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1
Parodi, Giovanni. "Variation across university genres in seven disciplines." International Journal of Corpus Linguistics 20, no. 4 (December 30, 2015): 469–99. http://dx.doi.org/10.1075/ijcl.20.4.03par.
Повний текст джерелаАнотація:
This paper focuses on the identification of academic written genres from two corpora of reading material in Spanish that undergraduate and graduate university students are assigned in order to access specialized information across seven disciplines, namely Biotechnology, Chemistry, Economics, History, Linguistics, Literature and Physics. A group of 31 genres were identified across the discourses of the disciplines under study. Among the most frequent genres, “Textbook”, “Research Article”, and “Disciplinary Text”, were identified. Contrasting reading material, the importance of the “Research Article” is highly relevant, as it was the only genre that emerged in all seven disciplines. What I am proposing is that, regarding generic variation, there are clear-cut differences in the academic discourse of disciplines pertaining to Social Sciences and Humanities (SS&H) and Basic Sciences (BS), as it has been initially proposed (Parodi 2010a, 2014). However, the findings show that Economics academic discourse is closer to BS in terms of genre constitution.
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Maurino, Paula San Millan. "Syllabi as Cybergenre." Journal of Educational Technology Systems 34, no. 2 (December 2005): 223–40. http://dx.doi.org/10.2190/4l0m-l64m-jjra-jchj.
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Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.
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Emily Morgan, Vinh To, and Angela Thomas. "Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context." English as a Foreign Language International Journal 2, no. 6 (November 7, 2022): 49–79. http://dx.doi.org/10.56498/422262022.
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University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.
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서종훈. "A Study on Macrostructures Cognition of Text Genres: Focusing on University Freshman." korean language education research 50, no. 4 (December 2015): 301–31. http://dx.doi.org/10.20880/kler.2015.50.4.301.
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Tincheva, Nelly. "Teaching Genres to Advanced Learners." Baltic Journal of English Language, Literature and Culture 6 (May 11, 2016): 87–107. http://dx.doi.org/10.22364/bjellc.06.2016.07.
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The paper reflects recent thinking and research on what genre is, what the purposes of teaching genres are, and how genres should be taught. The paper argues a case for the application of prototype theory to teaching genres, especially with a view of teaching genres to advanced learners. To align its method with the objective specified, the paper presents perception-based data from questionnaire responses provided by a study group of 100 University students. Results from a test on both the receptive and productive skills of the respondents in the group are discussed. Final Test results of the experimental group and a control group are contrasted. The general method applied is a quantitative one as it coheres with the basic postulates of Rosch’s experimental prototype theory. The research method applied is experiment. The conclusions drawn from the study’s data corroborate strongly the applicability of the notion of prototypes to genre teaching.
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Sahagun, Reyna Lyn A. "Grammar Skills of Secondary Teacher Education Students in a State University: Basis for Worktext Development." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 9 (September 12, 2021): 843–49. http://dx.doi.org/10.11594/ijmaber.02.09.15.
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The study aimed to determine the standing in the grammar of the freshmen secondary teacher education students of a state university in Zambales, Philippines. Using descriptive research, a questionnaire served as the main instrument in gathering data involving eighty (80) students. A typical respondent is between 16-18 years old, female, speaks Filipino at home, prefers to read in English, and loves short stories as a genre to read. The grammar test consists of three parts: speech; subject-verb agreement; and phrases, clauses, sentences, and sentence patterns. The respondents got the highest scores in the parts of speech. There was a significant increase in their post-test scores. The students should explore and study English grammar and should give more time to appreciate it fully. Gender, language spoken at home, preferred reading materials, and genres should not affect the students' learning. A regular encouragement might help them enhance the students’ grammar skills. Students should practice using English at home, explore reading other genres to develop effective reading habits. The teachers should develop more exciting and up-to-date teaching strategies on improving the students' grammar skills. A worktext can be developed based on the results of the study.
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Mirlohi, Mehdi, Joy Egbert, and Behzad Ghonsooly. "Flow in translation." Target. International Journal of Translation Studies 23, no. 2 (December 21, 2011): 251–71. http://dx.doi.org/10.1075/target.23.2.06mir.
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The study reported here examined the amount and quality of flow experienced by trainee translators while translating different text genres. Flow (Csikszentmihalyi 1975) is an optimal experience, characterized by intense focus, control, interest and skills-challenge balance that leads to enhanced performance on a task. Although investigated in areas such as professional sports, surgery, and music, Flow Theory has not yet been tested in the area of translation. This study aimed at identifying which discourse genre would induce most flow in trainee translators while translating. Fifty-six Iranian English Translation majors studying at the University of Kashan translated three 180-word texts of narrative, expository, and descriptive genres. After each translation, they responded to a Flow Perceptions Questionnaire (Egbert, 2003) in the Likert format to report their perceptions of flow. Using repeated measures ANOVA, the researchers investigated flow differences among genres. The results indicated that flow existed in the translation classroom and that there were significant differences in the flow scores engendered by different genres. To support the findings drawn from the numerical analysis, four participants, selected from the population of subjects from the first phase, were interviewed, and the analysis of the interviews generally corroborated the statistical findings.
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Hassan, Haslina, Ramlah Mailok, and Mashitoh Hashim. "Gender and Game Genres Differences in Playing Online Games." Journal Of ICT In Education 6 (June 30, 2019): 1–15. http://dx.doi.org/10.37134/jictie.vol6.1.2019.
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Online games are currently popular among teenagers as a way to entertain their time and having fun. Some claimed that by playing games could enhance learning ability, improved focus and attention, treat depression, less anti-social and many more. However, playing games could also become an addiction where some might involve with physical and health problems. This paper investigated gender-based students’ perceptions on playing games with their daily life. The perceptions study was developed based on ten items that related to students’ daily task. This study is also to identify the most popular game genres and genre-gender based preference from twelve game genres listed in this study. The data were collected among 116 students from Diploma in game design and development course offered by Faculty of Arts, Computing & Creative Industry at Sultan Idris Education University (UPSI), Malaysia. The results showed that majority of the students perceived themselves as love to play games however percentage of male students are higher than female students. The mean analyses also showed the highest score from ten (10) tasks is ‘meet new friends’ and this also the highest mean for both genders. The result also showed that ‘Adventure’ game genre is the most popular game genre among both gender while ‘music/dance’ genre is the least popular genre for male but the third popular game genre for female.
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Gholaminejad, Razieh. "A Comparison of Two Genres: Lexical Bundles in the Discourse of Applied Linguistics." Atlantis. Journal of the Spanish Association for Anglo-American Studies 43, no. 2 (December 23, 2021): 90–109. http://dx.doi.org/10.28914/atlantis-2021-43.2.05.
