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1
CLÉMENT, JÉRÉMIE. "THE “DISCOURSE OF NEOLIBERALISM” AS A NEW READING OF THE CAPITALIST’S DISCOURSE." Ágora: Estudos em Teoria Psicanalítica 22, no. 3 (December 2019): 264–72. http://dx.doi.org/10.1590/1809-44142019003001.
Анотація:
ABSTRACT: In this article we aim at updating the status of the capitalist’s discourse as first introduced by Jacques Lacan in the early 1970s, in light of the permeating trend of neoliberalism towards unlimited extension in our present-day societies. After examining the written logic of discourses proposed by Jacques Lacan, we will present the four discourses and their latest corollary: the capitalist’s discourse. We will then submit and discuss the syntagm of “discourse of neoliberalism”, by comparing it as a variant of the capitalist’s discourse. Finally, we will present neoliberalism as a reinforced Master’s discourse, so as to call it the “hypermodern Master’s discourse”.
2
Butenko, Ludmila. "Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education." Education and Pedagogical Sciences, no. 1 (176) (2021): 22–31. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-22-31.
Анотація:
The author has analyzed the term ‘general teachers’ training’ in modern scientific discourse. Peculiarities of general training of future teachers and academics in the context of a three-level system of higher education (Bachelor’s course, Master’s course and post-graduate course) have been disclosed. The researcher has substantiated the need for contiguity of general training of future teachers, Master’s students and postgraduate students who have teaching as their major. The ways, the content and the peculiarities of the methodological support for providing contiguity of general training of future teachers and academics at university have been described. General teachers’ training of future specialists in the field of education (bachelor's, master's, postgraduate) should provide conceptual-target continuity; content and information continuity, technological and activity continuity.
3
PRYDOLOBA, ANASTASIIA. "PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)." Comparative Professional Pedagogy 12, no. 2 (December 29, 2022): 100–105. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-11.
Анотація:
The article describes the history of Applied Linguistics development. It is noted that the field of Applied Linguistics not only focuses on native, foreign and second language acquisition, but also examines how language interacts with other areas such as the media and legislation. The programs for training specialists in Applied Linguistics in the leading institutions of higher education in Canada are analyzed. In particular, attention is focused on Carleton University. Bachelor's and Master's programs in Applied Linguistics are studied. A special feature of Carleton University Bachelor’s degree program is that students have the opportunity to choose between a 4-year or 3-year program of study to obtain a degree. In addition, at Carleton University, you can combine a specialization in Applied Linguistics and Discourse Studies with an additional one in modern language studies: American Sign Language, German, Italian, Japanese, Chinese, and Spanish. A feature of Applied Linguistics programs for third- and fourth-year students is the option to choose an accelerated study program at Carleton University. Master’s degree program in Applied Linguistics, conditions and criteria for admission are described and analyzed. It is found out that there are three possible ways to complete the Master's program in Applied Linguistics and Discourse Studies: writing a thesis, a research essay or a coursework paper. It is noted that students are first registered for coursework, but at the end of the first year of the master's program they must submit a proposal for writing a research essay or thesis. It is determined that after completing a master’s level of education, a student has the opportunity to continue their studies by enrolling in Carleton University PhD program, which is unique in North America due to its innovative combination of Applied Linguistics and Discourse Studies.
4
Załęska, Maria. "Pratiche di stesura della tesi di laurea in italiano LS." Studia Romanica Posnaniensia 49, no. 2 (June 22, 2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.
Анотація:
In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.
5
Schroeder, Jeanne L. "His master’s voice: H.L.A. Hart and Lacanian discourse theory." Law and Critique 18, no. 1 (March 20, 2007): 117–42. http://dx.doi.org/10.1007/s10978-006-9005-z.
6
Banini, Shirley, Ernest Kwesi Klu, and Ramos Asafo-Adjei. "An analysis of reporting verbs in master’s dissertations." ELT Forum: Journal of English Language Teaching 12, no. 3 (November 30, 2023): 229–42. http://dx.doi.org/10.15294/elt.v12i3.71292.
Анотація:
This study was purposed on analyzing reporting verbs in the Literature Review sections of some master’s dissertations in the field of Government and Leadership at the University of Professional Studies Accra (UPSA) in Ghana from the 2017/2018 to 2021/2022 academic year. The study sought to answer the main research question – what is the nature of the reporting verbs used in some master’s dissertations of students of the UPSA in the field of Government and Leadership? 20 dissertations were conveniently selected, and the Literature Review sections were analysed for reporting verbs using Hyland’s (2002) taxonomy which involves Research Acts, Cognition Acts and Discourse Acts as the analytical framework. These dissertations altogether contained 1,044,076 words. Results showed that students used various reporting verbs belonging to – Research Acts (observe, find), Cognition Acts (believe, conceptualize) and Discourse Acts (report, discuss) in their dissertations. Discourse Act reporting verbs were predominant compared to Cognition Acts and Research Acts, implying that the students used more of the reporting verbs associated with their mental processes. It is concluded that lecturers using English language and Research Methodology need to train students more in the use of reporting verbs in order to have their writing more impactful.
7
Wirenfeldt Jensen, Tine, and Helle Merete Nordentoft. "Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies." Journal of Academic Writing 12, no. 1 (December 23, 2022): 50–67. http://dx.doi.org/10.18552/joaw.v12i1.840.
Анотація:
This article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair.
8
Kharlamova, N. S., and I. J. Frolova. "Forming Foreign Language Competences in Teaching Political Discourse (Master’s Degree)." Вестник Московского государственного лингвистического университета. Образование и педагогические науки, no. 3 (2022): 100–105. http://dx.doi.org/10.52070/2500-3488_2022_3_844_100.
9
Carlson, Licia. "Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy." Research Articles 28, no. 2 (October 25, 2021): 72–82. http://dx.doi.org/10.7202/1082916ar.
