, and Yuanyi Ma. "Bridging boundaries between systemic functional linguistics and translation studies." Linguistics and the Human Sciences 14, no. 3 (March 26, 2021): 218–36. http://dx.doi.org/10.1558/lhs.19337.

Full text
Abstract:
Erich Steiner, as a leading scholar in systemic functional linguistics (SFL), has been involved in various important strands of research on SFL and translation. This transcript is based on the second part of the interview during his visit to Hong Kong. We continue to discuss the application of SFL to translation, covering topics like SFL and other functionalist theories of translation, the tools for translation contributed by functionally-oriented work, and translation as a method for language teaching. In addition, Steiner summarizes the contributions of SFL to translation, and introduces some possibilities for future research.
APA, Harvard, Vancouver, ISO, and other styles
7

Siying, Meng, Zheng Jie, and Luo Ruifeng. "A Study on the “SFL”Model of College English Blended Teaching in Smokeless Campus in the Post-epidemic Era." Tobacco Regulatory Science 7, no. 6 (November 3, 2021): 5197–209. http://dx.doi.org/10.18001/trs.7.6.12.

Full text
Abstract:
The sudden outbreak of COVID-19 has changed the teaching mode of colleges and universities, leading to the transformation of teaching philosophy and innovation of teaching technology. Based on this, the paper constructs the “SFL” model of college English blended teaching, namely “Spoc + Flipped classroom + Live broadcast”. Guided by New Constructivism, the model is characterized by independent inquiry, cooperative learning, teacher guidance and live broadcast interaction, breaking the traditional ways of teaching. The paper analyzes and discusses the experimental process and results of the first round of integrated English course under the model of “SFL”, in order to explore the effective ways of college English blended teaching under the good environment required by the public health of post-epidemic era, namely, smokeless campus, and provide reference for other colleges and universities.
APA, Harvard, Vancouver, ISO, and other styles
8

Mingsakoon, Pajonsak, and Udomkrit Srinon. "Development of Secondary School Students’ Generic Structure Execution in Personal Experience Recount Writing Texts through SFL Genre-based Approach." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 112. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.112.

Full text
Abstract:
This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.
APA, Harvard, Vancouver, ISO, and other styles
9

Jati, Ambar, and Manu Somphithak. "Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”." Elementary Education Journal 1, no. 1 (December 18, 2021): 19–28. http://dx.doi.org/10.53088/eej.v1i1.149.

Full text
Abstract:
Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem. Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent. Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.
APA, Harvard, Vancouver, ISO, and other styles
10

Baehaqi, Luqman. "Mandating teaching approaches stifles innovation: a case against." Journal on English as a Foreign Language 12, no. 1 (March 30, 2022): 198–220. http://dx.doi.org/10.23971/jefl.v12i1.3837.

Full text
Abstract:
The article discusses the primacy of Systemic Functional Linguistics (SFL) in research and pedagogy on second language (L2) writing in Indonesia. Indonesian academics use SFL theory as a shell to value arguments and observations in the methodological literature of L2 writing, demonstrating how the theory transforms into an "instrument reliable for scaffolding thinking, for propelling knowledge and ideas forward" (Thomas, 2007, p. 44) in their research and practice. The hijacking of an educational researcher's thought process and methodology by a linguistic paradigm serves only to reinforce the researchers' lack of confidence in challenging the established and recognized paradigm. Numerous articles from reputable local publications were gathered and analyzed. The paper concludes that researchers working in Indonesiashould commit to conducting more thought experiments to learn and support critical refection over and above imitating “what has been". Reflection and consideration of interdisciplinary evidence help make a unique contribution to educational theory and practice.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "SFL Teaching"

1

Hallbrink, Sofi. "Progression i läromedelstexter : En analys av nio texter från läsprojektet En läsande klass." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53125.