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The present article is a corpus-based descriptive/comparative study of lexical bundles (LBs) in two university genres: textbooks (TBs) and research articles (RAs) on applied linguistics. It aims to identify the LBs used in the two genres, compare them on the basis of their functional type and frequency and explore how they are related to genre. To this end, four-word LBs were identified in two corpora drawn from applied linguistics TBs and RAs. The comparative analysis revealed that there are interesting differences between the two genres in terms of discourse functions: the occurrence of LBs in the TBs was lower than in the RAs; attitudinal/modality LBs occurred more frequently in the TBs than in the RAs; epistemic LBs occurred more frequently in the RAs than in the TBs; discourse organizers occurred more frequently in the RAs than in the TBs; and time, place and text reference LBs occurred almost twice as frequently in the RAs. The findings build on research into the variations of genres in terms of the use and functions of LBs in discipline-specific corpora.
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Gardner, Sheena, Hilary Nesi, and Douglas Biber. "Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing." Applied Linguistics 40, no. 4 (March 14, 2018): 646–74. http://dx.doi.org/10.1093/applin/amy005.
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Abstract While there have been many investigations of academic genres, and of the linguistic features of academic discourse, few studies have explored how these interact across a range of university student writing situations. To counter misconceptions that have arisen regarding student writing, this article aims to provide comprehensive linguistic descriptions of a wide range of university assignment genres in relation to multiple situational variables. Our new multidimensional (MD) analysis of the British Academic Written English (BAWE) corpus identifies clusters of linguistic features along four dimensions, onto which academic disciplines, disciplinary groups, levels of study, and genre families are mapped. The dimensions are interpreted through text extracts as: (i) Compressed Procedural Information versus Stance towards the Work of Others; (ii) Personal Stance; (iii) Possible Events versus Completed Events; and (iv) Informational Density. Clusters of linguistic features from the comprehensive set of situational perspectives found across this framework can be selected to inform the teaching of a ‘common academic core’, and to inform the design of programmes tailored to the needs of specific disciplines.
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Al-Kadi, Sundus Ziad, and Abeer Ahmed Madini. "On EFL Learners' Awareness of their Writing Abilities and Preferences." International Journal of Education 11, no. 2 (June 7, 2019): 87. http://dx.doi.org/10.5296/ije.v11i2.14775.
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This study explores EFL learners' self-awareness of their writing abilities and preferences in writing genres in foundation year writing course. It was conducted at the University of Business and Technology (UBT), in Saudi Arabia. A sample of 73 female intermediate level learners participated in the study, the aim of which was to highlight learners' self-awareness of their writing abilities and preferences in writing. The study used a survey as a data instrument. The writing preferences survey acted as a vote for the preferred writing genre, and a visual representation of the learners' self-awareness of their writing strength and weakness points. The results showed that the majority of the learners preferred the narrative and opinion genres of writing. The results also showed the significance of highlighting the learners' self-awareness in their writing abilities to make them become self-regulated learners.
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Goncharova, Maria Valerievna. "Genres of official Military Speech in Military Institutional Discourse: Status and Characteristics." KANT 44, no. 3 (September 2022): 227–33. http://dx.doi.org/10.24923/2222-243x.2022-44.42.
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The purpose of the study is to determine the place of genres of official military communication in the educational and professional sphere within the framework of military discourse in order to further substantiate the relevance of the genre approach in teaching Russian as a foreign language to foreign cadets in compliance with the principle of professionally oriented teaching. The article examines the characteristics of military discourse reflected in terms of genre diversity, pragmatic features and attitudes towards functional-semantic styles. The scientific novelty consists in clarifying the status of military business speech in the educational and professional environment of military higher educational institutions of a command profile, as well as in their characterization from the point of view of genre, stylistic and language features. As a result, it was revealed that the system of genres of official military speech, which is relevant for the educational process of a military university of a command profile, belongs to the institutional type of discourse, is characterized by the interpenetration of scientific and official-business styles with the official dominant, includes directives ("Tactical task", "Combat order") and informative types of genres ("Decision", "Report").
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Dias, Reinildes, and Sônia Maria de Oliveira Pimenta. "Technologies, literacies in English oral communication and teacher education: an empirical study at the university level." Revista Brasileira de Linguística Aplicada 15, no. 3 (September 2015): 711–33. http://dx.doi.org/10.1590/1984-639820156305.
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The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended learning (THORNE, 2003) and genre (KRESS, 2003). The methodology involved critical reflection of teaching practices, blended-learning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that our student teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that they will be able to implement these instructional strategies in their future teaching practices.
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Ezpeleta-Piorno, Pilar, and Anabel Borja Albi. "The multilingual university website (MUW) genre ecology." Specialised Translation in Spain 30, no. 2 (December 31, 2017): 636–61. http://dx.doi.org/10.1075/resla.00010.ezp.
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Abstract This article analyzes the content of Spanish university websites and the processes involved in translating them, with the aim of identifying the challenges internationalisation poses for these institutions and the technical, organisational, and translation-related solutions that have been adopted for managing their multilingual content, particularly in the case of universities in autonomous communities with two official languages. It examines the communicative situation of the multilingual university website (MUW) genre by applying textual genre analysis, with special emphasis on translation and localisation processes. The empirical study of the macrostructures, multilingual content, and strategies used by each university to translate its website is articulated through the notion of a genre ecology, as a complex conglomerate of genres based on distributed cognition and shared authorship. The analysis shows that the processes involved in creating multilingual content require adopting comprehensive translation and localisation strategies, establishing sole decision-makers for translation management and quality control, and providing the necessary resources to ensure the multifunctionality, dynamicity, interactivity, and adaptability we have identified in monolingual university websites. Finally, we offer suggestions for improving the creation, management and control of multilingual content, and define the profiles of the specialized translators required for this type of institutional website.
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Ahmad, Naveed Nawaz, and Farzana Masroor. "The Study of Generic Patterns of Mission and Vision Statements of the Universities." Liberal Arts and Social Sciences International Journal (LASSIJ) 4, no. 2 (December 21, 2020): 159–78. http://dx.doi.org/10.47264/idea.lassij/4.2.13.
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Due to the significance of mission and vision statements (MS and VS) in academia across the world, this study aims at analysing generic patterns of MS and VS of universities from four different countries: two belonging to the native users of English language (UK and US) and the other two from non-native contexts (Pakistan and India). The purpose of the study is to investigate the rhetorical patterns in vision and mission statements to uncover structures used to establish universities’ global outreach and competitiveness in research and teaching. The data was collected from university websites and analysed through genre-based approach of Move Analysis introduced by Swales (2004) and applied on promotional genres by Bhatia (2004). The overall rhetorical structures of vision and Mission statements comprised of three moves with each move realized through further steps. The findings revealed that text of MS and VS provides the information about the university with an intended purpose of attracting the students by declaring the values, aims, obligations and strategic plans alongside establishing the aspects of global outreach and status in education and research as well as enriching the society and facilitating the individuals with the provision of best resources.
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Béguelin, Victoria, and Thérèse Jeanneret. "Genres discursifs et attentes rhétoriques en Faculté des lettres: de l'acquisition des littératies universitaires à leur évaluation." Travaux neuchâtelois de linguistique, no. 65 (January 1, 2017): 53–66. http://dx.doi.org/10.26034/tranel.2017.2010.