Анотація:
This article explores what it means to include intellectual disability (ID) in philosophical discourse and in the philosophy classroom. Taking Audre Lorde’s claim that “the master’s tools will never dismantle the master’s house” as a starting point, it asks how certain forms of cognitive ableism have excluded ID from the “philosopher’s house.” Drawing upon Michel Foucault’s work as a theoretical framework, part one critically examines the ways that ID has been included, excluded, and constructed within philosophical discourse. Part two then considers what it would mean for ID and people with an ID to be included in the philosophy classroom. It offers some examples of how the work in disability studies, philosophies of disability, and philosophy of art can lead to a more inclusive and transformative pedagogy that will generate new critical questions and expand our philosophical dwelling places.
10
Tilli, Jouni. "Preaching as master’s discourse. A Foucauldian interpretation of Lutheran pastoral power." Critical Research on Religion 7, no. 2 (May 23, 2019): 113–29. http://dx.doi.org/10.1177/2050303219848059.
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Barba Guerrero, Paula, and Maisha Wester. "African American Gothic and Horror Fiction: An Interview with Maisha Wester." REDEN. Revista Española de Estudios Norteamericanos 3, no. 2 (May 15, 2022): 159–74. http://dx.doi.org/10.37536/reden.2022.3.1832.
Анотація:
Maisha Wester is an Associate Professor in American Studies at Indiana University. She is also a British Academy Global Professor, hosted at the University of Sheffield. Her research focuses on racial discourses in Gothic fiction and Horror film, as well as appropriations of Gothic and Horror tropes in sociopolitical discourses of race. Her essays include “Gothic in and as Racial Discourse” (2014), “Et Tu Victor?: Interrogating the Master’s Responsibility to—and Betrayal of—the Slave in Frankenstein” (2020) and “Re-Scripting Blaxploitation Horror: Ganja and Hess’s Gothic Implications” (2018). She is author of African American Gothic: Screams from Shadowed Places (2012) and co-editor of Twenty-first Century Gothic(2019).
12
Verminenko, Yulia V., and Sergey E. Zverev. "Discussion as a basis for the implementation of universal educational actions (Based on a foreign view of debating in educational activities)." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2024): 25–30. http://dx.doi.org/10.20339/am.01-24.025.
Анотація:
The Federal Educational Program of General Secondary Education mentions the use of discussion in the educational process occasionally. Communication is considered as a means of ensuring the formation of universal educational actions (UES). Communicative activity differs from communicative actions on the basis of a motive, which is based on the need for communication, which is more developed in modern youth than the cognitive need. The article substantiates the necessity of transferring the communicative activity of students to the classroom (classroom) and filling its content with educational information. This approach dictates the need for work based on discussion, in which the communicative activity of the participants reaches a maximum. Based on the concept of discourses of J. Lacan (Master’s discourse, university discourse, hysteric discourse, analyst’s discourse) and the practice of debating in modern American university culture, the possibilities of using different forms of discourse in various kinds of discussions and options for their use in the educational process are analyzed. The materials are accompanied by a brief retrospective of the use of discussion in state and military policy and the conclusion is made about the need for a wider introduction of discussion (debating) to form the ability to communicate within the framework of the UES.
13
Lincoln, Karen. "The Master’s Tools Will Never Dismantle the Master’s House: The Role of Diversity in Anti-Racist Education." Innovation in Aging 5, Supplement_1 (December 1, 2021): 122. http://dx.doi.org/10.1093/geroni/igab046.471.
Анотація:
Abstract Diversity is a strange fruit that requires critical analysis to understand its meaning, value and impact on education. Depending on the era, diversity has been defined in a number of different ways and has a variety of meanings across a range of contexts. The lack of shared meaning and understanding of diversity and who controls the diversity narrative have significant implications for the development of anti-racist pedagogy in gerontological education. This presentation will discuss the history and evolution of the “diversity discourse” and how mainstream notions of diversity impact diversity initiatives, curriculum design and anti-racist pedagogy. Strategies for engaging in an historical analysis of diversity and how this process relates to the design, leadership and ownership of anti-racist curriculum will be discussed, as well as the role of gerontology in leading these efforts.
14
Elyashevich, D. A., and V. A. Mutyev. "Master’s Textbook on Book Studies: Basic Problems and Prospects of Training." Bibliosphere, no. 3 (September 22, 2022): 5–16. http://dx.doi.org/10.20913/1815-3186-2022-3-5-16.
Анотація:
The results of the study of master’s programs in the field of training “library and information activities” are presented, their shortcomings in terms of the formation of book-related bibliological competencies are revealed. A new formulation of the object of book studies has been put forward, reflecting its modern essence “author – writing – text – reading – reader”, according to which the structure of the master’s textbook is proposed. The problems of historiography, scientific method and methodology of bibliological research are analyzed. The medialogical approach in the broad context of humanitarian discourse as the main one in the preparation of the textbook is considered.
15
Colston, Alex. "For Better or Worst: The Social Bond of Hysterics on Strike." differences 33, no. 2-3 (December 1, 2022): 141–76. http://dx.doi.org/10.1215/10407391-10124732.
Анотація:
The social bond of the group or culture writ large, for both Freud and Lacan, is predicated on something that exceeds simple social convention, contract, or historical mode of production. This is evinced, for Freud, by his myth of the primal horde and his notion of how groups cohere through a vertical, fantasmatic identification with any given leader and their connection with the dead Father. For his part, Lacan generated his theory of the four discourses as a structural—and, indeed, more plausible—account of how social relations are impossible yet work nevertheless. He mapped these on the basis of what Freud called the impossible professions: education, governance, and psychoanalysis. For Lacan, these are what he calls discourses, particularly the university discourse (education), the master’s discourse (governing), the analyst’s discourse (psychoanalysis, transforming or revolutionizing), and, Lacan adds, the hysteric’s discourse (desiring and protesting). The latter’s innovative addition is what I explore in this paper: how the hysteric makes and breaks institutions with their desire by “going on a kind of strike.” The social bond, for Lacan, is demonstrated most dramatically by the hysteric on strike; as he says, “A strike is the most social thing there is in the whole world. It represents fabulous respect for the social bond.” Herein, I elucidate the discursive power of the hysteric’s social bond, and how it offers a more thoroughgoing way to think of horizontal solidarity as an alternative to Freud’s leader-led patriarchal civilization.