Full text
Abstract:
The aim of this study is to examine nine texts used as teaching material in the reading project A Reading Class in terms of three different text-analytical structures. The texts analysed are non-fiction texts intended for grades 1–3. The analysis focuses on the similarities and differences in the textual, ideational and interpersonal structure of the texts and how the progression in the texts is revealed.   The result of the analysis shows that there are considerably more similarities than differences between the texts as regards the analysed structures. The analysis cannot find any clear progression between the texts in certain respects, although the analysed material is intended for pupils in different grades, while in other respects it is possible to see some notion of progression. The result also shows that the concept of progression is problematic to apply in a text analysis alone, since it is affected by how teachers work in practice with the material in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
2

Hodgson-Drysdale, Tracy. "Teaching Writing Informed by Systemic Functional Linguistics: "I never would have thought of doing that..."." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3677.

Full text
Abstract:
Thesis advisor: Maria E. Brisk
Writing is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
APA, Harvard, Vancouver, ISO, and other styles
3

Almufayrij, Haifa S. "Teaching English poetry to Saudi students : an exploratory study for applying a Systemic Functional Linguistic based pedagogy for improving the reading, analysis and interpretation of poems in the English language." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23086.

Full text
Abstract:
This study formulated and applied a Systemic Functional Linguistic (SFL) based pedagogy which is culturally appropriate for Saudi students in King Saud University for improving the reading, analysis and interpretation of poetry in English. Ian Haneur affirms the necessity of the implementation of cultural knowledge for the reading of poetry; he states that cultural knowledge is “important in that it provides a basis through which understanding is achieved.”(2001: 4).This approach is concerned with linguistic applications which aim to improve analytical powers, in particular, the Systemic Functional Linguistics (SFL) (Halliday, 2004; Thompson, 2004). This pedagogy gives Saudi students a tool for reading poetic texts in English and critically analyzes them independently. An attempt which has not been approached much due to concerns of Arab educators about the values of English and American literature and its effects upon readers and a concern over the confrontation of the various moral, social, religious, national, political, historical, and even geographical contexts in the foreign texts (G.Rababah, 1983;M. Obeidat, 1996; Zughoul, 1987; and Asfour andDahiyat, 1983). Furthermore, in this dissertation, I also attempted to address the impact that social, cultural, religious and linguistic differences have on the students' reading and interpretation of poems in English by exploring the perceptions of Saudi students regarding these issues. In my case study, a preliminary questionnaire with closed and open ended questions, class practice answers, post teaching interviews and observation notes were examined using selective coding to interpret the collected data. Analysis of student perceptions in relation to the social, cultural, religious and linguistic differences and the influence they had on their reading of poetry in English revealed meaningful high percentages of agreement which prove that Saudi students were facing problems in all these areas. The analysis of the application of SFL based pedagogy for the Saudi students provided significant evidence that SFL was a useful theory of language which played a purposeful role in showing the architecture of the English language and provided the students with a decoding tool for interpretation.
APA, Harvard, Vancouver, ISO, and other styles
4

PALEARI, VALENTINA. "LA INVESTIGACIÓN COMO ACTIVIDAD DIDÁCTICA EN LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA: INSTRUMENTOS PARA EL DESARROLLO DE UNA COMPETENCIA PRAGMALINGÜÍSTICA CONTRASTIVA INTERCULTURAL EN ESTUDIANTES DE L2." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/675707.