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At the end of the Bachelor degree, students of a Faculty of Arts in Switzerland must master the diverse academic written discursive genres necessary to produce and to convey knowledge in the language they study. Teachers must provide them with keys to improve their writing skills – in terms of form as well as content – by a meaningful assessment. This paper presents the device set up at the Faculty of Arts of the University of Lausanne allowing both students' acquisition of written academic literacy and teachers' assessment. Mainly based on a set of descriptors that defines academic genres' main features, the device leads students to autonomously apprehend the notion of genre, to have specific goals in terms of academic writing, to practice self-assessment and to improve their skills through the revision and rewriting of their texts.
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Therova, Dana. "A Case Study of Academic Vocabulary in a Novice Student’s Writing at a UK University." Journal of English Language Teaching and Linguistics 6, no. 3 (December 15, 2021): 557. http://dx.doi.org/10.21462/jeltl.v6i3.609.
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<em>Mastering appropriate writing style is one of the challenges frequently experienced by novice student writers entering higher education. Developing academic writing skills is, however, crucial for students new to academic settings since written assignments constitute the main form of assessment in tertiary education. Novice student writers thus need to acquire the writing conventions used in academic settings to achieve success in high-stakes assessment. Underlying success in academic writing is the usage of academic vocabulary regarded as a key feature of academic writing style. Through textual analysis accompanied by interview data utilising the ‘talk around text’ technique, this corpus-based case study reports on the deployment of academic vocabulary in four genres of assessed academic writing produced by one international foundation-level student at a UK university. The findings reveal a small number of newly acquired academic vocabulary items deployed in each written assignment with all new academic words having been acquired from reading materials. In addition, the important role that the topic and genre play in student written production becomes apparent. These findings have potentially important pedagogical implication for contexts catering for novice student writers entering tertiary education, such as foundation programmes or pre-sessional courses.</em>
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McCarty, Ryan, and John M. Swales. "Technological change and generic effects in a university Herbarium: A textography revisited." Discourse Studies 19, no. 5 (July 7, 2017): 561–80. http://dx.doi.org/10.1177/1461445617715177.
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Herbaria principally host and study collections of dried vegetal specimens, and the curators and researchers employed there are mainly systematic botanists working on plant taxonomy. Twenty years ago, a textographic investigation of the University of Michigan Herbarium was conducted as part of a larger study. In this follow-up inquiry, we investigate what sort of changes have – or have not – occurred over the intervening period. Two of the five original Herbarium informants are still working there, and mainly through text-based interviews and discourse analysis we trace their subsequent careers and research outputs. We find that there has been considerable technological change since the 1990s, such as the growth of molecular studies, the digitization of specimens, and the use of the web, which has greatly impacted the processes of scholarly textual production. However, technological effects on the highly distinctive genres of systematic botany turn out to be more moderate. This genre set, comprising monograph, flora, treatment, and protologue, remains little known to those who study the more general discourses of the academic and research worlds.
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Tomášková, Renáta. "“Finishing One Big Adventure in Order to Embark on Another”: Exploring University Research Blogs." Research in Language 17, no. 3 (September 30, 2019): 253–72. http://dx.doi.org/10.18778/1731-7533.17.3.03.
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The article focuses on blogs related to research activities of the academic community. Research-related blogs as components of university websites have developed into an array of sub-genres shaped by specific foci, their authors and the desired audiences. The data set consists of fifty posts from ten blogs of six universities. Drawing upon Swales’ methodology of genre analysis, the study explores the generic structure of the blog posts, reveals the communicative purposes they can fulfil within the landscape of university websites, identifies significant communication strategies, and explores the roles the blogs may serve in communicating science to the diverse audiences they potentially address. The analysis has shown that the blogs help accomplish the general goals of informing about the university and promoting it providing a personalized view and engaging the reader, manifest loose but recurrent generic structuring, and can be vehicles of knowledge dissemination as well as knowledge construction.
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Živković, Branka. "A discourse analysis of Montenegrin university lectures: How structured are they?" Zeitschrift für Slawistik 66, no. 4 (November 1, 2021): 604–33. http://dx.doi.org/10.1515/slaw-2021-0028.
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Summary In comparison to different genres of written discourse, the structure of university lectures remains insufficiently explored. This paper examines which structural elements the mediostructure of Montenegrin lectures consists of, what functions they serve and what features are typical in their internal organisation. The study further aims to determine which linguistic resources are frequently used in the units identified, as well as to define their functions and examine the relation between the mediostructural units and their linguistic characteristics. Applying a part of Cook's model (1975) and conducting frequency and qualitative analyses, we explore a specially compiled corpus of Montenegrin linguistic lectures. The analysis reveals that the lecture mediostructure includes four structural components performing specific communicative functions. They are characterised by the common use of specific linguistic features influenced by the unit in question. The results could be useful to lecturers to successfully plan and structure their lectures, as well as for future research regarding this institutional genre.
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Msaddek, Mohammed. "The Text Type Effect on Moroccan EFL University Learners’ Reading Achievement." English Language and Literature Studies 7, no. 2 (May 30, 2017): 99. http://dx.doi.org/10.5539/ells.v7n2p99.
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This study is a potential endeavor to make an inquiry into the perceived effect of text typology on reading achievement gains among Moroccan English as a foreign language (EFL) learners. It also evinces whether strategy instruction can be an influencing variable on learners’ reading achievement with regards to text type (i.e., narrative, expository). Indeed, incorporating two primary text genres (i.e., narrative, expository) in the conduct of this current research, the study is intended to substantiate any marked interrelatedness existing between text typology and reading achievement at the pre- and post-testing stages among EFL university learners. For assuring a thorough, rich investigation of this stated postulate, two sampled Moroccan EFL groups (n=113), as first-year English majors, were addressed. The obtained data were collected by means of a corpus of research instruments such as reading comprehension tests (i.e., pre-test, post-test), strategy training and reading comprehension texts (i.e., narrative, expository). The findings showcased that text genre is not a significant, influential variable on reading achievement scores among the control (n=50) and treatment groups (n=63). Finally, the study puts forward some useful implications pertaining to EFL text processing/ analysis and an explicit mention of some limitations, which encountered the undertaken study, is made.
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Pozdina, I. V. "MODERN APPROACHES TO THE STUDY OF SMALL GENRES OF N. S. LESKOV IN THE PRACTICE OF UNIVERSITY TEACHING." Review of Omsk State Pedagogical University. Humanitarian research, no. 26 (2020): 117–19. http://dx.doi.org/10.36809/2309-9380-2020-26-117-119.
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Tajuddin, Jaslina Mohd, Nor Azlili Hassan, and Rahilah Ahmad. "Social Media Usage among University Students: A Study on Selfie and Its Impacts." GATR Global Journal of Business Social Sciences Review 1, no. 1 (January 19, 2013): 124–32. http://dx.doi.org/10.35609/gjbssr.2013.1.1(14).