16
LEE, Juyoun. "A Study on the Rhetoric of the Won-Buddhist 『Great Master’s Discourse』." Studies in Religion(The Journal of the Korean Association for the History of Religions) 79, no. 2 (August 31, 2019): 197–228. http://dx.doi.org/10.21457/kars.2019.08.79.2.197.
17
Manfra, Meghan McGlinn, and Cheryl Mason Bolick. "Reinventing Master’s Degree Study for Experienced Social Studies Teachers." Social Studies Research and Practice 3, no. 2 (July 1, 2008): 29–41. http://dx.doi.org/10.1108/ssrp-02-2008-b0003.
Анотація:
To improve social studies teaching and learning, teachers must engage in quality professional development experiences to deepen their pedagogical content knowledge. This article describes a Master of Education for Experienced Teachers (M.Ed.) program that reconcepulatized graduate study for teachers, using Alan Tom’s (1999) markers for reform — ongoing self-improvement, a commitment to working together collegially, and a focus on student learning. We describe each of the markers and the experiences of the social studies cohort enrolled in this program. We hope that by sharing our efforts to revitalize graduate study for social studies teachers, we will stimulate continued, thoughtful reflection and discourse.
18
Korolyova, L. Yu. "Polylingual Code Switching in the Academic Discourse." Prepodavatel XXI vek, no. 1, 2020 (2020): 352–62. http://dx.doi.org/10.31862/2073-9613-2020-1-352-362.
Анотація:
The article considers the problem of code switching in the academic discourse as a type of language contacts when English is used as the main component due to its flexibility and popularity. Approaches of Russian and foreign linguists to the interpretation of bilingualism and multilingualism from the theoretical point of view are analyzed. Types of code switching and their peculiarities are described. Multilingual code switching and its features are focused on. The fragment of the lecture in the academic course “Safety and durability of buildings and structures” as a kind of the academic discourse is examined in order to identify cases of code switching typical of the participants of the discourse, namely students from Iraq who have come to Russia to do a Master’s course in “Civil Engineering”, and to explain the factors that affect the choice of a language in a specific situation.
19
Jančaříková, Renata, Renata Povolná, Olga Dontcheva-Navratilová, Světlana Hanušová, and Martin Němec. "AN ACADEMIC WRITING NEEDS ANALYSIS OF CZECH UNIVERSITY GRADUATE STUDENTS." Discourse and Interaction 13, no. 1 (June 24, 2020): 42–66. http://dx.doi.org/10.5817/di2020-1-42.
Анотація:
The present paper presents the results of a needs analysis conducted among Czech students involved in a Master’s degree programme English Language Teacher Education. The aim was to identify their academic writing needs on the basis of a needs analysis questionnaire and a linguistic analysis of their written discourse in order to find out whether there are divergences between their ‘wants’ and ‘lacks’ (Hutchinson & Waters 1987). The results indicate that the students’ previous tuition at Bachelor’s level focused primarily on lexico-grammatical features of academic style such as text organizing devices, academic vocabulary, grammatical structures and citation styles. However, other areas essential to writing a successful Master’s thesis, such as evaluation and interpretation of results, conveying personal viewpoints and communicating with the reader or acknowledging research limitations, were ascribed a somewhat lower importance by the students, suggesting the existence of a divergence between the students’ ‘wants’ and ‘lacks’. The findings concerning the students’ perception of the writing process also concur with the finding of the authors’ previous research (Dontcheva et al. 2020) into the Theme zone in Czech students’ Master’s theses, which has indicated that Czech Master’s students tend tooveruse textual Themes expressed by linkers and underuse interpersonal Themes realised by stance devices.
20
Dronov, Ivan S. "Stages of teaching Master’s Degree Students written academic discourse with group blog using." Tambov University Review. Series: Humanities, no. 185 (2020): 19–28. http://dx.doi.org/10.20310/1810-0201-2020-25-185-19-28.
Анотація:
We develop and present stages of teaching Master’s Degree Students written academic discourse with group blog using. As part of the research was made an analysis of the existing stages of foreign language teaching, including blog technology using. The result of scientific works analysis is the development of stages of teaching Master’s Degree Students written academic discourse with group blog using. This stages includes the following steps and the corresponding stages: 1) introductory stage (Step 1 – The process of introducing project activities in the context of using the study group blog is carried out – description of the project, setting goals, defining tasks, and deadlines); 2) technical stage (Step 2 – Registration on one of the Internet platform related to blog technology and its subspecies – the blog of the study group; Step 3 – Discussion of information security on the Internet when working with the study group blog); 3) educational and training stage (Step 4 – Explanation of the structure of writing a specific scientific document (theoretical and practical aspect); Step 5 – Testing the theoretical component of the structure of writing a specific scientific document; Step 6 – Testing a practical component of writing a specific scientific document); 4) presentation stage (Step 7 – Finding information on a given topic of the project and its further use in fulfilling the task; Step 8 – Publishing material on the study group blog; Step 9 – Acquaintance and assessment materials published by other students with their subsequent commenting; Step 10 – Re-publication of the material taking into account the correction and error correction or publication of responses to comments of other users); 5) Final stage (Step 11 – Evaluation of the work done by students with subsequent reflection and identification of strengths and weaknesses at work, as well as identification of recommendations for further improvement; Step 12 – Evaluation of the work done by the teacher based on the indicated criteria).
21
Pratiwi, Syifa Nanda, and Eri Kurniawan. "Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis." Studies in English Language and Education 8, no. 3 (September 16, 2021): 885–900. http://dx.doi.org/10.24815/siele.v8i3.21038.
Анотація:
A plethora of research has shown that genre analysis through move analysis is a practical approach to identify the complexity of writing research articles (RAs). However, little is known about the genre knowledge development that is manifested in abstract discourse patterns. This study aims to determine whether or not there is an influence from the level of education with the development of genre knowledge, especially in the field of writing research abstracts. Using Hyland’s (2000) five-move analysis model, this study analyzed the comparison and identity of abstracts of theses and dissertations in English and Indonesian. From the analysis, it can be seen that there are some differences and similarities in the manifestation of abstract discourse patterns in English and Indonesian final paper abstracts. In terms of genre knowledge, its development could be reflected through the level of study, in this case, from master’s to doctoral degrees. As evident in the dissertation abstracts in both languages, Move 1 (Introduction) evinces richer varieties in step realizations than in master’s theses. The analysis also indicates no crucial differences in genre knowledge development across languages and fields of study. Further comparative research on this particular topic with more subject of data is suggested.