Full text
Abstract:
The present study aims, through an experimentation, to verify the effectiveness of didactic methods and approaches useful for students to initiate dynamics of development of a pragmatic competence in the field of the FL teaching-learning process. For this purpose, we want to observe if a didactic reflection activity integrating both aspects belonging to the pragmalinguistic sphere and to the sociopragmatic sphere, can give rise to a potential awareness and consciousness about verbal behaviors as well as conversational norms and modes observed from the type of contact, that the activity offers students, with the target speech community. Dealing with the encounter of two sociocultural systems, which is what the learning of a foreign language in practical terms is, this type of didactic action becomes imperative, due to the fact that the interpretation of the experiences and situations everyone faces in the world, pass through a primary and automatic filter which determines a cultural-oriented conception of every linguistic and contextual aspect. Regarding the present study, the interpretative differences between the Spanish and the Italian systems, in terms of perception of what is considered as polite/impolite, adequate/inadequate during communicative act, are the main research lines examined with a contrastive approach. The aim is to evaluate to what extent such cultural-oriented conceptions and perspectivizations, resulting from norms which are shared among the members of the same speech community, can affect, and at the same time explain, pragmatic phenomena and socially accepted verbal behavior which characterizes a certain speech act. Testing this hypothesis, on the basis of the analysis of perceptive data related to politeness strategies and related to the concept of verbal behavior adequacy towards a specific situational context, is of particular interest between the Italian and Spanish systems, given a perceived affinity between them, which can lead to misunderstandings and pragmatic “incidents” (Calvi 2004; Guil Povedano 2007; Bailini 2016). This work aims to observe the affinity gradient between the Spanish and the Italian system taking as reference parameters provided by the model proposed by Haverkate (1996; 2003), which relativizes politeness strategies on the basis of two different cultural macro-areas of the world, and by the model proposed by Bravo (1999; 2005), which determines parameters for a reading of in-group interactional modes. If pragmatic issues are a direct consequence of a sociopragmatic perspectivization, it becomes essential to find a didactic approach which can be effective in transmitting the “linguistic form/structure - functional pragmalinguistic value” relation. At the same time, the didactic approach should provide a first contact with the target speech community, which can offer a system of reference of those natural and inborn correspondences between pragmalinguistic resources and sociopragmatic values. Getting closer to the FL-Culture system requires the ability to read the norms of the target speech community and of the contextual situation from an emic perspective (Duranti 1997). The teaching action must set both the transmission of pramalinguistic and sociopragmatic information related to the FL sociocultural system as a goal, to make the student aware of the use of form and structures which result adequate according to the target speech community standards. To reach this goal, the present study seeks to test an input processing mode base on an inductive implicit system, which employs input enhancement techniques as support and guideline for the input processing. As an additional goal, the method aims to reduce negative pragmatic interferences. The audiovisual material completes the prospect, being the source of the sociopragmatic information. We think that working with a sort of “hybrid” material, half-way between an FL linguistic activity and a survey about sociocultural issues, carried out autonomously by student-informers, can lead also to reflections about the potential connection between research and didactic application in the FL teaching-learning field.
APA, Harvard, Vancouver, ISO, and other styles
5

Vieira, Carlos Henrique Alves. "Os elementos léxico-gramaticais de atitude em comentários de blogs para o ensino de português." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6651.

Full text
Abstract:
Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-16T12:12:24Z No. of bitstreams: 2 Dissertação -Carlos Henrique Alves Vieira - 2016.pdf: 4876884 bytes, checksum: 8af4edf94c4c71c82a5397db01da52d8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Rejected by Jaqueline Silva (jtas29@gmail.com), reason: Olá Cássia =) Tem um e-mail lá no Teses e Dissertações que é de um Carlos Henrique Alves Vieira que tbm pediu pra substituir o documento. Eu vou rejeitar o seu depósito na BDTD e já passei o email dele pra sua pasta de conferidos ;) Beijos, Jaque on 2016-12-16T16:23:47Z (GMT)
Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-19T11:19:57Z No. of bitstreams: 2 Dissertação - Carlos Henrique Alves Vieira - 2016.pdf: 4887497 bytes, checksum: cc1b8bac129bcf3373e7b3cf1542b56b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-27T12:31:15Z (GMT) No. of bitstreams: 2 Dissertação - Carlos Henrique Alves Vieira - 2016.pdf: 4887497 bytes, checksum: cc1b8bac129bcf3373e7b3cf1542b56b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-12-27T12:31:15Z (GMT). No. of bitstreams: 2 Dissertação - Carlos Henrique Alves Vieira - 2016.pdf: 4887497 bytes, checksum: cc1b8bac129bcf3373e7b3cf1542b56b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-12-06
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This master's research aims to describe and analyse the lexical-grammatical features of attitude in comments in order to understand how the public blogs for Portuguese teaching evaluate the process of teaching and learning in its various aspects, especially those that relate directly to the issue of education offered in them. These assessments are fundamental to understand, in general, the operation of non-institutional educational blogs for mother tongue teaching, for only the participants can measure the quality of this process, necessarily to be the target audience of these blogs.
Esta pesquisa de mestrado tem como objetivo a descrição e análise dos recursos léxico-gramaticais de atitude em comentários, a fim de compreender como o público de blogs para o ensino de Língua Portuguesa avalia esse processo de ensino-aprendizagem em seus mais diversos aspectos, sobretudo os que se relacionam diretamente à questão do ensino neles oferecido. Essas avaliações são fundamentais para entender, em linhas gerais, o funcionamento dos blogs educativos não institucionais para o ensino de língua materna, pois somente os participantes podem mensurar a qualidade desse processo, necessariamente por serem o público-alvo desses blogs
APA, Harvard, Vancouver, ISO, and other styles
6

Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

García, Iglesias Mª Victoria. "El desarrollo de la educación literaria en aprendientes iniciales de ELE. Una propuesta didáctica llevada a las aulas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457540.

Full text
Abstract:
Esta tesis doctoral recoge una investigación que se propuso llevar la literatura a las aulas de primero de secundaria bilingüe para extranjeros. La intervención en el aula se materializó a través de un curso que aúna el estudio de la lengua y la literatura bajo una metodología integradora que favorece las repercusiones didácticas en el proceso global de aprendizaje del Español como Lengua Extranjera (ELE). La investigación se ha desarrollado en el marco de las teorías constructivistas del aprendizaje y se ha asentado en una base teórica que manifiesta un amplio recorrido crítico por bibliografía específica actual referente a los tres temas principales que confluyen en la investigación: los estudios sobre la complejidad cognitiva de la lectura en lengua extranjera y en especial del mensaje literario, la importancia de las estrategias inferenciales en el proceso lector y la integración del material literario en el proceso de enseñanza-aprendizaje de E/LE. El desarrollo experimental de la investigación se ha realizado en el Gymnázium Bilingválne de Žilina (Eslovaquia) con una muestra de 30 sujetos en el marco de un proceso de investigación-acción. Se han recogido datos referentes a cuatro capacidades: la estratégica, la interpretativa, la lingüística y la creativa; antes y después de la intervención didáctica. Tras la aplicación de un tipo de análisis que ha combinado el cuantitativo y el cualitativo por la esencia de los fenómenos medidos, los resultados de la investigación indican que: a) Los participantes mejoran su capacidad de aplicación de estrategias de lectura con especial relevancia en las inferencias asociativas, las macroestrategias y las estrategias metacognitivas. b) Las habilidades para interpretar un texto literario en ELE se han desarrollado en los participantes del grupo experimental con especial evidencia en el aumento del intertexto lector y de los conocimientos literarios referentes a recursos literarios (antítesis, hipérbole e ironía, especialmente) y a las convenciones del lenguaje literario. c) La atención didáctica a la educación literaria de los aprendientes iniciales de ELE lejos de menguar o afectar negativamente los aprendizajes lingüísticos, los ha desarrollado en la misma medida que otro tipo de intervenciones didácticas estrictamente lingüísticas. d) Los participantes de la muestra experimental han sido capaces de culminar el proceso didáctico de las tareas comunicativas literarias creando textos de carácter literario adecuados y con evidencias de la asimilación de aprendizajes literarios tratados durante la implementación del curso. A través de los resultados de la investigación se ha podido constatar que los alumnos extranjeros de primero de secundaria bilingüe a la vez que aprenden lengua expanden sus habilidades y sus capacidades como lectores y, entonces, se educan literariamente también. Este hecho adquiere una relevancia específica porque supone una excepción en los estudios de didáctica de E/LE y abre, por tanto, una vía de investigación hasta ahora muy poco explorada.
This doctoral thesis presents an investigation that was proposed to take the literature to the first class of bilingual secondary for foreigners. The intervention in the classroom was materialized through a course that combines the study of language and literature under an integrative methodology that favors the didactic repercussions in the overall learning process of Spanish as a Foreign Language (SFL). The research has developed within the framework of constructivist theories of learning and has been based on a theoretical basis that shows a wide critical path by current specific bibliography referring to the three main themes that converge in research: studies on cognitive complexity of reading in a foreign language and especially of the literary message, the importance of inferential strategies in the reading process and the integration of literary material into the SFL teaching-learning process. The experimental development of the research was carried out in the Gymnázium Bilingválne of Žilina (Slovakia) with a sample of 30 subjects in the framework of an action-research process. Data on four capacities have been collected: strategic, interpretive, linguistic and creative, before and after the didactic intervention. Following the application of a type of analysis that has combined the quantitative and the qualitative by the essence of the measured phenomena, the results of the research indicate that: A) Participants improve their ability to apply reading strategies with special relevance in associative inferences, macro strategies and metacognitive strategies. B) The abilities to interpret a literary text in SFL have been developed in the participants of the experimental group with special evidence in the increase of the reading intertext and the literary knowledge referring to literary resources (antithesis, hyperbole and irony, especially) and conventions of literary language. C) Didactic attention to literacy education of the initial learners of SFL, far from diminishing or negatively affecting the linguistic learning, has developed them to the same extent as other types of strictly linguistic didactic interventions. D) The participants of the experimental sample were able to complete the didactic process of literary communicative tasks by creating adequate literary texts and evidences of the assimilation of literary learning during the course implementation. Through the results of the research it has been verified that the foreign students of first of bilingual secondary while learning language expand their abilities and their capacities as readers and, then, they are educated also literarily. This fact acquires a specific relevance because it is an exception in the didactic studies of SFL and opens, therefore, a way of investigation until now very little explored.
APA, Harvard, Vancouver, ISO, and other styles
8