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Objective This study examines the impacts of selfie on university students.Media convergence is more than simply a technological shift. Convergence alters the relationship between existing technologies, industries, markets, genres and audiences. 'Selfie' as defined by the Oxford (2013) is a photograph that one has taken of oneself, typically via the smartphone and uploaded to social media website. The term is relatively new to our vernacular however the phenomenon is not an entirely new one. In fact, it has become the "Word of the Year" in 2013. Selfie is a result of technological convergence where it's integrated two or more devices into one platform. Methodology/Technique Two variables have been used to measure impacts; positive and negative impacts. A questionnaire was developed based on previous literatures and a total of 187 respondents participated in this study. Findings The findings disclosed that there are positive impacts of selfie for both genders whereby respondents believe that selfie can increase one's perception and confidence. It is also found that negative impacts for both genders in the areas of wasting time and editing photos before posting to social media. Type of Paper Empirical paper Keywords: Social Media, Selfie, Impacts, University Students
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Freddi, Maria, and Jolana Tlukova. "Writing for Architecture and Civil Engineering: Comparing Czech and Italian Students’ Needs in ESP." Journal of Academic Writing 12, no. 1 (December 23, 2022): 34–49. http://dx.doi.org/10.18552/joaw.v12i1.815.
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This study is an investigation into the perceived ESP writing needs of students of architecture and civil engineering in two European Universities where English has become the language to promote internationalization, namely, the University of Pavia and Brno University of Technology. The research presented is done in the framework of an EU-funded project – Becoming A Digital Global Engineer, BADGE, aimed at improving the quality of language and communication skills of engineering students in Europe. It is also done with reference to the Global Engineers Language Skills Framework, GELS, an adapted version of CEFR language proficiency levels for engineers. Results contributed information about written genres and the digital technology used by students for writing, pointing to preferred genres in the engineering/architecture fields and the impact of digital tools on students’ writing habits. The results are discussed as an opportunity to reflect on the students’ needs, both specific to the individual teaching contexts and across them, and make suggestions for ESP writing pedagogy.
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Sandoval Muñoz, Catalina. "Developing higher education’s academic literacy in English through tutorials in a Spanish-speaking country." Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, no. 16 (January 21, 2022): 84–102. http://dx.doi.org/10.17345/rile16.3266.
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For the last twenty years, academic literacy in higher education has been a major area of interest for many researchers. In Latin America, the initiatives for the development of students’ writing in tertiary education began in the 2000s and range from pedagogical proposals and writing manuals to the creation of writing centers (Arango & Avila, 2020). This study is set in Armadillo Lab, a recently created writing center at a Chilean university, which offers academic writing tutorials to undergraduate and graduate students in Spanish and English, a language that no other writing center in the country caters to. This quantitative and qualitative study includes 16 tutees over 13 months and the inductive analysis of 33 samples. It seeks to determine the genres students write, analyze tutees’ written production, describe the support they received, and show the impact of the tutorials in their writing. Findings revealed a range of academic and professional genres, which were more common at the graduate levels. Issues in genre knowledge and a variety of textual issues were also found and coincide with findings of academic writing done in Spanish. As for the impact of tutorials, these had a strong positive impact on the written skills of students who attended more often. This study is the first focused on the students’ production of genres written in English in Chile with a writing center’s support, opening up the path for more research in English academic literacy in the country and more work on pedagogical support for Spanish-speakers’ English writing.
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Basthomi, Yazid. "EXAMINING RESEARCH SPACES IN DOCTORAL PROSPECTUSES." TEFLIN Journal - A publication on the teaching and learning of English 20, no. 2 (August 29, 2015): 140. http://dx.doi.org/10.15639/teflinjournal.v20i2/140-158.
Повний текст джерелаАнотація:
Genre analyses and contrastive rhetoric studies have dealt with quite a number of genres of writing. However, genre analysts and contrastive rhetoric researchers have not carried out adequate analyses of doctoral prospectuses. This paper will, subsequently, address this issue by analyzing a genre of texts of doctoral prospectuses. The analysis will be focused on the sub-genre of "Background of the Study" of the prospectuses. Limitations of accessibility, however, have led this study to only focus on analyzing fourteen doctoral prospectuses written in English by Indonesian students of EFL accessible from the Graduate Program, State University of Malang, Indonesia. This situation suggests that the present study is preliminary. Preliminary, notwithstanding, the study will contribute to filling the gap of the underresearched issue of doctoral studies in Indonesia, particularly, those pertinent to the area of ELT. The analysis shows a tendency that the texts of Background of the Study do not show research spaces. Relevant to this, the article provides an interpretive explanation of the possible factors attributable tothis issue.
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Eisenach, Eldon J. "Reconstituting the Study of American Political Thought in a Regime-Change Perspective." Studies in American Political Development 4 (1990): 169–228. http://dx.doi.org/10.1017/s0898588x00000924.
Повний текст джерелаАнотація:
The story of American political thought has been told in many different ways. Three genres stand out. The first is written within the larger framework of intellectual history and takes the form of anthology and narrative summary. Among its most prominent features are an eclecticism of sources (from Roger Williams to Walt Whitman to Erich Fromm) and a heavy emphasis on the period from the first New England settlements through the victory of Jeffersonian democracy. A second form is constitutionalist. Charting the major struggles over legal and institutional relationships through time, this perspective gives prominence to landmark court decisions and articulations of major constitutional issues by party and political leaders. As articulated in the late nineteenth century, it examines the major forms of constitutionalist thinking that lie behind these constitutional and institutional struggles. The third genre, I label populist-progressive. Here, the story of American political thought is Earlier versions of this paper were presented at the Southwestern Political Science Association annual meeting, March 23–26, 1988, Houston, Texas, and at the American Politics Group meeting in Lady Margaret Hall, Oxford University, January 4–6, 1988.
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Nemoto, Hiroyuki. "The cross-cultural academic communication and study management of Japanese exchange students." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 113–36. http://dx.doi.org/10.1075/japc.14.1.08nem.
Повний текст джерелаАнотація:
This paper deals with the cross-cultural academic communication of Japanese exchange students who are enrolled at an Australian university. In particular, it reports on an investigation of their study management processes, focusing on their responses to assigned tasks, including written assignments, examinations, and oral presentations, and the relationship between such tasks and their prior academic experiences in Japan. On the basis of a conceptual model that integrates the language management framework with the two types of concepts involving situated learning and genres, an exploration is made of the deviations from Australian academic norms found in the conduct of the Japanese exchange students, their awareness and evaluations of these deviations, their planning and implementation of management strategies to rectify or avoid the deviations.
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Minda, Motuma Hirpassa, Mikire Dase Boka, and S. Nakkiran. "An Analysis of Reading Strategies Used by Ethiopian Higher Education Students: Evidence from Ambo University, Oromia, Ethiopia." IJOHMN (International Journal online of Humanities) 5, no. 5 (October 17, 2019): 25–53. http://dx.doi.org/10.24113/ijohmn.v5i5.142.