22
Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
Анотація:
The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies.
Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
23
Lenardič, Jakob, and Darja Fišer. "Hedging modal adverbs in Slovenian academic discourse." Slovenščina 2.0: empirical, applied and interdisciplinary research 9, no. 1 (July 6, 2021): 145–80. http://dx.doi.org/10.4312/slo2.0.2021.1.145-180.
Анотація:
This paper first presents a comparative analysis of modal adverbs in doctoral theses in the humanities and social sciences on the one hand, and in natural and technical sciences on the other from the 1.7-billion-token corpus of Slovenian academic texts KAS (Erjavec et al., 2019a). Using a randomized concordance analysis, we observe the epistemic and non-epistemic usage of the modal adverbs and show that epistemic adverbs are more characteristic of the humanities and social sciences theses. We also show that the non-epistemic dispositional meaning of possibility, which is most commonly used in natural and technical sciences theses, is not used as a hedging device. In the second part of the paper we compare the usage of a selected set of modals in bachelor’s, master’s and doctoral theses in order to chart how researchers’ approach to stance-taking changes at different proficiency levels in academic writing, showing that the observed increase in hedging devices in doctoral theses seems to be less a function of an increased proficiency level in academic writing as such and more the result of conceptual differences between undergraduate and postgraduate theses, only the latter of which are original research contributions with extensive discussion of the results.
24
Brown, Ted, Jeffrey L. Crabtree, Joe Wells, and Keli Mu. "The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?" Canadian Journal of Occupational Therapy 83, no. 5 (July 20, 2016): 306–16. http://dx.doi.org/10.1177/0008417416656206.
Анотація:
Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.
25
Patriana, Andhina W., Sri Rachmajanti, and Nur Mukminatien. "STUDENTS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN COMPOSITIONS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 2 (October 4, 2016): 203. http://dx.doi.org/10.15639/teflinjournal.v27i2/203-216.
Анотація:
The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master’s students majoring in English Language Teaching (ELT). The results reveal that the participants employ 44 DMs in 234 occurrences, and use some DMs inappropriately in 118 occurrences. The problematic matters cover: non-equivalent exchange, overuse, surface logic, misinterpreted relation, and mistranslation. The study concludes that although the participants have shown their awareness of using DMs to build coherent compositions, there are areas where improvement is needed to increase their ability in using DMs appropriately and effectively to make their writing better and more logically connected. Recommendations to English teachers are also given as pedagogical implications of this study.
26
Duarte, Isabel Margarida, Alexandra Guedes Pinto, and Sónia Valente Rodrigues. "Contraste, concessão e contra-argumentação em textos académicos uma análise exploratória." Linguística: Revista de Estudos Linguísticos da Universidade do Porto 2 (2022): 149–76. http://dx.doi.org/10.21747/16466195/ling2022v2a7.
Анотація:
The present study takes an integrated approach of grammatical elements and structures from the perspective of their functioning in texts/discourses. It focusses the semantic-pragmatic and argumentative-discursive values of utterances represented by the conceptual scheme Yes... But..., in academic writing, in particular master’s theses and reports. Its object are discursive sequences with a composite argumentative movement comprising concession and contrast /counter-argumentation. From a wide universe of works, made up of final reports from FLUP Master’s students, from the years 2020-2022, five works were selected in which the discursive sequences in focus frequently occur. The set of clipped sequences constituted the corpus of this study. After the theoretical framework, an exploratory analysis of qualitative and interpretative nature was carried out, based on procedures such as: the segmentation of utterances with movements of concession and contrast, starting from the identification of linguistic elements related to the conceptual scheme Yes..., But...; the categorization and description of these segments, taking into account syntactic-semantic and pragmatic-discursive dimensions; the comparison of the values displayed by the sequences of the different categories; the explanation of the occurrences in the academic genre in question; the articulation of the linguistic elements with the enunciative, interactional and contextual dimensions of discourse production. The results show that contrastive constructions, such as adversative and concessive, acquire, in discourse, very similar semantic-pragmatic and discursive-argumentative functions, serving to mark mitigated discordant polyphony and a confrontational strategy that combines agreement (even if partial) with disagreement, a strategy that proves to be particularly appropriate in the discursive genre under analysis. They also demonstrate that this movement is present in academic works with higher classifications, in the final assessment of the course, working as evidence of the author’s capacity for problematization and critical, divergent thinking. In this way, it may come to function as a specific marker to improve the academic writing competence.
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Doukmak, Reem. "Mapping Discourse and Agency in a Refugee Context: An Interview With Reem Doukmak." Journal of Interrupted Studies 2, no. 1 (June 14, 2019): 141–46. http://dx.doi.org/10.1163/25430149-00201005.
Анотація:
Reem Doukmak was born in Syria and studied English literature at al-Baath University. In 2007 she completed her Master’s degree at the University of Warwick. With the help of cara she continued her studies at Warwick where she is now starting her academic career. Her work investigates how the right pedagogic interventions can help children in refugee camps. The use of drama plays a key role in her research and feeds into broader questions surrounding self-representation and agency. These are among the vital issues The Journal of Interrupted Studies has also sought to explore. We were lucky to engage Reem on her research and its implications for addressing the problematic discourses that surround refugees and yet neglect to include their voice.
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McAllister, Julie. "Using promotional discourse analysis and project-based learning to develop Master’s students’ business writing skills." ASp, no. 80 (November 1, 2021): 37–54. http://dx.doi.org/10.4000/asp.7470.
29
Jing, Liu. "Formation of Concert-Performance Competence of Foreign Students in Master’s Programme in a Pedagogical Discourse." Research Notes, no. 1 (October 26, 2017): 125–30. http://dx.doi.org/10.31654/2663-4902-2017-pp-3-125-130.
30
Dontcheva-Navrátilová, Olga. "Writer-reader interaction in L2 learner academic discourse: Reader engagement in Czech students’ Master’s theses." Linguistica Pragensia 33, no. 2 (November 1, 2023): 117–35. http://dx.doi.org/10.14712/18059635.2023.2.2.