Lind, Emma. "Inspiratörerna, innovatörerna, rebellen och kvinnorna : Framställningen av manligt och kvinnligt i författaporträtt i läromedlet Svenska impulser 2." Thesis, Södertörns högskola, Svenska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45655.

Full text
Abstract:
In this essay, I analyze and compare the representation of social actors in six different author presentations from the teaching aid Svenska Impulser 2, (2012). More specifically, I investigate similarities and differences in the representation of men and women and, thus, what meanings are ascribed to these gender categories. Consequently, these presentations belong to three different literary epochs or -isms: the enlightenment (Jean-Jaques Rousseau and Anna Maria Lenngren); romanticism (Percy Bysshe Shelley and Mary Shelley), and modernism (James Joyce and Virginia Woolf). The analysis is further grounded on Judith Butler’s theory on performative gender and systemic functional grammar as developed and defined by Michael Halliday. The method of analysis is critical discourse analysis (CDA) where I quantify and analyze different types of representational strategies and process and participant functions (transitivity). In addition, these two sections of quantifications are each followed by a qualitative analysis with a certain focus on different epiteths, attributes, general descriptions, and agency. My findings show that the presentations of women are more populated and, that they are portrayed as dependent on men, whereas men are portrayed as independent explorers, innovators, influencers, rebels or radical political debaters and thinkers. While some of these qualities are implied, however more or less muted, in the presentations of women, they are explicated or, by other means, more evident in the presentations of men. Moreover, my analysis shows that the women’s gender identity is marked and thus emphasized in their presentations to a significantly greater degree than the men’s gender identity is in their presentations.
APA, Harvard, Vancouver, ISO, and other styles
9

Mbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.

Full text
Abstract:
Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numérique
Ethnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology
APA, Harvard, Vancouver, ISO, and other styles
10

Stymne, Anna-Carin. "Hur begriplig är historien? : Elevers möjligheter och svårigheter i historieundervisningen i skolan." Doctoral thesis, Stockholms universitet, Historiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143123.