Повний текст джерелаАнотація:
Concerned by increased problems about the students’ reading quality, this study was carried out to investigate the reading approach of English major students of Ambo University. To achieve this objective, all 52(31 male and 21 female) English major students of the University were purposely selected for the study because the number of the students is small to manage. Both quantitative and qualitative data were obtained from the respondents through Reading Achievement Tests, Questionnaire and Structured Interview and analyzed accordingly. The study mainly focused on the students’ approach to reading (adapted top-down or bottom-up) and the students’ ability to identify the main ideas and details, explicitly stated and implied information, the purpose and the tone of authors in five different reading genres: dialogues, directions, article, essays, and poems. The overall result of the study showed that 89.7% of the University students were exclusively limited to bottom-up approaches to reading and frustrated to determine the main ideas and implied information in the texts. In other words, no student answered more than 78% in reading comprehension items correctly in the tests. Moreover, half of the students could not answer above 50% in the comprehension questions. Therefore, the prescriptions for the solution to the problem lies in bringing about improvement in the students’ interactive approach to reading and thereby, improve students’ ability to identify the main ideas and details, explicitly stated and implied information, the purpose and the tone of authors in different reading genres: dialogues, articles, essays, directions and poem.
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Gusnetti, Gusnetti, Agustina Agustina, Ermanto Ermanto, and M. Zaim. "Application of the AP4M Model in Reading the Understanding of Genre Narrative Text Through E-Learning." INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 1, no. 1 (May 8, 2021): 28–34. http://dx.doi.org/10.24036/ijolp.v1i1.3.
Повний текст джерелаАнотація:
This research was motivated by observations and interviews of learning tools for reading skills lectures in the Indonesian Language and Literature study program, Bung Hatta University. It is known that reading courses are generally given in the form of minimal reading theory and practice. As a result, students have difficulty understanding the reading text because students do not know the genre of the text being read. To solve this problem, one of the alternatives proposed is to apply the AP4M Model in Reading Comprehension of Narrative Text Genres through E-Learning. The research objective was to describe students' reading comprehension skills using the AP4M model. This research uses qualitative and quantitative methods. The research subjects were students of the Indonesian Language and Literature Study Program, Bung Hatta University, Padang, class 2019/2020. The results showed that the students' ability to determine themes and messages was 8.90; determine the type of narrative text and its description 8.90; determine the structure of the narrative text genre 9.80; determine the character of the character 7.8. The results of the research on the application of the AP4M Model in reading comprehension of the narrative text genre of students were 8.6 with the very good category.
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Opoku, Gabriel. "The anthem as site for marketing Higher Education Institutions in Ghana." Legon Journal of the Humanities 33, no. 1 (September 20, 2022): 88–113. http://dx.doi.org/10.4314/ljh.v33i1.4.
Повний текст джерелаАнотація:
The global trend for at least the last three decades has been that Higher Education Institutions have had to place themselves within the framework of free market economies. One central principle of free market economies is the re-envisioning of Higher Education Institutions as offering products and services to ‘consumers’ and ‘clients. An implication of this current wisdom is that HEIs have had to turn to discourses of marketisation through existing HE genres to sell the products and services that they have. This paper examines the globality of this trend from two perspectives, one being the extent to which marketisation has become a primary concern in terms of how HEIs see themselves in the specific context of Ghana; and the other is the extent to which discourses of marketisation have colonised HE genres such as anthems. Employing Martin and White’s Appraisal theory as a framework, the study investigates the anthem as a site for marketing higher education institutions in Ghana by focusing on two traditional universities of Ghana, using the anthems of the University of Ghana and the University of Cape Coast as cases. The analysis reveals that great care and intentionality are invested into the creation of the anthems because they are viewed as a rhetorical apparatus for selling institutions. The choice and use of attitudinal lexis with inscribed and upscaled positive attitudes about the universities, their infrastructure, human capital, services, and reputation are negotiated through a monoglossic stance to stimulate the interest of the audience, positively influence their perceptions about the university, align them with their values, and win their loyalty. An implication of this study is that, although current scholarship suggests strongly that marketisation in HE is a relatively recent phenomenon, it has been at the centre of the genre of higher education institutional anthems in the context of Ghana for a far longer time. The study therefore provides evidence that challenges the current thinking about the extent to which marketisation has been a concern of HEIs.
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Akbar, Amar, and Tiraporn Junda. "The Experience of Doctoral Nursing Candidate in Writing Publication in Journal." NurseLine Journal 5, no. 2 (February 4, 2021): 241. http://dx.doi.org/10.19184/nlj.v5i2.15788.
Повний текст джерелаАнотація:
Graduates of PhD nursing programs are expected to produce complex genres of writing such as abstracts, research grants, manuscripts for publication, and dissertations. Research evidence shows a wide range of variability in writing among doctoral nursing students, and these variations may become more profound when exposed to complex genres. the objective of this study to explore the experience of PhD candidate in writing publication in high indexed journal. This case study used depth interview, semi structured question, Interview conducting in English, recorded voice used for transcribing data in 2 respondents from doctoral nursing candidate in Bangkok Thailand comes from Mahidol university and Chulalongkorn university. Participants’ criteria for this study are: 1) Doctoral candidate with minimum 1 publication in high indexed journal (Scopus/ ISI Thompson) 2) Doctoral nursing students that study in Thailand 3) Pass Qualifying Exam. Data analysis used modification Benner’s methods use in this study. This study exposing three themes. Theme 1: Strategies for publish. Theme 2: Support for publishing journal. Theme 3: two ways Communication with journal editors and public. Introduce scholarly writing at the undergraduate level and reinforce across the nursing education continuum, provide students with examples of quality scholarly writing, encourage student to connect with writing mentors (peers, colleagues, family, editor, faculty) are main recommendation for postgraduate student for increasing high level publication of nursing students.
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CHEN, FENG. "Exploring Students’ Perceptions and Attitudes towards Genre-based Pedagogy Developed in Persuasive Writing Teaching: The Systemic Functional Linguistics Perspective." Arab World English Journal 12, no. 4 (December 15, 2021): 243–58. http://dx.doi.org/10.24093/awej/vol12no4.17.
Повний текст джерелаАнотація:
Previous studies in genre-based pedagogy mainly concerned with its teaching effects, few studies involved with students’ perceptions and attitudes which is actually playing a role in teaching and learning activities. The present study intends to make some explorations in this aspect. A quasi-experimental study to designed to answer the research question “What are students’ perceptions and attitudes towards the genre-based pedagogy developed in Chinese university students’ persuasive writings?” Thirty-four students participated in the study and a four-point Likert scale questionnaire and an interview were applied to collect the data. After the quantitative and qualitative analysis, the study find that most participants hold positive attitudes towards every item of the questionnaire and think highly of the genre-based teaching pedagogy from the following six aspects: the mastery of textual features, the genre-awareness of persuasion, confidence in writing an effective persuasion, attitudes towards group writing in the teaching instruction, interests in the application of the curriculum cycle to other genres and other program instruction related comments such as being difficult to master certain required language features and following the teaching patterns involved in the textual construction of persuasion. However, the general indication is that the curriculum cycle can help and enhance students’ understandings of each of the textual features of persuasion. Finally, the study provides implications for future teaching: the genre-based approach could be effectively and widely applied in Chinese university students’ genre writing as the apprenticeship involved allows the students to be more creative as their writing skills develop.