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CASTRO (UFJF), Roney Polato de, and Ana Carolina Mercês COURA (SEE-MG). "“... É BEM ULTRAPASSADO ISSO AQUI NA VERDADE”: JOVENS SECUNDARISTAS E SUAS CONCEPÇÕES DE GÊNERO." Margens 16, no. 26 (June 30, 2022): 283. http://dx.doi.org/10.18542/rmi.v16i26.10730.
Анотація:
The article discusses the conceptions of high school students from a public school in the interior of Minas Gerais about gender relations. The discussion is based on data from a master’s degree research in education, whose objective was to build spaces for narrative production with these young people, focusing on their conceptions and ways of living and thinking about gender, sexuality and youth in a context of intense dispute discourse produced by the school program “escola sem partido”. Aspects such as work and domestic environment, notions of instinct and male and female attitudes, motherhood and fatherhood constitute the narratives making it possible to invest in a post-structuralist inspired analysis of discourses and language as producers of subjects and knowledge, which permeates the deconstruction of binary gender perspectives. The experiences of young people are therefore constituted based on the ways in which gender conceptions are negotiated in the daily lives of young people.
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Alyeksyeyeva, Iryna, Tetyana Chaiuku, Iryna Kovalchuk, and Elizaveta Galitska. "Making Sense of Texts: EFL Students’ Intercultural Competence and Interpretation Depth." Arab World English Journal 13, no. 1 (March 24, 2022): 104–16. http://dx.doi.org/10.24093/awej/vol13no1.7.
Анотація:
The study is aimed at exploring Master’s students’ sense-making of various second language (L2) texts and its correlation with interpretation depth and the students’ intercultural competence. The significance of this research lies in the fact that it provides an insight on culture-specific issues challenging for advanced and proficient Ukrainian learners of English when they make sense of L2 vocabulary, interactions, public, mass and social media discourse. The study is based on a questionnaire with open-ended questions filled in by forty Ukrainian Master’s students. The subjects were asked to interpret several English vocabulary items, idioms, linguistic landscape signs as well as mass media and social media texts. The findings suggest that the students’ intercultural competence rests on the information obtained from English textbooks as well as from current mass and social media content. When facing ambiguity or uncertainty, the students tend to show a lack of cultural awareness and resort to first language (L1) assumptions in their sense-making, which may entail a wrong or inaccurate understanding. The students’ interpretation of public, mass and social media texts reveals their insufficient background knowledge of L2 culture, which does not lead to inaccuracies in sense-making but prevents comprehensive understanding of messages. The study argues that Master’s students majoring in English need to enhance their cultural awareness, to develop their intercultural competence and to be prepared for continuous learning of L2 cultural schemata.
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Sett, Alisha, and Kajri Jain. "What Renders the Master’s House Unrecognizable? An Interview with Kajri Jain." Master, Vol. 5, no. 2 (2020): 96–105. http://dx.doi.org/10.47659/m9.096.int.
Анотація:
I spoke with Kajri Jain over Zoom during the early days of the pandemic in 2020. Our conversation began with a discussion of her early fieldwork in the bazaars in India, probing into Jain’s own education and formative experiences. It then detoured into a critical unpacking of art history’s “sacred cows’, the need to fundamentally rethink the discipline’s deep intertwining with colonialism, and the many forms of baggage that non-Western art historians must carry on their shoulders. Jain’s suspicion of medium specific approaches led to a productive dialogue about anthropologist Michael Taussig’s work, theory fetishism, and several facets of contemporary photography in South Asia. We agreed about the need to continue to critique an elitist discourse that misunderstands the importance of religion, and the embedded nature of caste, in any reading of aesthetics and mass culture in the subcontinent. Ending with the question of how to decolonize, provincialize and globalize when engaged in pedagogy, Jain left us with much to contemplate. Keywords: visual anthropology, art history and decolonialization, Indian aesthetics, secularism and religion
34
Eybers, Oscar, Emma Paulet, and Natasha van der Schyff. "“You Are Essentially Just a Number”: Discourse Elaboration and Devaluation among Natural Science Students." Education Research International 2023 (May 16, 2023): 1–9. http://dx.doi.org/10.1155/2023/2703474.
Анотація:
This article analyzes first-year natural science students’ experiences of discourse and devaluation as new members of the Natural and Agricultural Sciences Faculty at the University of Pretoria (UP). This study aims to highlight students’ perspectives on navigating digital learning during COVID-19. Second, the analysis aims to highlight how intersections between languages, digital learning tools, and students’ identities intersect in an academic literacy module. Lastly, the investigation aims to formulate methodical propositions that academic literacy facilitators can apply to generate experiences of discourse elaboration as opposed to devaluation. This study was conducted at the Hatfield campus of the University of Pretoria, Gauteng province in South Africa among first-year natural science scholars. To unearth students’ experiences, this analysis employed a qualitative and phenomenological line of inquiry. Accordingly, the researchers interviewed 17 students in 2021 as part of a pilot project for a master’s degree project. All structured interviews were conducted via live video transmission using Zoom. The results of the study indicated that most of the participants missed face-to-face interactions with peers and academic staff. The majority of participants indicated that the sole utilization of eLearning induced discourse devaluation. Simultaneously, participants expressed discourse elaboration through interacting with digital literacies in the LST 110 module. Key variables that shaped students’ diverse experiences of discourse elaboration and devaluation are languages, identity, culture, and digital learning tools.
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Beaumont, Susan, Stephanie Kelly, and Lee Smith. "Defining, teaching, and practising diversity: Another hegemonic discourse?" Aotearoa New Zealand Social Work 33, no. 3 (November 14, 2021): 61–73. http://dx.doi.org/10.11157/anzswj-vol33iss3id893.