Full text
Abstract:
The thesis focuses on how students learn history in the classroom, more precisely on their possibilities and difficulties in developing competence in the school subject of history. There is a particular emphasis on how they explain and understand historical processes and concepts within the subject of history. Participants are students of different grades, 8–19 years old. The purpose of the study is to explore how students learn history in concrete learning situations and my focus is on the types of knowledge students understand, learn, develop and use in comparison with what they are expected to learn.  This is done based on three fundamental and well-established principles of learning. To examine what kinds of knowledge students need I use three main types of knowledge: declarative content knowledge (facts and concepts), procedural knowledge (knowledge about how to do things) and self-regulatory knowledge (knowledge about how to regulate our memory, thought and learning). I also use concepts and insights from systemic functional linguistics (SFL) in order to explain why the students use language and communicate the way they do. The thesis shows that history is challenging for young students. Young students have difficulties with complex and abstract concepts in history as they treat concepts as facts. Older, more competent, students use concepts on a more abstract level and use different kinds of linguistic resources when formulating explanations of higher complexity, more similar to the way explanations in the domain of history are commonly written. The youngest students and some of the older students lacked factual knowledge, concept knowledge, domain specific self-regulatory knowledge and linguistic resources. Declarative content knowledge and facts are more important and more difficult for young students to understand, develop, organize and learn than previous scholars have shown empirically. Students’ abilities to understand facts and ideas in the context of a conceptual framework and to organize and structure facts with the help of concepts at different level of abstraction (conceptual understanding) are crucial. Students also need linguistic resources, both lexical knowledge and knowledge of text structures. Language is crucial both in the process of acquiring knowledge and in the process of communication. In the learning process, teaching is crucial, since individual students’ potential to develop competence depend on the potential of the teacher to discover and engage their preconceptions and arrange for learning in a way that give students the kind of knowledge they need.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "SFL Teaching"

1

Aijmer, Karin, ed. Corpora and Language Teaching. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/scl.33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Götz, Sandra, and Joybrato Mukherjee, eds. Learner Corpora and Language Teaching. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/scl.92.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Glenn, Hartwig, ed. SQL: Self-teaching guide. New York: Wiley, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sinclair, John McH, ed. How to Use Corpora in Language Teaching. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ward, Phillip. Teaching tumbling. Champaign, IL: Human Kinetics, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sal, solecito. New York: Macmillan/McGraw-Hill School Pub. Co., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lha-dar, ed. Lo phyed naṅ yig rmoṅs sel baʼi slob deb. [Pe-cin: Kruṅ-goʼi Bod kyi śes rig dpe skrun khaṅ, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

L, Titarenko M., Mi︠a︡snikov Vladimir Stepanovich, Ipatova A. S. 1933-, Tikhvinskiĭ Sergeĭ Leonidovich, and Institut Dalʹnego Vostoka (Rossiĭskai︠a︡ akademii︠a︡ nauk), eds. Vostokovedenie i mirovai︠a︡ kulʹtura: K 80-letii︠u︡ akademika S.L. Tikhvinskogo : sbornik stateǐ. Moskva: Izd-vo "Pami︠a︡tniki istoricheskoǐ mysli", 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Silva, Sebastián Prieto. "A la aurora te busco" (Sal 63,2): Estudio exegético-teológico de Salmo 63. Roma: Editrice Pontificia Università gregoriana, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Spiritualità dell'Antico Testamento: È in te, Signore, la sorgente della vita (Sal 36,10). Padova: Edizioni Messaggero, 2016.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "SFL Teaching"