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Pun, Jack, and Neslihan Onder-Ozdemir. "Exploring Students’ Perceptions in Sustainable Disciplinary Language Learning in an English-Medium Instruction University: A Case Study of Hong Kong Veterinary Medical Students." Sustainability 15, no. 2 (January 10, 2023): 1279. http://dx.doi.org/10.3390/su15021279.
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University students are expected to develop the skills required for their disciplines, especially those who have learnt English as a foreign language and study at English-medium instruction (EMI) universities. This study investigates the disciplinary literacy needs of students of veterinary medicine. The data were collected using a large-scale survey (n = 122) of students and interviews with five practitioners of veterinary medicine. The findings show that the student vets were trained to carry out highly demanding duties during their clinical placements, such as reading medical case histories, making diagnoses, elaborating on treatment plans for their clients, and composing referrals and medical reports. However, they were exposed to a challenging EMI environment where the requirement to speak and write in English significantly hindered the effectiveness of their learning. A discrepancy in disciplinary tasks between school and the workplace was also revealed. Therefore, it is crucial that researchers and educators at veterinary schools address students’ learning challenges to ensure they have the effective English language skills (including reading, writing, and speaking) they need to meet the language demands of their future clinical work and an understanding of the academic genres of veterinary medicine. This study also showcases the types of multi-literacies (i.e., academic genres and communication skills) needed to fulfil certain clinical duties, and the pedagogical implications are discussed.
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Friesen, Christine Elizabeth, and Andrew Papadopoulos. "Personal listening habits and the potential for hearing loss of Canadian university students." Environmental Health Review 58, no. 4 (December 2015): 79–86. http://dx.doi.org/10.5864/d2015-026.
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Rationale: Personal and external factors, such as earphone type and music preference, can influence music volume adjustment beyond safe levels. The present study attempted to identify which factors are most influential on volume adjustment. Method: A cross-sectional survey of university students (n = 75) who use personal listening devices (PLD) was performed. Additionally, each participant's PLD music volume was measured through their earphones. Results: On average, participants listened to music at safe (<85 dB) but high levels (79.8 dB) for generally less than four hours per day. Nearly 60% of respondents used earbuds and half preferred “noisy” music genres such as hip-hop and rock/folk. The vast majority of respondents indicated listening to music while travelling by bus for the purpose of blocking out environmental noise or out of boredom. About 75% of the participants were categorized as “pro-noise”. Most students claimed to respond to changing noise environments by adjusting music volume, but few enabled PLD built-in volume controls. Impact: This study determined that earphone type, listening environment, music genre, and listening duration were influential on an participants’ adjustment of music volume. Further research is needed to assess earphone quality and to clearly elucidate more complex associations between external or personal factors and volume adjustment.
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Millamena, Kian, Alvin Kwan, and Nicolei Panlilio. "University Students’ Video Gaming - Reasons, Preferences, and Behavioural Effects." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 732–41. http://dx.doi.org/10.34190/ecgbl.16.1.856.
Повний текст джерелаАнотація:
Research on players’ reasons for video gaming, their video game preferences, and the behavioural effects of video gaming on the players tends to study those issues separately. This study attempts to explore all those issues collectively with the aim of facilitating game designers to develop appealing educational games for university students without inflicting negative behavioural impacts on the students. Relevant data from 100 undergraduates were collected from an online survey. Cluster analysis of the eight major reasons for playing video games resulted in grouping the respondents into five clusters. The cluster that rated peer effect as the major reason for playing is male-dominated whereas the cluster that rated family influence as the major reason is female-dominated. A similar analysis of the respondents’ video game genre preferences reveals that the cluster favouring fighting and battle games is male-dominated, whereas the cluster favouring family entertainment games is female-dominated. Both genders enjoy playing challenging adventure-strategy games. Most respondents perceived that their cognitive functioning had improved through video gaming, but no conclusion can be drawn as to whether video gaming can improve their social and psychological functioning. Except for poor sleeping habits, most respondents had not experienced any significant negative effects from playing video games. No statistical evidence supports that playing violent video games would induce aggressive behaviours. As games that involve a high demand for players’ motor skills may not be a good choice for educational games and violent games may induce poor sleep quality, it is concluded that challenging adventure games and strategy games are suitable educational game genres for undergraduate students.
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Людмила Щур. "НАРОДНА ХОРЕОГРАФІЧНА КУЛЬТУРА ЗАХІДНОГО ПОДІЛЛЯ: ПРОБЛЕМА РЕКОНСТРУКЦІЇ ТАНЦЮВАЛЬНОЇ ТРАДИЦІЇ". Science Review, № 10(27) (30 грудня 2019): 22–28. http://dx.doi.org/10.31435/rsglobal_sr/30122019/6864.
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Due to globalization processes in the modern society there is an urgent need to preserve and develop the cultural heritage of the Ukrainian people. Today, the scientific understanding of the development of various types of Ukrainian creative activities is especially relevant. Among the variety of artistic genres, folk choreographic culture is a striking phenomenon. However, not only the government, but also scientific and educational institutions, choreographic ensembles of both professional and amateur levels should make efforts in order to preserve and develop folk choreographic traditions in the modern socio-cultural space.The problem of dance genres restoration, where the main focus is on preserving the national choreographic culture of the studied region, remains relevant today. The purpose of the article is to recreate a complete picture of functioning of folk dance art in Western Podillya in the course of its historical development and transformation. The beginning of the study of authentic Western Podillya dance genres dates back to second half of the XIX century. It indicates the way of life and style of some traditional dance genres in the territory of the studied region. In order to highlight the problem of restoration of the Western Podillya dance tradition, we briefly summarize the genre classification and its stylistic features. In order to reconstruct the dance tradition of the region, we have organized research work of the creative laboratory, which was created on the base of the Vesnyanka dance ensemble of the Ternopil Volodymyr Hnatiuk National Pedagogical University. The structural and functional model of the activity of the ensemble-laboratory of Western Podillya ethnography in the form of a graphic image developed by us consists of two main blocks.The research has shown that due to the unity of content and form, the folk choreographic culture of Western Podillya influences the formation of personality and performs certain functions of socialization.
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Kolomiiets, Svitlana, Inna Antonenko, Lyudmyla Guryeyeva, Svitlana Fedorenko, and Oleksiy Tsepkalo. "COVID-19 Impact on Media Education in Technical University." Revista Amazonia Investiga 10, no. 47 (December 17, 2021): 152–60. http://dx.doi.org/10.34069/ai/2021.47.11.15.