Анотація:
INTRODUCTION: Respect for diversity is a primary principle of the social work profession; however, the term diversity has been critiqued as meaningless and is often linked with cultural competence. Gaps in terminology, education, and knowledge about how to practise diversity have been identified in health and social practice literature, while attempts to teach diversity have uncertain results. The research question guiding this master’s study was “What are the factors that inform Aotearoa social workers’ practice when engaging with diversity?”METHODOLOGY: Qualitative, semi-structured interviews were conducted with a purposive sample of four practising social workers to explore what informed their diversity practice. An inductive thematic analysis of the interview data was undertaken. Numerous themes and sub-themes were identified and grouped into seven thematic categories.FINDINGS: For research participants, the term diversity exists only in the discursive; and it “gets in the way” of practice. While acknowledging the importance of education and practice with Te Tiriti, participants could not seem to connect this knowledge with diversity and associated practices. The authors suggest that the definition of diversity for the purposes of social work education and competency frameworks requires a more critical approach: its associations with power, and its tendency to describe and classify otherwise complex, fluid, contextual identities. Aotearoa New Zealand social work education must also engage in critical analysis of monocultural, hegemonic discourse and power relationships through te Tiriti frameworks to prepare all students for practice with diversity in a bicultural context.
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Weru, John. "Bioethics Training: Report on the Experience of a Medical Bioethics’ Scholar in a Tertiary Referral Hospital in a Lowand Middle-Income Country." Palliative Medicine and Hospice Care – Open Journal 8, no. 1 (April 30, 2022): 15–19. http://dx.doi.org/10.17140/pmhcoj-8-146.
Анотація:
Skills in biomedical ethics are limited in the African health care systems. This significantly affects the bioethics discourse in the medical practice. The main reason for the paucity in knowledge and skills in bioethics is minimal or no training at all imparted to healthcare professionals. Where there is training, it is not well-structured like other courses in the training institutions. This report summarizes the status of bioethics training and outlines the implementation, processes, outcome and future outlook of a bioethics teaching project for masters in medicine residents (students) in a tertiary referral hospital in Africa. This project was part of postgraduate studies in biomedical ethics by a practicing physician. It entailed teaching bioethics to first year master’s in medicine residents (students). The teachings occurred in the author’s affiliated institution monthly for six-months. The topics covered were: general introduction to bioethics, ethical issues at end-of-life (EoL), informed consent, basics of research ethics, plagiarism and doctor-pharma interaction. These topics were selected due to their relevance to the residents in their practice and because they needed to undertake research studies to graduate from the masters training program. In addition, these basic bioethics training provided the residents with the foundation to develop knowledge geared towards improving skills in analyzing diverse areas in the contemporary bioethics’ environment such as end-of-life care (EoLC), human research ethics, doctor-pharmaceutical relationships while looking at them within the context of political, cultural, socio-economic, and environmental determinants.
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Kaspar, Wendi. "C&RL Spotlight." College & Research Libraries News 80, no. 8 (September 6, 2019): 476. http://dx.doi.org/10.5860/crln.80.8.476.
Анотація:
It seems like the discourse on the value of the MLS surfaces in a very periodic way in the profession, either in the scholarly literature or less formal venues and day-to-day interactions. Certainly, it is not uncommon to hear from peers in other departments or from university administrators that they are surprised that practicing librarians, even those with faculty status, are not required to have a PhD. Studies and surveys are rampant through the library literature that explore the perceived value of the master’s in library science (or library studies, librarianship, information sciences, etc.) within different contexts, kinds of institutions, and positions.
38
Blanco-Fuente, Irene, and Asunción Bernárdez-Rodal. "Gendered voices on the airwaves: The sonic self in discourses about identity articulated by radio students in Spain." Investigaciones Feministas 13, no. 1 (June 15, 2022): 401–10. http://dx.doi.org/10.5209/infe.80319.
Анотація:
Introduction and Objectives. This article explores the interaction between voice and gender relations in the context of radio broadcasting education. The research speaks to the gender inequalities that are increasingly being questioned, especially by younger generations. Methodology. We have employed Critical Discourse Analysis in a corpus of twenty texts elaborated by the students of Radio National de España’s Master’s Degree. They were asked to write a reflection on their personal experiences with voice, drawing connections to their gender identities. Results and Conclusions. The results show a previous knowledge and acceptance of gender theories, their relationship with radio dogmas, and their resistance and creativity in the face of voice normalization.
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Goncharova, Nadezhda Anatolyevna, Aleksandrina Iosifovna Khaitova, Alla Anatolyevna Oshkordina, and Elena Nikolaevna Makarova. "Specificity for improving the efficiency of English language acquisition by IT-Master’s students." Science for Education Today 13, no. 5 (October 30, 2023): 51–77. http://dx.doi.org/10.15293/2658-6762.2305.03.
Анотація:
Introduction. The authors study the problem of training professionals having sufficient English language proficiency in the modern conditions of globalization of scientific and technological progress and the accompanying international discourse in the field of IT. The purpose of the article is to identify specificity for improving the efficiency of English language acquisition by IT-Master’s students. Materials and Methods. The sample consisted of 94 1st-year Master’s students, majoring in IT, as well as 25 university teachers of English for Professional Purposes with more than 10 years of work experience. The results of the theoretical analysis of the problem were compared with the data obtained from the survey of 76 Master’s students, as well as with the results of a survey of 25 university teachers focusing on the issues of finding ways to improve the efficiency of English for Professional Purposes acquisition. The specific authors methodology called ‘multimedia presentation’ developed on this indicative basis was tested in the course of English for Professional Purposes in an experimental group of IT-Master’s students (n=18). At the same time, a control group of 21 Master’s students were studying standard English for Professional Purposes discipline. The results were processed by means of qualitative analysis and methods of mathematical statistics. Results. Comparison of the data from theoretical analysis and surveys made it possible to identify the criteria, conditions, factors, indicators and levels of increasing the efficiency of English for Professional Purposes acquisition, corresponding to the personal and professional characteristics of MA-students, majoring in IT. On this basis, the ‘multimedia presentation’ technique was developed and implemented in the experimental group of MA-students. A comparative analysis of the indicators of mastering English for Professional Purposes in the control and experimental groups revealed statistically significant differences in the levels of these indicators. Statistically significant data have shown that the experimental group had more master’s students who achieved high performance, whereas the control group included more postgraduates, who did not rise above the average level in their performance. As one of the possible interpretations of the data obtained, an assumption about the dominance of motives that are different in essence and formed in each group was made. As a result, in the experimental group, procedural motives could grow, creating enthusiasm for the learning process, which allowed participants to demonstrate high indicators. In the control group, only external stimuli could dominate. In the absence of significant enthusiasm for the learning process, this became a subjective justification for the MA-students’ acceptability of a satisfactory grade. Conclusions. The developed methodological tools statistically significantly increase the efficiency of English for Professional Purposes acquisition by initiating procedural motives for learning in Master’s students. The proposed trajectory of increasing the effectiveness of these processes can be considered as a tentative basis for constructing methods for teaching English for Professional Purposes to specialists, who in many respects have already developed as individuals and as professionals.