1

Hisaoka, Toshio. "Assessing EFL Writing: Meaningful Innovations through SFL." In Innovating EFL Teaching in Asia, 253–66. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tribble, Christopher. "Teaching and language corpora." In Multiple Affordances of Language Corpora for Data-driven Learning, 37–62. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/scl.69.03tri.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Aijmer, Karin. "Introduction: Corpora and language teaching." In Studies in Corpus Linguistics, 1–10. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/scl.33.02aij.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shao, Juan. "Teaching near-synonyms more effectively." In Studies in Corpus Linguistics, 164–86. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/scl.79.07sha.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tribble, Christopher. "14. Small corpora and teaching writing." In Small Corpus Studies and ELT, 381. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/scl.5.22tri.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Conrad, Susan. "Corpus variety:Corpus linguistics, language variation, and language teaching." In How to Use Corpora in Language Teaching, 67–85. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.12.08con.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hunston, Susan. "9. Pattern grammar, language teaching, and linguistic variation." In Using Corpora to Explore Linguistic Variation, 167–83. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/scl.9.11hun.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Philibert, Carla Tantillo. "Pre-Teaching for Success." In Everyday SEL in Early Childhood, 43–54. 2nd ed. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003140948-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nesselhauf, Nadja. "Learner corpora:Learner corpora and their potential for language teaching." In How to Use Corpora in Language Teaching, 125–52. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.12.11nes.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pérez-Paredes, Pascual. "Network: Learner oral corpora and network - based language teaching." In How to Use Corpora in Language Teaching, 249–68. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/scl.12.18per.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "SFL Teaching"

1

Xie, Hongyan, Long Yin, Li Zhao, and Liucheng Zhang. "Teaching Design of Enterprise Simulation Experiment Based on SCL." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shih, Angela, and Jawaharlal Mariappan. "Scenario-Based Learning: An Innovative Approach to Teaching Basic Engineering Courses." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61366.

Full text
Abstract:
Research has established that traditional linear, didactic approaches to teaching through lecturing are at best only tenuously connected to the ultimate aim of achieving competency. In order for classroom instruction to become relevant and meaningful, the process of learning must be motivating and exciting, and the basis of learning should be focused on discovering and not memorizing or regurgitation. We believe a guided discovery process is the most effective way to convert a passive classroom lecture into an engaging active learning experience. Scenario Based Learning (SBL) is an effective approach that provides an excellent framework for active learning. It offers an effective way of engaging learners and building competency mastery. This paper describes the initiatives currently underway at Cal Poly Pomona to develop and implement SBL approach to teach major concepts in basic freshmen and sophomore level engineering courses.
APA, Harvard, Vancouver, ISO, and other styles
3

Ji, Chengzhi, Biheng Xie, Xiaoyu Guo, Wenbin Han, Yisheng Hao, Junyi Chen, Shanfang Huang, Kan Wang, Hongbin Wei, and Yanming Liang. "A Sodium-Cooled Fast Reactor Simulation System and its Application In Teaching Research Based on VPOWER Platform." In 2021 28th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/icone28-64364.

Full text
Abstract:
Abstract To ensure the safe operation of nuclear power plant, employees must complete nuclear power plant-related safety training. College students who are majored in nuclear engineering in China cannot deeply participate in nuclear power plant work during the college period. So, they do not have a deep understanding of the theoretical concepts of nuclear power systems in class. For research and teaching work on Sodium-cooled fast reactor (SFR), the Department of Engineering Physics at Tsinghua University has developed the sodium-cooled fast reactor nuclear power plant simulation software (ECFR) with Neoswise Science & Technology Co. Ltd. ECFR is the dynamic process model software of the SFR nuclear power plant which is based on VPOWER platform. This paper presents the application of ECFR in teaching. Experimental courses have been conducted for Tsinghua students. Students can observe the main system structure of the power plant and perform accident analysis through ECFR. Those experiments can help students grasp the latest nuclear power technology better and motivate them to study effectively. Furthermore, the future improvement direction of ECFR is also discussed, which includes the improvement measures of human-computer interaction and system design.
APA, Harvard, Vancouver, ISO, and other styles
4

Pereira, M. C., P. V. Viera, A. L. A. Raabe, and C. A. Zeferino. "A basic processor for teaching digital circuits and systems design with FPGA." In 2012 VIII Southern Conference on Programmable Logic (SPL). IEEE, 2012. http://dx.doi.org/10.1109/spl.2012.6211804.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Зорина, Виктория Владимировна, and Аружан Амангельдыкызы Сармалаева. "ABOUT PARTICIPATION OF STUDENTS OF TRAINING COURSES FOR FOREIGN SPECIALISTS IN OLYMPIADS IN RUSSIAN." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/pb191.2021.46.65.006.