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The article considers raising students' media literacy as the response to the pandemic challenges highlighting the problem of deficiency of information verifiability and the importance of raising students' critical thinking as a crucial tool in decreasing the COVID-19 pandemic potential damage. The focus of the study lies in the research what sources/genres students of technical universities resort to in getting the information concerning the pandemic, what is their ability to distinguish facts from opinions, trustworthy information from misinformation as well as what are possible differences among students of technical and humanitarian specialities in terms of media literacy. The findings of the survey of 511 students majoring in different specialities at the National Technical University of Ukraine' Igor Sikorsky Kyiv Polytechnic Institute' (after this, the official abbreviated name – Igor Sikorsky KPI) revealed a need in raising students' media literacy in terms of critically assessing information concerning the coronavirus.
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Azmin Md Zamin, Ainul, Nor Azrul Hardi Adzmi, and Maslawati Mohamad. "LEARNING VOCABULARY THROUGH SONGS: A STUDY ON THE ROLE OF MUSIC IN TEACHING VERBS." Humanities & Social Sciences Reviews 8, no. 1 (February 8, 2020): 550–57. http://dx.doi.org/10.18510/hssr.2020.8167.
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Purpose of the study: This study aims to investigate how the use of songs in English language classrooms could aid tertiary students to increase their verb vocabulary repertoire.
Methodology: This quantitative study was carried out among diploma students from a local university in Malaysia. The students were exposed to various English songs during their English lessons. Pre-test and post-test were conducted in this study.
Main Findings: The use of songs can increase vocabulary acquisition among English language learners at tertiary level. The use of songs is able to provide a fun way of picking up new words.
Applications of this study: The findings of this research indicate that English language teachers of tertiary students should use English songs as classroom activities to facilitate their students’ language learning and motivate them in acquiring new English vocabulary. The findings of this research are useful for university policymakers, teachers, and students.
Novelty/Originality of this study: In this research, the use of English songs from contemporary genres, such as Western or Islamic songs can be an effective way to promote language learning.
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Ilham, Ilham, Bachrudin Musthafa, and Fazri Nur Yusuf. "UNIVERSITY STUDENTS� NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA." English Review: Journal of English Education 8, no. 2 (July 2, 2020): 31. http://dx.doi.org/10.25134/erjee.v8i2.2988.
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The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.
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Bazzi, Samia. "A model solution for English-Arabic-English translation students." Translation and Translanguaging in Multilingual Contexts 4, no. 2 (April 26, 2018): 282–305. http://dx.doi.org/10.1075/ttmc.00013.baz.
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Abstract This paper proposes a model that addresses students’ common errors in English-Arabic-English translation. My study documents an attempt to develop a new interconnectedness between students’ errors and translation theories that may improve their performance when translating different genres. Consistent and repeated errors produced by tens of students working on the same texts were compiled and analyzed. The errors showed lack of knowledge of genre structure, functional analysis, appropriate intervention as well as lack of understanding of the wider context upon which appropriate decisions can be made. The methodology expounded in this study involves describing and categorizing students’ errors. It suggests solutions grounded in translation theory and proposes comparisons with professional translations. This methodology proved to be very successful during my teaching experience at the Lebanese University.1 The model solution developed in this study draws on genre analysis, text-typology, text-functionality, register analysis, and equivalence. The application of the model solution minimized students’ errors to a large extent and enabled them to provide accurate descriptions of different translation strategies and critically assess professional translations.
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Beznisko, Oksana N., and Diana S. Karbulyan. "Modern Trends in Scenic Genres as the Subject of Study in the Course of History of Variety and Jazz Music (Using the Example of the Rock Opera “The Legend of Xentaron”)." Musical Art and Education 7, no. 2 (2019): 96–108. http://dx.doi.org/10.31862/2309-1428-2019-7-2-96-108.
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The work explores the interaction of the structure and content of the modern musical and scenic genre, rock opera. On the basis of the rock opera “The Legend of Xentaron” staged by “Epidemic”, a Russian power metal group, authors show characteristics of the rock opera of the 21st century, performing and instrumental structure, other components of the new musical and scenic action influencing the listener, the trend of influence of a genre of a fantasy on characteristic stylistic features of a genre of a rock opera is considered. The authors pay special attention to the analysis of dramaturgy in the rock opera “The Legend of Xentaron”, on the basis of which it is characterized as a mixed form, synthesizing the techniques of conflict and epic dramaturgy. At the same time, they revealed both typical and already traditional features for this musical stage genre, as well as modern trends in its evolution. This refers to such new features as: serial, formulas, stereotyping, replicability. The inclusion of the results in the study of “History of variety and jazz music” will help university students to get an idea about new trends in development of the phenomena of performing art, styles, genres, directions and the repertoire in the field of vocal and instrumental variety and jazz music.
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Nguyen, Thi Thu Hang. "The Effects of Reading Habits on Writing Performance: A Case Study at Van Lang University." International Journal of TESOL & Education 2, no. 4 (July 20, 2022): 105–33. http://dx.doi.org/10.54855/ijte.22247.
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Reading habits and writing performance reportedly share a close correlation; however, there has been less investigation on this aspect in Vietnam. The research aims to bridge the gap in the literature review with a description of Van Lang University English majors’ reading patterns, a report of their writing ability, and a conclusion on the relation between these two elements. Quantitative data were collected through an online questionnaire discovering students’ reading habits and a writing test administered to evaluate their writing performance. The test results were analyzed through Statistical Package for the Social Sciences 26 (SPSS 26). Additionally, Pearson correlation and linear regression were applied to confirm the influences of five elements in reading habits on students’ writing performance. Qualitative data were obtained through a structured interview and then quantified with Microsoft Excel 2019. The interview was carried out to generalize the reading patterns of different purposive samples categorized by their writing marks. The result of the study asserts a positive correlation between students’ reading habits and their writing performance (robtained=0.433 to 0.542), and nearly 60% of the segments of the reading patterns were proved to have a great contribution to writing ability. The study indicates that a good reading habit entails improvement in writing achievement. The research suggests further investigation of factors influencing reading habits, the effects of teachers' instructions on students' writing performance, and the genres of essays that are most affected by reading patterns.
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Tian, Hailong. "Discursive production of teaching quality assessment report." Discourse and Socio-Political Transformations in Contemporary China 9, no. 4 (December 31, 2010): 574–92. http://dx.doi.org/10.1075/jlp.9.4.06tia.
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To produce a teaching quality assessment (TQA) report in the TQA practice launched by the Chinese Ministry of Education the assessing group is naturally in an authoritative position, but the assessed university does not remain absolutely passive and dominated. To investigate this struggle of power over each other in producing the TQA report, the present research examines the discourse aspect of the TQA practice by observing the discursive strategies each party deployed. It is found that both parties resort to institutional power in their discourse practice, and that the assessed university incorporates promotional genres into its self-assessment discourse while the assessing group recontextualises the promotional statement in its authoritative TQA report. It is concluded, based on this case study, that the assessing group’s authoritative TQA report is largely influenced by the self-assessment of the assessed university.
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Gianvittorio-Ungar, Laura. "Narratives in Motion: the Art of Dancing Stories in Antiquity and Beyond." Greek and Roman Musical Studies 8, no. 1 (March 13, 2020): 174–89. http://dx.doi.org/10.1163/22129758-12341367.