40
Kostiuchkov, Serhii. "Development of Social Engineering Skills during Master’s Degree Training in Specialty “Social Work”." International Scientific Journal of Universities and Leadership, no. 15 (July 7, 2023): 83–93. http://dx.doi.org/10.31874/2520-6702-2023-15-83-93.
Анотація:
The article substantiates the relevance of the formation of social engineering skills in the process of Master’s Degree training in the “Social Work” specialty in the context of public demand for specialists capable of projecting socio-political reality. The role of education, which in modern conditions is understood not only as a means of learning and assimilation of the surrounding world, but much more widely — as an inexhaustible source of generation of civilizational meanings of spiritual and physical existence, is studied. The role of the labour market as an indicator of the quality of training of specialists is shown, the competitiveness of which depends on the ability to quickly adapt to new conditions of production, the availability of appropriate professional and qualification potential and knowledge, which, under favourable socio-political and economic conditions, will provide an opportunity to effectively invest them in the development of the intellectual capital of society. The impact of the processes of globalization, democratization, and technologization of society on the actualization of fundamentally new, adequate to the challenges of the times, requirements for the training of specialists at the Master’s Degree has been revealed. It is pointed out the need for scientific substantiation of the intellectual and creative modus operandi of a Master’s Degree student and his personal and professional subjectivity as a key condition for further successful professional activity. It has been established that in the process of Master’s Degree training in the “Social Work” specialty, modern social trends in the construction and functioning of professional training systems are reflected, in particular, humanization, technologization, and internationalization of education. It is emphasized that the formation of social engineering skills, which is an integral part of the state-building discourse in the current domestic conditions, is an important component of the professional training of Master’s in the “Social Work” specialty in modern domestic conditions. Emphasized: social engineering in the context of the construction of socio-political reality makes it possible to design the technology of interdisciplinary research of a specific object using the procedure of building its ideal model by representing qualitative characteristics. Such an object can be a state structure, a civil society institute, a branch of a political party, a local self-government structure, etc. Key positions of foreign and domestic researchers regarding social engineering in its constructive connotation are highlighted
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Zhang, Yiran, Shulin Yu, and Kaihao Yuan. "Understanding Master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies." Teaching in Higher Education 25, no. 2 (November 7, 2018): 126–40. http://dx.doi.org/10.1080/13562517.2018.1543261.
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Meurer, Alison Martins, Rayane Camila da Silva Sousa, Flaviano Costa, and Romualdo Douglas Colauto. "Feelings perceived by students during the phases of accounting dissertation guidance." Revista Contabilidade & Finanças 32, no. 85 (April 2021): 158–73. http://dx.doi.org/10.1590/1808-057x202010550.
Анотація:
ABSTRACT The aim of this study was to understand how students graduating from accounting master’s courses perceived the feelings experienced in the different dissertation guidance phases. This investigation enables us to identify which stages generate negative feelings and to thus propose actions to improve the affective relationship between the advisor and student, considering that the feelings substantially affect the potential of the scientific works originating from that relationship. The advisor-student relationship and the feelings involved in it are among the main factors that positively or negatively affect the conclusion of the academic work, and understanding it is important in order to improve this interaction process. One of the implications of the research relates to the importance of stricto sensu programs monitoring the guidance process and somehow searching for mechanisms that promote harmony in the guidance process, as the experiences during the dissertation guidance process can affect the student’s likelihood of continuing on their academic journey. For the data collection, a survey was conducted in which the participants used emojis to represent the feelings experienced in their relationship with the advisor during the construction of their master’s dissertation. In addition, semi-structured interviews were carried out, which enabled the elaboration of a collective subject discourse regarding the feelings experienced during the dissertation guidance process. The 88 responses and eight interviews enabled the identification of feelings such as anxiety, fear, and insecurity in the first phases of the dissertation building. Abandonment, confusion, and frustration were felt in the last phases of the relationship with the advisor. Regarding the positive feelings, there are indications of joy, satisfaction, and calm, presenting greater frequency in the last stages of the dissertation. The collective subject discourses also indicated that the relationship with the advisor affected the quality of the scientific research and the student’s academic trajectory.
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Lopez, Ana Paula de Araújo. "Portuguese as a Welcoming Language for forcibly displaced immigrants in Brazil: some principles for teaching in light of Interculturality." Revista Brasileira de Linguística Aplicada 18, no. 2 (June 2018): 389–416. http://dx.doi.org/10.1590/1984-6398201812048.
Анотація:
ABSTRACT This paper presents some results obtained from a Master’s research study whose objective was to suggest principles for the teaching of Portuguese as a Welcoming Language - PWLg - (AMADO, 2013; LOPEZ, 2016; LOPEZ & DINIZ, in press; among others) for forcibly displaced immigrants in Brazil. Supported by Indisciplinary Applied Linguistics (MOITA LOPES, 2006), the present work analyzes the discourse of coordinators, teachers, and students in order to highlight their perspectives on the process of teaching and learning Portuguese in this context. Based on the results, I suggest the teaching of PWLg to be based on some principles of Interculturality (MAHER, 2007), established through two main dimensions of action: the immigrants’ political strengthening and the surrounding education.
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Kempenaar, Annet. "Learning to Design with Stakeholders: Participatory, Collaborative, and Transdisciplinary Design in Postgraduate Landscape Architecture Education in Europe." Land 10, no. 3 (March 1, 2021): 243. http://dx.doi.org/10.3390/land10030243.
