Journal articles on the topic 'Whole Language Approach'
To see the other types of publications on this topic, follow the link: Whole Language Approach.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Whole Language Approach.'
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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 244–49. http://dx.doi.org/10.1044/0161-1461.2104.244.
Full textAbstract:
Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.
2
Bergen, Benjamin K. "A whole-systems approach to language." Annual Review of Cognitive Linguistics 6 (November 26, 2008): 329–44. http://dx.doi.org/10.1075/arcl.6.18ste.
Full text
3
Karch, Barbara. "A Whole Language Approach for Kindergarten." Gifted Child Today Magazine 13, no. 6 (November 1990): 56–59. http://dx.doi.org/10.1177/107621759001300616.
Full text
4
Ross, Elinor P. "How to Use the Whole Language Approach." Adult Learning 1, no. 2 (October 1989): 23–27. http://dx.doi.org/10.1177/104515958900100209.
Full text
5
Braz, Lúcia. "A whole language approach in mathematics classrooms." Curriculum Studies 6, no. 1 (March 1998): 97–112. http://dx.doi.org/10.1080/14681369800200021.
Full text
6
Renick, Patricia R. "A Whole Language Approach in an L.D. Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 4 (April 1992): 206–8. http://dx.doi.org/10.1080/00098655.1992.10114204.
Full text
7
Zamzami, Novita Donna, Novi Nurhayati, and Moh Salimi. "CONCEPT AND IMPLEMENTATION OF THE WHOLE LANGUAGE APPROACH IN INDONESIA LANGUAGE LEARNING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 314. http://dx.doi.org/10.20961/shes.v1i2.26744.
Full textAbstract:
<em>Education is a whole series of activities held by educators for students on all aspects of the development of student’s potential to achieve the goal. Educational objectives can be achieved through learning activities that are able to build and develop students' knowledge as a whole. Including in Indonesian learning. There are four skills in Indonesia language learning that must be developed, namely reading, listening, speaking and writing skills. The purpose of this study is to describe 1. Whole language approach, 2. Implementation of a Whole language approach in Indonesia language learning. The results of this study are: (1) Whole language is a language learning approach based on constructivism. Whole language is implemented contextually, logically, chronologically, communicatively, and intact so students can see language as a whole; (2) The implementation of the Whole language approach in Indonesian language learning is combining reading, listening, writing and speaking.</em>
8
Zo, Bo-Ro, and Soo-Kyun Kim. "Hangul Serious Game for Childhood using Whole Language Approach." Journal of the Korea Contents Association 16, no. 2 (February 28, 2016): 449–55. http://dx.doi.org/10.5392/jkca.2016.16.02.449.
Full text
9
Hempenstall, Kerry. "The whole language approach to reading an Empiricist Critique." Australian Journal of Learning Disabilities 1, no. 3 (December 1996): 22–32. http://dx.doi.org/10.1080/19404159609546512.
Full text
10
Groff, Patrick. "Teachers’ opinions of the whole language approach to reading instruction." Annals of Dyslexia 41, no. 1 (January 1991): 81–95. http://dx.doi.org/10.1007/bf02648079.
Full text
11
Kehoe, Margaret. "Acquisition of velars: A whole-word approach." Clinical Linguistics & Phonetics 29, no. 12 (August 31, 2015): 873–908. http://dx.doi.org/10.3109/02699206.2015.1062559.
Full text
12
Dongil Seok. "The Search for Ideological and Practical Nature of Whole Language Approach." Journal of speech-language & hearing disorders 16, no. 1 (March 2007): 1–19. http://dx.doi.org/10.15724/jslhd.2007.16.1.001.
Full text
13
Kim, Deoksoon. "Learning Language, Learning Culture: Teaching Language to the Whole Student." ECNU Review of Education 3, no. 3 (July 27, 2020): 519–41. http://dx.doi.org/10.1177/2096531120936693.
Full textAbstract:
Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.
14
Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.
Full textAbstract:
The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability.
Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach
References
Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130
Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628.
Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016
Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49.
Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann.
Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press.
Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc.
Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press.
Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39
Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307
Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654
Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo.
Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715
Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832
Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8
Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821
Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x
Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40.
Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0
Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23.
Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press.
Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002
Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing.
Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368
Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.
15
Ingram, David, and Kelly D. Ingram. "A Whole-Word Approach to Phonological Analysis and Intervention." Language, Speech, and Hearing Services in Schools 32, no. 4 (October 2001): 271–83. http://dx.doi.org/10.1044/0161-1461(2001/024).