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Abstract The purpose of the symposium “Narratives in Motion. The Art of Dancing Stories in Antiquity and Beyond” was to make original contributions to the thriving field of study on ancient Greek and Roman dance by tackling this issue from an angle which is both specific in that it narrows down the focus on dance narrativity across different performance genres, and inclusive in that it encompasses transcultural, transhistorical and practice-based approaches. With eleven talks by classical and dance scholars and two performances by dance artists, the symposium was able to shed light on a range of practices, genres and cultural aspects relating to narrative dance in the ancient and, to a lesser degree, modern world. The event took place on 22-23 June 2018 at the Department of Classics of the University of Vienna, and was sponsored by the FWF-Austrian Science Fund (Project V442-G25 “Aischylos’ diegetisches Drama”).
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Alves, Adriana Celia. "Brazilian songs in a French university: classroom practices from the perspective of literomusical literacy." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 33285. http://dx.doi.org/10.15448/2178-3640.2019.1.33285.
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This study aims to discuss the planning of Portuguese as an additional language course that uses the song as a guiding instrument for the classes. The research involved intermediate level students of a University Diploma of Brazilian Portuguese, a short course offered in the research institution in order to offer a deeper study of Brazilian language and culture for academic and professional purposes. Based on semistructured questionnaires, students’ profiles for learning the Portuguese language in the Brazilian variant, a profile was built to design the lessons. From the perspective of literomusical literacy (Coelho de Souza, 2014) we reflected on the use of musical genres in the Portuguese as an additional language classroom in order to explore the linguistic, cultural and socio-historical aspects of the song, in order to provide students an amplified view of language and Brazilian culture.
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Wango, Kamau. "‘Drawing with My Students’ - The Role of Surrealism in Self-Expression among University Art Students. Analysis of Selected Surrealistic Work by Fourth Year Students at Kenyatta University." International Journal of Advanced Research 3, no. 1 (February 17, 2021): 1–19. http://dx.doi.org/10.37284/ijar.3.1.272.
Повний текст джерелаАнотація:
Surrealistic art is one of the most engaging and intriguing art genres. Surrealism itself is considered to have been the most influential art movement of the 20th century. Started in the 1920s as a literary movement that eventually took on a visual dimension, its foundational principles have continued to influence the thought process and style of many modern artists in the realm of self-expression. In their studies of many disciplines in the art including genres of painting, drawing and sculpture, students of art at the University usually find the concept of surrealism initially difficult to decipher mainly because of the uniqueness of its own description. The dream-like imageries of surrealism are derived from dreams and the unconscious mind; hence, the students have to contend with the derivation of subject matter from an unusual source. This is challenging for most of them since they are used to formulating subject matter from a purely academic perspective and from themes that they ordinarily relate to in their environment or can easily reference. Although students embark on drawing from their first year of study, they are introduced to surrealistic drawing as a unit in their final year. With their drawing background, it is presumed that by their final year, they have attained adequate levels of drawing skills for application in any artistic challenge. This study examines, through analysis of selected works, firstly, the extent to which students are able to internalise the concept of surrealism and apply it in the construction of the artistic composition, and secondly whether their drawings demonstrate an individual capacity for self-expression and the derivation of meaning, through dream-like imageries drawn from the unconscious mind. The students were exposed to preliminary studies and examination of surrealistic work, discussions of subject matter, origination, style and technique in the course of their unit programme. For the purpose of uniformity of medium, they were instructed to work only in pencil. They were subsequently accorded adequate time and space to embark on their work with class presentations and discussions at prescribed intervals. The resultant drawings were many and varied and the ones selected are those that displayed good artistic execution and/or displayed a certain profoundness of meaning or interpretation.
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Nyanney, Stephen. "Examining Piano Playing Proficiency among Selected Music Students in a Ghanaian Public University." International Journal of Educational Studies 4, no. 3 (December 9, 2021): 113–16. http://dx.doi.org/10.53935/2641-533x.v4i3.162.
Повний текст джерелаАнотація:
Piano instruction—composition, arrangement and tutoring has been a pivotal part of music education. Several countries across the globe have encapsulated it into curriculums and syllabi. Its benefits span several genres of music. It has been part of music education at the tertiary level in Ghana but has not received enough attention and is also faced with several challenges. The study sought to examine the piano playing proficiency among tertiary students within the Ghanaian context and the various factors responsible for the challenges faced and propose contextual interventions to address the issue. The study made use of the qualitative methodology. The instruments used for data collection were semi-structured interviews and participant observations. It was evident that piano playing among tertiary students needs rapt attention in terms of tutorials, well-equipped studio space and competent personnel to handle the tutelage. It is recommended that stakeholders shift the focal lens to piano playing proficiency in music education students as one of the requirements for graduation.
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Elam, Keir. "‘Understand Me by My Signs’: on Shakespeare's Semiotics." New Theatre Quarterly 1, no. 1 (February 1985): 84–97. http://dx.doi.org/10.1017/s0266464x00001445.
Повний текст джерелаАнотація:
Keir Elam's study The Semiotics of Drama and Theatre, published in 1980. was the firstfull– length account of its subject in English. Here, he argues not only that semiotics canvaluably be employed in the study of Shakespeare, but that the playwright himself displays a sophisticated sense of the significance of signs– indeed, that Elizabethan culture was highly self-conscious, sometimes to the point of obsession, with the nature and practice of signification, both verbal and visual. Keir Elam illustrates his argument with examples from a wide range of Shakespeare's plays, also suggesting some tentative distinctions between the way in which signsare utilized in the various genres. Keir Elam. who teaches English in the University of Florence, delivered an earlier version of this paper at the Conference on Theatre Analysis held at Warwick University in May 1984
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Sunardi, Sunardi, M. Sri Samiati Tarjana, M. Sri Samiati Tarjana, Soepomo Poedjosoedarmo, Soepomo Poedjosoedarmo, Riyadi Santosa, and Riyadi Santosa. "English Curriculum Genre: Pedagogic Negotiation Patterns in the Indonesian EFL Classrooms." International Journal of Linguistics 8, no. 6 (December 12, 2016): 94. http://dx.doi.org/10.5296/ijl.v8i6.10302.
Повний текст джерелаАнотація:
This study aims at finding the schematic structures of English curriculum genres in Indonesian university context and the patterns of pedagogic negotiation that enact the learning activities. The data of this study were video-taped EFL classrooms taught by non-native English lecturers at six universities in Semarang. The discourses were collected by video recording and transcription, non-participatory observation, and interview. The data were analyzed by referring to the analytical framework of curriculum genre and pedagogic exchanges under systemic functional linguistics (SFL). The findings show that the EFL classrooms are carried out in three general stages: orientation stage, discussion stage, and closure stage. Each stage is operated through several smaller potential steps. In terms of exchange structure, the negotiation between teachers and students occurs more frequently in knowledge-oriented exchanges than action-oriented exchanges. In addition, the teachers use two types of pedagogic exchanges: the triadic pedagogic exchanges and the scaffolded pedagogic exchanges.