Анотація:
Over the last few decades, interaction and collaboration with stakeholders and communities in the design and development of our environment have become integral parts of landscape architecture practice. This article explores the position of this kind of designing in postgraduate landscape architecture education in Europe. An analysis of the international master’s curricula in landscape architecture of 29 universities across Europe shows there is some attention paid to participatory, collaborative, and transdisciplinary design in several, but not all programs. However, participatory, collaborative, and transdisciplinary design is an important topic in the current discourse amongst landscape architecture scholars. This may indicate an increase in attention to the topic in European landscape architecture education curricula in the (near) future.
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Afful, Joseph Benjamin Archibal. "The discourse of thesis assessment reports in a disciplinary community at the University of Cape Coast: An exploratory study." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 9, no. 1 (April 28, 2020): 117–34. http://dx.doi.org/10.4314/laligens.v9i1.11.
Анотація:
Thesis assessment reports constitute an important review genre in postgraduate education, though they largely remain occluded. This paper investigates the discourse of thesis assessment reports, with the view to gaining insights into their form and content in a Ghanaian university. Thirty-four (34) written assessment reports of 19 Master’s theses from the Department of English in the University of Cape Coast constituted the data set. A qualitative content analysis, supplemented with descriptive statistics, was adopted. Three key findings emerged from the analysis of the data. First, there were varying structural patterns adopted by assessors, thereby evincing individual preferences. Second, the least and most frequent comments in the assessment reports were on the methodology on one hand and literature review and analysis/discussion on the other hand. Third, theses assessors largely adhered to institutional guidelines in terms of the evaluative criteria. These findings have implications for the scholarship on thesis assessment reports in postgraduate education, postgraduate pedagogy, and further research in higher education in Ghana and elsewhere.
Key Words: Discourse, thesis assessment reports, Ghana, postgraduate education
46
Pappa, Sotiria, Takumi Yada, and Satu Perälä-Littunen. "International Master’s Degree Students’ Well-being at a Finnish University During COVID-19." Open Education Studies 2, no. 1 (January 1, 2020): 240–51. http://dx.doi.org/10.1515/edu-2020-0128.
Анотація:
Abstract The rapid developments and consequences of the COVID-19 crisis for university students’ well-being are presently being studied across the world. This study contributes to the growing discourse on university students’ well-being by exploring changes in international Master’s degree students’ well-being in relation to the move to online teaching and learning at a Finnish university during the COVID-19 pandemic. The study draws on 37 answers to an open-ended question about remote teaching and learning at the end of a survey on university students’ stress. The text data were analysed conducting a preliminary quantitative content analysis and a more detailed thematic analysis, from which two themes were developed. The first theme concerned respondents’ well-being with regard to their friends and family, including the desire for human connection, ways of coping and health concerns. The second theme concerned respondents’ well-being with regard to their studies, including the importance of social life on campus, affected concentration and motivation, degree-related complications, and online teaching and supervision. The findings suggest that sociocultural well-being may extend beyond acculturation and that decreased psychological well-being has repercussions for international students’ studies. The study concludes with a discussion of the study’s limitations and practical implications.
47
Nguyen, Loan Thi Thuy, and Issra Pramoolsook. "A move-based analysis of TESOL master’s thesis conclusion chapters by Vietnamese postgraduates." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 02. http://dx.doi.org/10.18844/gjflt.v6i1.222.
Анотація:
Writing a thesis in English is challenging for non-native English speaking students, and it is not an exception for Vietnamese master’s (M.A.) students. Despite this challenge, English writing was not formally taught at their elementary, secondary and high school levels until 2008. In their postgraduate programs, these students have little or no formal instruction on how to write each part of a thesis; but are provided with the guidelines and then tailor their own theses. This paper, therefore, explores how 24 Vietnamese teachers of English wrote their thesis Conclusion chapters. By employing the revised framework for analyzing the Conclusion chapters in Applied Linguistics by Chen and Kuo (2012), the study found Deductions from the study (Move 4) is present in every chapter while the other three moves (Introducing the Conclusion chapter, Summarizing the study and Evaluating the study) are conventional. Moreover, a new move (Chapter summary) and an infrequent occurrence of Summarizing previous chapter and a cycle of next section introduction-each section summary were identified. These findings indicate not only a linear structure in composing the concluding chapters by this group of Vietnamese writers but also the rhetorical influence of Vietnamese written discourse on their English writing. The results from this study have some pedagogical implications for teaching novice Vietnamese writers on how to properly compose this genre.
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Tsimerman, Evgenia. "Based tasks in CLIL settings." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 22–29. http://dx.doi.org/10.18844/prosoc.v5i3.3907.
Анотація:
The article is devoted to advanced learners’ motivation within content and language integrated learning (CLIL) settings. The author analyses students’ motivation and anxiety for a task from the point of the dopamine and the opioid systems, the input–output aspect, heuristic and algorithmic procedures. Considering scientific publications reviewed, the author demonstrates a novel idea for CLIL settings—professionally-oriented incident-based tasks. An example of an incident-based task for Master’s students majoring in management is given. Being based on the same principles, the novel tasks proposed are relevant to CLIL. The author concludes that the incident-based tasks not only stimulate experienced students’ motivation, but also contribute to their personal qualities and professional skills development.
Keywords: CLIL, professionally-oriented, professional discourse, internet-based, foreign language competence.
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Zhang, Yan (Olivia), and Ken Hyland. "Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing." Written Communication 39, no. 2 (February 1, 2022): 171–99. http://dx.doi.org/10.1177/07410883211069901.
Анотація:
The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct their positions in supervisory interactions and in the subsequent revisions of their literature review drafts. Through discourse and intertextual analyses, we propose three dimensions of interpersonal positioning ( cooperative, self-assertive, explorative) that are co-constructed to reinforce local supervisory cooperation and modify conceptualizations of the research work. We highlight scaffolded, responsive, and reflexive types as concrete expressions of mediated positioning which help regulate the ways students orientate to their writing and their discipline.
50
Drennan, Jonathan, and Abbey Hyde. "The fragmented discourse of the ‘knowledgeable doer’: nursing academics’ and nurse managers’ perspectives on a master’s education for nurses." Advances in Health Sciences Education 14, no. 2 (February 22, 2008): 173–86. http://dx.doi.org/10.1007/s10459-008-9102-x.