Full textAbstract:
This paper introduces a whole-word approach to phonological analysis and then demonstrates the use of the approach by conducting an analysis and outlining treatment recommendations for a child with a phonological disability. Rationale for using a whole-word approach and also for defining phonological typologies are presented using the view that children are word oriented and use different patterns to acquire their phonological systems. New measures for word complexity and target proximity are explained, and four components of a phonological analysis are outlined and subsequently demonstrated.
16
최은지. "Critical Examination on Whole Language Approach for Korean Literacy Education for Children." Bilingual Research ll, no. 57 (December 2014): 199–221. http://dx.doi.org/10.17296/korbil.2014..57.199.
Full text
17
Eldredge, Lloyd. "An experiment with a modified whole language approach in first‐grade classrooms." Reading Research and Instruction 30, no. 3 (March 1991): 21–38. http://dx.doi.org/10.1080/19388079109558048.
Full text
18
Haworth, Penny, Alyson McGee, and Lesieli Kupu MacIntyre. "Building a whole school approach and teacher efficacy with English language learners." Teachers and Teaching 21, no. 2 (August 8, 2014): 164–77. http://dx.doi.org/10.1080/13540602.2014.928131.
Full text
19
McKenna, Michael C., Beverly D. Stratton, Martha C. Grindler, and Stephen J. Jenkins. "Differential Effects of Whole Language and Traditional Instruction on Reading Attitudes." Journal of Reading Behavior 27, no. 1 (March 1995): 19–44. http://dx.doi.org/10.1080/10862969509547867.
Full textAbstract:
This article reports a three-part study comparing the effects of whole-language practice versus traditional basal instruction on children's reading attitudes. In Experiment 1, children in two whole-language elementary schools (Grades 1–5, N=485) and children in two traditional schools (Grades 1–5, N=433) responded to the Elementary Reading Attitude Survey (ERAS). Although significant main effects of grade level and gender were observed, there was no main effect of instructional approach. The possibility that whole language had been too broadly defined was addressed in a second study. In Experiment 2, Bergeron's (1990) definition was used to identify a third whole-language school, meeting more specific criteria. All students in Grades 1–5 ( N=713) were compared with the original basal group. Only the recreational ERAS subscale was administered because of the inapplicability of certain items of the academic subscale to the new whole-language setting. As before, no main effect of approach was observed, nor was any interaction of approach with other factors significant. Experiment 3 involved follow-up structured observations of two first-grade teachers in the second whole-language school. The attitude means of these teachers' classes differed significantly. Although the two teachers exhibited many similarities, notable differences emerged that warrant further study in order to examine a possible causal relationship between practice and attitude. Important differences in practice within a general whole-language philosophy may affect reading attitude differentially.
20
Kim, Yunkyoung. "Developing 'the Dramatic Debate Model' for debate education as whole language educational approach." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 4 (February 2, 2017): 123–48. http://dx.doi.org/10.22251/jlcci.2017.17.4.123.
Full text
21
Karapetyan, Lili. "An Extensive Reading Approach to Language Teaching." Armenian Folia Anglistika 4, no. 1-2 (5) (October 15, 2008): 70–75. http://dx.doi.org/10.46991/afa/2008.4.1-2.070.
Full textAbstract:
Reading, together with its various expressions, holds a leading position in foreign language teaching programs due to its huge educational significance. The article studies the role of extensive reading in language teaching, the ways of its application as well as its contribution to language teaching as a whole. Research suggests that extensive reading not only contributes to the improvement of reading skills of students, but also enriches their vocabulary and helps them perceive the new meanings of the already familiar words more easily.
22
Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.
Full textAbstract:
This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English
Keywords: Whole language approach, Early reading, Early writing, Early childhood
Reference
Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta.
Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163.
Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8).
Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini.
Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101.
Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479.
Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta.
CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED.
Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94.
Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press.
Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28.
Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4.
Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya.
Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia.
Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2).
Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53.
Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and
Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann.
Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801.
Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language.
Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102.
Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana.
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison.
Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82.
Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7).
Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3).
Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7).
Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3).
Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82.
Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute.
Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn
& Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa
Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102.
Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo.
Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94.
Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N.
Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24.
Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70.
Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia.
Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana.
Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana.
Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016).
Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic.
Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara.
Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success.
Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234.
Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education.
Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235
Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama.
Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146.
Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator.
Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka.
Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia.
Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya.
Jakarta: Kencana Prenada Media Group.
Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang.
Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka.
Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge.
University Press.
Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285.
Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.
23
Wheeler, Garon. "Making Fundamental Changes in Education: Is "Whole Language" Feasible?" TESL Canada Journal 13, no. 1 (October 26, 1995): 87. http://dx.doi.org/10.18806/tesl.v13i1.663.
Full textAbstract:
The possibility that a novel method, theory, or approach may have a history and may in fact not even be new is often overlooked by educators. A recent example of this is the interest in what is termed Whole Language, which has been presented as an innovation addressing many perceived deficiencies of traditional education. Nevertheless, the precepts of Whole Language can be traced to a change in attitude toward students in the 1600s and 1700s that laid the foundations of modern education. History shows that Whole Language faces many obstacles in its quest for widespread acceptance. First, it takes us back to the ancient notion of teaching as an art rather than a science. Furthermore, Whole Language is unable to demonstrate its superiority with statistics, which is a requirement for introducing radical changes. The tendency to avoid substantial change is thus expected to prevail.
24
Bhadwal, Neha, Prateek Agrawal, and Vishu Madaan. "A Machine Translation System from Hindi to Sanskrit Language using Rule based Approach." Scalable Computing: Practice and Experience 21, no. 3 (August 1, 2020): 543–54. http://dx.doi.org/10.12694/scpe.v21i3.1783.
Full textAbstract:
Machine Translation is an area of Natural Language Processing which can replace the laborious task of manual translation. Sanskrit language is among the ancient Indo-Aryan languages. There are numerous works of art and literature in Sanskrit. It has also been a medium for creating treatise of philosophical work as well as works on logic, astronomy and mathematics. On the other hand, Hindi is the most prominent language of India. Moreover,it is among the most widely spoken languages across the world. This paper is an effort to bridge the language barrier between Hindi and Sanskrit language such that any text in Hindi can be translated to Sanskrit. The technique used for achieving the aforesaid objective is rule-based machine translation. The salient linguistic features of the two languages are used to perform the translation. The results are produced in the form of two confusion matrices wherein a total of 50 random sentences and 100 tokens (Hindi words or phrases) were taken for system evaluation. The semantic evaluation of 100 tokens produce an accuracy of 94% while the pragmatic analysis of 50 sentences produce an accuracy of around 86%. Hence, the proposed system can be used to understand the whole translation process and can further be employed as a tool for learning as well as teaching. Further, this application can be embedded in local communication based assisting Internet of Things (IoT) devices like Alexa or Google Assistant.
25
Hoffman, Paul R., Janet A. Norris, and Joann Monjure. "Comparison of Process Targeting and Whole Language Treatments for Phonologically Delayed Preschool Children." Language, Speech, and Hearing Services in Schools 21, no. 2 (April 1990): 102–9. http://dx.doi.org/10.1044/0161-1461.2102.102.
Full textAbstract:
Two, 4-year-old phonologically delayed children were treated using two intervention approaches for a 6-week period. The phonological approach targeted cluster reduction through practice in production and perception of affected minimal pair contrasts in words, phrases, sentences, and story-telling tasks. The whole language approach targeted production of narratives without specific attention to the cluster reduction error pattern. Similar improvements were seen in the phonological performance of both children; however, the child in the whole language treatment showed greater improvements in expressive language performance. Results are discussed with respect to the holistic nature of language and its implications for phonological treatment.
26
Onukaogu, Chukwuemeka Eze. "The ‘whole language’ approach to literacy education in the third world: The Nigerian experience." Language, Culture and Curriculum 10, no. 3 (January 1997): 186–99. http://dx.doi.org/10.1080/07908319709525251.
Full text
27
Ibda, Hamidulloh. "Penguatan Karakter Toleran dalam Pembelajaran Bahasa Indonesia Berbasis Whole Language di Madrasah Ibtidaiyah." Wahana Akademika: Jurnal Studi Islam dan Sosial 5, no. 2 (January 30, 2019): 17. http://dx.doi.org/10.21580/wa.v5i2.2628.
Full textAbstract:
<p>This article discusses the dynamics of intolerance from aspects of mind, language, action and solution through strengthening the education of tolerant character in learning Indonesian. Intolerance in practice can be harsh words, hate speech, harassment, until the action of radicalism. Strengthening character education is a mandate that must be implemented in Islamic elementary education. There are seventeen required implemented characters. Start religious character, honest, tolerant, disciplined, hard working, creative independent, democratic, curiosity, spirit of nationality, love of the homeland, appreciate achievement, communicative, love peace, love reading, caring environment, social care, and responsible. Tolerance became one of the urgent characters strengthened in this era of the fourth industrial revolution. The language of the children represents its character. The more polite, refined, and tolerant of their language, the stronger the character is polite, refined, and tolerant to them, and vice versa. Indonesian language learning with whole language approach can strengthen the tolerant character because it is done intact, integral, not partial from aspects of listening, reading, writing and speaking. The language understanding in this approach is not just textual, but contextual and even intertextual. Indonesian language learning through whole language approach aims to strengthen the character of tolerant, polite, social care and boils down to the attitude of religious tolerance. There are two indicators of religious tolerance, to people of fellow religion, and tolerance to people of different religions.</p>
28
Mouhoub, Malek, and Mustakim Al Helal. "Topic Modelling in Bangla Language: An LDA Approach to Optimize Topics and News Classification." Computer and Information Science 11, no. 4 (October 31, 2018): 77. http://dx.doi.org/10.5539/cis.v11n4p77.
Full textAbstract:
Topic modeling is a powerful technique for unsupervised analysis of large document collections. Topic models have a wide range of applications including tag recommendation, text categorization, keyword extraction and similarity search in the text mining, information retrieval and statistical language modeling. The research on topic modeling is gaining popularity day by day. There are various efficient topic modeling techniques available for the English language as it is one of the most spoken languages in the whole world but not for the other spoken languages. Bangla being the seventh most spoken native language in the world by population, it needs automation in different aspects. This paper deals with finding the core topics of Bangla news corpus and classifying news with similarity measures. The document models are built using LDA (Latent Dirichlet Allocation) with bigram.
29
Nehru Meha and Adiyati Fathu Roshonah. "IMPLEMENTASI WHOLE LANGUAGE APPROACH SEBAGAI PENGEMBANGAN MODEL PEMBELAJARAN BERBAHASA AWAL ANAK USIA 5-6 TAHUN DI PAUD NON FORMAL." Jurnal Pendidikan 15, no. 2 (September 14, 2014): 68–82. http://dx.doi.org/10.33830/jp.v15i2.415.2014.
Full textAbstract:
This study was conducted to implementa holistic approach to language (whole language approach) as the development of early language learning model of children aged 5-6 years in Non-Formal early childhood. As commonly known, ordinary people generally narrows aspects of language learning on only one small part of language development include reading and writing. On the other hand, the whole language approach has not been widely known specially applied nearly language learning in early childhood Non-Formal, but if implemented correctly and consistently, this approach is able to foster interest in literacy children naturally and fun. Whole language has been implemented nearly childhood language learning in developed countries that have a high interest in literacy. This study used action research methods by giving the action in each cycle from planning, action, observation, and reflection. This research was carried out in Non-Formal Childhood Education Mawar in South Tangerang January to July 2014. The subjects of this study consisted of 10 children aged 5-6 years were selected based on the observation of pre-cycle. The results of observations processed through data analysis techniques with descriptive statistics, namely to find the percentage and the average value of the initial improvements in language skills acquired through observation, interviews and discussions, as well as document review. The results showed that the implementation of the whole language approach that include simmertion, demonstration, expectation, responsibility, employment, approximation, feedback can improve early reading skills of young children. Based on pre-cycle observations initially beginning literacy percentage of 30.25% is still a child. In the first cycle after the action as much as7 times the meeting obtained by an increase in the percentage amounted to 85.50%. Based on these data showed an increase in the percentage of literacy of the observation of pre-cycle by 55.25%.The implications of this study are expected to approach whole language can be used as the development of early language learning model early childhood 5-6 years in Non-Formal early childhood, because it is natural and fun and developmentally age children.
Penelitian ini dilakukan untuk mengimplementasikan pendekatan bahasa holistik (whole language approach) sebagai pengembangan model pembelajaran berbahasa awal anak usia 5-6 tahun di PAUD Non Formal. Sebagaimana lazim diketahui, masyarakat awam umumnya menyempitkan aspek pembelajaran berbahasa hanya pada salah satu bagian kecil perkembangan bahasa meliputi membaca dan menulis. Di sisi lain, pendekatan whole language belum banyak diketahui apalagi diterapkan di dalam pembelajaran berbahasa awal anak usia dini di PAUD Non Formal, padahal apabila diimplementasikan secara benar dan konsisten pendekatan ini mampu menumbuhkan minat literasi (keaksaraan) anak secara alamiah dan menyenangkan. Whole language telah diterapkan dalam pembelajaran berbahasa anak usia dini di negara-negara maju yang memiliki minat literasi tinggi. Penelitian ini menggunakan metode penelitian tindakan (action research) dengan memberikan tindakan pada setiap siklus mulai dari perencanaan, tindakan, pengamatan, dan refleksi. Penelitian ini dilaksanakan di PAUD Non Formal Mawar Tangerang Selatan pada bulan Januari sampai Juli 2014. Subyek penelitian ini terdiri dari 10 orang anak usia 5-6 tahun yang dipilih berdasar hasil observasi pra siklus. Hasil observasi diolah melalui tekhnik analisis data dengan statistik deskriptif, yaitu mencari persentase dan nilai rata-rata peningkatan kemampuan berbahasa awal yang diperoleh melalui observasi, interview dan diskusi, serta kajian dokumen. Hasil penelitian menunjukkan bahwa implementasi pendekatan whole language yang meliputi immertion, demonstration, expectation, responsibility, employment, approximation, and feedbackdapat meningkatkan kemampuan membaca awal anak usia dini. Berdasarkan observasi pada pra siklus pada awalnya persentase kemampuan membaca permulaan anak masih sebesar 30,25%. Pada siklus I setelah dilakukan tindakan sebanyak 7 kali pertemuan diperoleh peningkatan persentase menjadi sebesar 85,50%. Berdasarkan data tersebut menunjukkan peningkatan persentase kemampuan membaca dari hasil observasi pra siklus sebesar 55,25%. Implikasi dari penelitian ini diharapkan pendekatan whole language dapat dijadikan sebagai pengembangan model pembelajaran berbahasa awal anak usia dini 5-6 tahun di PAUD Non Formal, karena sifatnya yang alamiah dan menyenangkan serta seusia dengan tahapan perkembangan anak.
30
Sowers-Wills, Sara. "Using schema theory to support a whole-word approach to phonological acquisition." Cognitive Linguistics 28, no. 1 (February 1, 2017): 155–91. http://dx.doi.org/10.1515/cog-2016-0044.
Full textAbstract:
AbstractEarly child phonological acquisition data typically contain exceptional phonetic forms that defy segment-based rules and have long challenged traditional theoretical frameworks. The templatic approach to phonological acquisition claims that whole-word phonotactic patterns emerge as the first primary units of representation, later giving way to segmental knowledge. This approach places importance on the relationships among a child’s forms in addition to those between child forms and their corresponding adult targets. Inscribed within dynamic systems theory, the templatic approach assumes a developing phonological system to be self-organizing and driven by general cognitive processes in response to patterns in the ambient language. This paper analyzes data from a diary study of one monolingual child acquiring American English. Data collected during the first six months of word production were put to templatic analysis, then examined for evidence of schematic structure. Incorporating the chronology of utterances the child produced, analysis revealed varying degrees of abstraction as early patterns integrated with newer patterns. The results reveal schema theory to be an informative supplementary framework for templatic analysis. Schema theory provides a structured way to trace the emergence and interaction of whole-word patterns a child uses to facilitate the production of first words.
31
Cenoz, Jasone, and Durk Gorter. "American Association for Applied Linguistics Colloquia, 2010." Language Teaching 44, no. 2 (February 22, 2011): 264–65. http://dx.doi.org/10.1017/s0261444810000534.
Full textAbstract:
Presented at the AAAL Annual Conference, Atlanta, Georgia, USA; 6 March, 2010.This colloquium discussed a multilingual approach to language learning, language teaching and language assessment in school settings. This approach implies looking at language acquisition and use from a holistic perspective, taking into account not only the target language but all the languages known by the learner; such a perspective brings together the traditions of Second Language Acquisition (SLA) and bi/multilingualism because it looks at the whole linguistic repertoire of learners when acquiring and using languages. This perspective does not regard the boundaries between languages as clear-cut; nevertheless, those boundaries are themselves used as a resource in communication. In contrast to traditional teaching approaches, code-mixing, code-switching and translanguaging are considered common practices in the behavior of multilingual learners. The multilingual approach also represents a reaction against the ‘monolingual bias’, which leads to the judging of multilingual speakers' competencies by native speaker norms. It also goes beyond common practices not only in foreign language classrooms but also in bilingual and multilingual schools.
32
Beddar, Mohand. "Intra and Inter Language Control for French to Arabic Machine Translation in the Security Domain." Advanced Materials Research 717 (July 2013): 772–77. http://dx.doi.org/10.4028/www.scientific.net/amr.717.772.
Full textAbstract:
The TACCT (Traduction Automatique Contrôlée Centre Tesnière) system architecture draws its strength from two main areas governed by microsystemic theory due to Sylviane Cardey: controlled language and contrastive linguistics. In this approach where the French and Arabic languages are brought close together by using a comparison of the two linguistic systems and control of the respective languages, the most appropriate approach seems to be unquestionably the microsystemic one. This is because the microsystemic approach is able to address the particular needs of each language considered by the system. The microsystemic approach decomposes the whole system into dynamic subsystems, unknown at first, their boundaries being dependent on the architecture of the machine translation system. The resulting fragmentary nature of the microsystems is aimed at apprehending the whole language with a detailed analysis of each of its constituent components and at the same time formalizing the nature of interactions between them. The syntactic-semantic model adopted for Machine Translation in the TACCT system is therefore the result of this new two-faceted approach based on both the study of divergences and convergences between French and Arabic conducted on a large bilingual safety corpus and also on an intra-and inter-language control-oriented analysis. Because of this we distinguish in our research between different types of control: static control and dynamic control.
33
Bruin, Leon de, and Sanneke de Haan. "Enactivism & Social Cognition: In Search of the Whole Story." Cognitive Semiotics 4, no. 1 (August 1, 2012): 225–50. http://dx.doi.org/10.1515/cogsem.2012.4.1.225.
Full textAbstract:
Abstract Although the enactive approach has been very successful in explaining many basic social interactions in terms of embodied practices, there is still much work to be done when it comes to higher forms of social cognition. In this article, we discuss and evaluate two recent proposals by Shaun Gallagher and Daniel Hutto that try to bridge this ‘cognitive gap’ by appealing to the notion of narrative practice. Although we are enthusiastic about these proposals, we argue that (i) it is difficult to see them as continuous with the enactivist notion of direct coupling, and (ii) the failure to account for folk psychological action interpretation suggests that the enactive approach should adopt a broader notion of coupling.
34
Strauss, Annaly M. "The efficacy of a whole language approach to ESL teaching in an under-graduate classroom." Journal for Language Teaching 52, no. 1 (November 19, 2018): 46. http://dx.doi.org/10.4314/jlt.v52i1.3.
Full text
35
McKenna, Gregory S., and Claudio VioLato. "A Combined Phonotogical Awareness, Whole Language, and Metacognitive Approach to Teach Reading to Reading Resistors." Canadian Journal of School Psychology 18, no. 1-2 (December 2003): 115–28. http://dx.doi.org/10.1177/082957350301800106.
Full text
36
Leyden, Jenny, Joy Stackhouse, and Marcin Szczerbinski. "Implementing a whole school approach to support speech, language and communication: Perceptions of key staff." Child Language Teaching and Therapy 27, no. 2 (May 25, 2011): 203–22. http://dx.doi.org/10.1177/0265659011398375.
Full text
37
Redmond, Mary Lynn. "The Whole Language Approach in the FLES Classroom: Adapting Strategies to Teach Reading and Writing." Foreign Language Annals 27, no. 3 (October 1994): 428–44. http://dx.doi.org/10.1111/j.1944-9720.1994.tb01219.x.
Full text
38
Yarmi, Gusti. "MENINGKATKAN KEMAMPUAN MENULIS KREATIF SISWA MELALUI PENDEKATAN WHOLE LANGUAGE DENGAN TEKNIK MENULIS JURNAL." Perspektif Ilmu Pendidikan 28, no. 1 (August 25, 2017): 8. http://dx.doi.org/10.21009/pip.281.2.
Full textAbstract:
Abstract: This study aimed at collecting emperical data of creative writing activities applying whole languageapproach to the students of grade 5 of Primary School. The study conducted at SDN, Pondok Kelapa 05 Pagi,Duren Sawit, East Jakarta, as from August through December 2018, employing classroom action research. Theintervention design of the research adopted the model of Kemmis and Taggard. The data were collected by observationand test of writing skill. The data were analyzed by reducing and displaying the data for conclusion, verification,and reflection. The result the resarch showed the improvement of the students’ writing skills in each cycle until thethird cycle, that it can be concluded that writing instruction by journal writing activities as a component of wholelanguage approach can improve the students’ creative writing skills.
Keywords: writing instruction, journal, whole language approach, creative writing.
39
Acedo-Matellán, Víctor, and Jaume Mateu. "Satellite-framed Latin vs. verb-framed Romance: A syntactic approach." Probus 25, no. 2 (September 12, 2013): 227–65. http://dx.doi.org/10.1515/probus-2013-0008.
Full textAbstract:
Abstract In this paper we are interested in the relation between two facts accompanying the diachronic change from Latin to Romance within the domain of the morphological and argument-structural properties of the predicates expressing change. On the one hand, the element encoding the transition itself, which we call the Path, and the verb are realised as two distinct morphemes in Latin, but as one and the same morpheme in the daughter languages: in Talmy's (2000) terms, the former is a satellite-framed language and the latter are verb-framed languages. On the other hand, there is a whole range of argument-structural patterns which are found in Latin but not in Romance: unselected object contructions, complex directed motion constructions, productive locative alternation, etc. We show, within a syntactic view of argument structure and morphology, that both facts are intimately related. Furthermore, we provide data from Old Catalan showing an intermediate stage between the Latin satellite-framed system and the Romance verb-framed system.
40
Mufilhah, Muflihah. "PENDEKATAN WHOLE LANGUAGE MELALUI MULTI MEDIA DALAM PENINGKATAN KETERAMPILANPEMBELAJARAN BAHASA ARAB BAGI MAHASISWA PRODI PENDIDIKAN BAHASA ARAB, FAKULTAS TARBIYAH DAN KEGURUAN UIN SUNAN AMPEL SURABAYA." alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 4, no. 1 (December 16, 2019): 35–46. http://dx.doi.org/10.15642/alfazuna.v4i1.540.
Full textAbstract:
An important problem faced by lecturers in learning Arabic is technology-based learning or through multimedia. Therefore, the author examines this through research to find out a number of issues, namely: 1) How to design learning with a whole language approach through Multi Media in improving Arabic language skills for Arabic education department at Tarbiyah and Teacher Training Faculty of UIN Sunan Ampel Surabaya? 2) How is the implementation of learning with the whole language approach through Multi Media in improving Arabic language skills for students of Arabic education department at Tarbiyah and Teacher Training Faculty of UIN Sunan Ampel Surabaya? The results of this study are that the implementation of learning with the whole language approach through multimedia is in class D as an experimental class, the researcher also implements learning by not using the whole language approach through Multi Media as a comparison class that is in class B and based on the results of calculations performed using applications Minitab 16 can be seen that the value of the t-test from the pre-test and post-test table in the experimental class or class D is 10.99 and the value of the t-count from the class B pre-test and post-test table is 5.75.
41
Forey, Gail. "A whole school approach to SFL metalanguage and the explicit teaching of language for curriculum learning." Journal of English for Academic Purposes 44 (March 2020): 100822. http://dx.doi.org/10.1016/j.jeap.2019.100822.
Full text
42
Ghai, Wiqas, and Navdeep Singh. "Phone based acoustic modeling for automatic speech recognition for Punjabi language." Journal of Speech Sciences 3, no. 1 (February 5, 2021): 68–83. http://dx.doi.org/10.20396/joss.v3i1.15040.
Full textAbstract:
Punjabi language is a tonal language belonging to an Indo-Aryan language family and has a number of speakers all around the world. Punjabi language has gained acceptability in the media & communication and therefore deserves to have a place in the growing field of automatic speech recognition which has been explored already for a number of other Indian and foreign languages successfully. Some work has been done in the field of isolated word speech recognition for Punjabi language, but only using whole word based acoustic models. A phone based approach has yet to be applied for Punjabi language speech recognition. This paper describes an automatic speech recognizer that recognizes isolated word speech and connected word speech using a triphone based acoustic model on the HTK 3.4.1 speech Engine and compares the performance with acoustic whole word model based ASR system. Word recognition accuracy of isolated word speech was 92.05% for acoustic whole word model based system and 97.14% for acoustic triphone model based system whereas word recognition accuracy of connected word speech was 87.75% for acoustic whole word model based system and 91.62% for acoustic triphone model based system.
43
Djitog, Ignace, and Muhammadou M. O. Kah. "Ontological Approach to Holistic Healthcare Systems Simulation." International Journal of Privacy and Health Information Management 8, no. 1 (January 2020): 88–104. http://dx.doi.org/10.4018/ijphim.2020010105.
Full textAbstract:
This article aims at developing a new ontology for healthcare systems (HS) simulation. The ontology includes various classes that represent major components of HS simulation and their relationships as an integrated whole. It is formally expressed using system entity structure language with links to basic models developed in various formalisms and stored in a model base repository. Entities are mapped into web ontology language (OWL) classes and can be visualized in Protégée and queried with SPARQL. Classes are built based on agreed-upon concepts in HS simulation domain and serve to document and formalize knowledge while providing notable benefits such as common representation of healthcare models from different simulation platforms, model reuse, querying simulation models, and browsing. The paper also presents an illustrative case study to showcase the use of the ontology while capturing successfully within its scope an outbreak of cholera disease and its mitigation plan.
44
박수현 and KiJyung Lee. "Effects of Whole Language Approach with Fairy Tales on Reading Abilities of Students with Learning difficulties." Korean Journal of Elementary Education 26, no. 2 (June 2015): 231–45. http://dx.doi.org/10.20972/kjee.26.2.201506.231.
Full text
45
Arwansyah, Yanuar Bagas, Nina Widyaningsih, and Herwinda Putri Daniswari. "The Use of Edmodo-Based E-Learning Media in Improved Reading Interest with Whole Language Approach." Journal of Physics: Conference Series 1254 (November 2019): 012065. http://dx.doi.org/10.1088/1742-6596/1254/1/012065.
Full text
46
Neuvel, Sylvain. "Whole Word Morphologizer: Expanding the Word-Based Lexicon: A Nonstochastic Computational Approach." Brain and Language 81, no. 1-3 (April 2002): 454–63. http://dx.doi.org/10.1006/brln.2001.2538.
Full text
47
Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (October 1, 2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.
Full textAbstract:
This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).
48
Jassem, Zaidan Ali. "The Arabic Origins of English and Indo-European “Definite Articles”: A Radical Linguistic Theory Approach." SMART MOVES JOURNAL IJELLH 4, no. 6 (June 28, 2016): 26. http://dx.doi.org/10.24113/ijellh.v4i6.1489.
Full textAbstract:
This paper traces the Arabic origins or cognates of the “definite articles” in English and Indo-European languages from a radical linguistic (or lexical root) theory perspective. The data comprises the definite articles in English, German, French, Spanish, Portuguese, Italian, Romanian, Latin, Greek, Macedonian, Russian, Polish, Sanskrit, Hindi, Bengali, Persian, and Arabic. The results clearly indicate that five different types of such articles emerged in the data, all of which have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change, especially lexical, semantic, or morphological shift. Therefore, the results support the adequacy of the radical linguistic theory according to which, unlike the Family Tree Model or Comparative Method, Arabic, English, German, French, Latin, Greek, and Sanskrit not only belong to the same language family, renamed Eurabian or Urban family, but also are dialects of the same language, with Arabic being their origin all because only it shares the whole cognates with them all and because it has a huge phonetic, morphological, grammatical, and lexical variety. They also manifest fundamental flaws and grave drawbacks which plague English and Indo-European lexicography for ignoring Arabic as an ultimate ancestor and progenitor not only in the treatment of the topic at hand but in all others in general. On a more general level, they also show that there is a radical language from which all human languages stemmed and which has been preserved almost intact in Arabic, thus being the most conservative and productive language
49
박은희 and Seongsoo Park. "A study on language acquisition aspect of storytelling focused on the whole language approach: A case study of 4 year old child." Journal of the Korea English Education Society 11, no. 1 (April 2012): 183–201. http://dx.doi.org/10.18649/jkees.2012.11.1.183.
Full text
50
Girju, Roxana, Adriana Badulescu, and Dan Moldovan. "Automatic Discovery of Part-Whole Relations." Computational Linguistics 32, no. 1 (March 1, 2006): 83–135. http://dx.doi.org/10.1162/coli.2006.32.1.83.
Full textAbstract:
An important problem in knowledge discovery from text is the automatic extraction of semantic relations. This paper presents a supervised, semantically intensive, domain independent approach for the automatic detection of part-whole relations in text. First an algorithm is described that identifies lexico-syntactic patterns that encode part-whole relations. A difficulty is that these patterns also encode other semantic relations, and a learning method is necessary to discriminate whether or not a pattern contains a part-whole relation. A large set of training examples have been annotated and fed into a specialized learning system that learns classification rules. The rules are learned through an iterative semantic specialization (ISS) method applied to noun phrase constituents. Classification rules have been generated this way for different patterns such as genitives, noun compounds, and noun phrases containing prepositional phrases to extract part-whole relations from them. The applicability of these rules has been tested on a test corpus obtaining an overall average precision of 80.95% and recall of 75.91%. The results demonstrate the importance of word sense disambiguation for this task. They also demonstrate that different lexico-syntactic patterns encode different semantic information and should be treated separately in the sense that different clarification rules apply to different patterns.