Full text
Abstract:
Статья посвящена актуальной проблеме изучения иностранными обучающимися русского языка. Особое место в обучении русскому языку как иностранному занимает внеаудиторная работа, включающая олимпиады и конкурсы. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в студенческой Интернет-Олимпиаде СФУ по русскому языку. The article is devoted to the actual problem of studying the Russian language by foreign students. A special place in teaching Russian as a foreign language is occupied by extracurricular work, including Olympiads and competitions in Russian language teaching. The article presents the experience of participation of students of the training courses for foreign specialists of the SIBUIIA of the Ministry of Internal Affairs of Russia in the SFU student Internet Olympiad in the Russian language.
APA, Harvard, Vancouver, ISO, and other styles
6

Moreno-Villalon, Adrian, Angel Guerra-Martin, and Eduardo Boemo. "miniFPGA: An educational app for teaching partitioning, placemnent and routing on Andriod devices." In 2014 IX Southern Conference on Programmable Logic (SPL). IEEE, 2014. http://dx.doi.org/10.1109/spl.2014.7002217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Briede, Baiba. "Students’ Self-directed Learning in the Context of Industrial Challenges: Latvia University of Life Sciences and Technologies Case." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9292.

Full text
Abstract:
Students’ self-directed learning (SDL) is analysed as a means to promote the development of professionals who are active life-long learners, ready to complex problem solving, leadership and flexible adaptation to social and economic situations. That is why the aim of the study was to analyse the components of SDL essential for nowadays socio-economic situation and to find out SDL results from the students of Latvia University of Life Sciences and Technologies (LLU). The method of questionnaire was used to investigate the students’ self-assessment on their SDL focusing on purposefulness, motivation for knowledge, implementation of effective learning strategies, responsibility, control assessment of learning progress, importance to express one’ s view and time management. The results of the study were obtained from 305 first-year students of LLU. Medium results dominate in relation to implementation of effective learning strategies, importance to express one’s view and time management. It means that preferably an electronic aid on learning strategies and more flexible learning environments for the first year students is necessary. The study results also indicate that more teaching methods promoting views expression are of high importance and should be included in further education courses for teachers. Keywords: Self-directed learning; university students; professionalism.
APA, Harvard, Vancouver, ISO, and other styles
8

Jia-yi, Zhu, Gu Yue-sheng, and Zhang Bao-jian. "Research on Design of Computer Fundamental Teaching Material Based on SDL." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.423.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yue-sheng, Gu, and Zhang Bao-jian. "Research on design of computer fundamental teaching material based on SDL." In the 1st ACM Summit on Computing Education in China. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1517632.1517647.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Зорина, Виктория Владимировна. "EXPERIENCE OF EXTRACURRICULAR WORK IN RUSSIAN AS A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/ecs290.2020.15.98.009.

Full text
Abstract:
Статья посвящена актуальной проблеме организации внеаудиторной работы по русскому языку как иностранному в неязыковом вузе. Внеаудиторная работа, как показывает анализ публикаций и практика преподавания, обладает значимым обучающим, развивающим и воспитывающим потенциалом. Представлен опыт участия слушателей курсов подготовки иностранных специалистов СибЮИ МВД России в фонетическом конкурсе (организатор СФУ) и внутривузовской Олимпиаде по русскому языку и культуре речи. The article is devoted to the actual problem of organizing extracurricular work on Russian as a foreign language in a non-linguistic University. Extracurricular work, as shown by the analysis of publications and teaching practice, has significant teaching, developing and educating potential. The experience of participation of the trainees of training of foreign specialists Sibui of the MIA of Russia in phonetic competition (hosted by SFU) and intrahigh Olympiad on the Russian language and speech culture.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "SFL Teaching"

1

Chu, M. S. Y., M. W. Kozak, J. E. Campbell, and B. H. Thompson. A self-teaching curriculum for the NRC/SNL (Nuclear Regulatory Commission/Sandia National Laboratory) low-level waste performance assessment methodology. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/6049453.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'SFL Teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography