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The Elements Of Teaching by Banner, James M., 1935

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1The Elements Of Teaching

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  • Language: English

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2The First Step In Chemistry : A New Method For Teaching The Elements Of The Science

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  • Language: English

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3Best Nonfiction. Introductory Level : 7 Selections For Young People With Lessons For Teaching The Basic Elements Of Nonfiction

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4Best Short Stories. Middle Level : 10 Stories For Young Adults With Lessons For Teaching The Basic Elements Of Literature

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 826.25 Mbs, the file-s for this book were downloaded 81 times, the file-s went public at Fri Jan 22 2021.

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5The Communication Age, Custom Edition For COMM 1010, Elements Of Effective Communication, Salt Lake Community College (Compiled For Teaching Faculty Of COMM 1010)

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  • Title: ➤  The Communication Age, Custom Edition For COMM 1010, Elements Of Effective Communication, Salt Lake Community College (Compiled For Teaching Faculty Of COMM 1010)
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  • Language: English

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6The Elements Of Mental And Moral Science As Applied To Teaching

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  • Title: ➤  The Elements Of Mental And Moral Science As Applied To Teaching
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  • Language: English

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7ERIC EJ1331871: Analysing The Musical Elements Of The Book Of Inci For Piano Teaching

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The aim of the study is to contribute to the repertoire of piano teaching by conducting a musical analysis of the piano album 'Inci'nin Kitabi'. The research is an example of a case study, one of the qualitative research techniques. Each piece in the research has been evaluated individually according to the elements determined in line with the descriptive analysis. Each piece has been examined primarily in terms of musical elements. Later, the musical expressions, tempo terms and rhythmic elements of the pieces are measured and evaluated. The sources examined in the study and the data obtained from the pieces in Inci's Book have been interpreted with the descriptive analysis method. It has been concluded that Inci's Book, which has been defined as an enjoyable and didactic book in the piano teaching, is an appropriate and beneficial resource for piano students' learning at different levels.

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  • Title: ➤  ERIC EJ1331871: Analysing The Musical Elements Of The Book Of Inci For Piano Teaching
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  • Language: English

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8ERIC ED235693: Essential Elements Of Teaching And Learning In Higher Education. Research And Development In Higher Education, Volume 4. Papers Presented At The Annual Conference Of The Higher Education Research And Development Society Of Australasia (7th, Melbourne, Victoria, May 9-12, 1981).

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Forty-four papers from the 1981 conference of the Higher Education Research and Development Society are presented that focus on issues related to the planning of learning, technique and art in teaching, and judging the effectiveness of learning. Among the papers and authors are: "Planning the Means by Which Teaching and Learning Should Occur" (W. G. Malcolm); "The Climates of Teaching and Learning That Australian University Teachers Establish in Their Undergraduate Classes" (J. Genn); "Planning for Distance Learning" (N. Westwood); "Teaching Your Discipline to Students of Another" (V. Ullrich); "Supervision of Post-Graduate Research Students" (I. Moses); "Students Teach Students" (D. V. Queis, M. Frilling); "Some Suggestions on Implementing a Successful System of Student Evaluation" (J. F. Henderson); "Language and Study Skills across the Disciplines" (L. Marshall); "Special Entry Students in Tertiary Education" (R. Osman); "Mature Age Students in Tertiary Courses" (L. Greagg); "Exit Interviews--Talking to Those Who Leave" (N. Lawler); "Barriers to Instructional Development in Universities and Colleges" (I. D. Thomas, H. R. Poole); and "The New Technicalities of Educational Technology" (E. C. Snell). (SW)

“ERIC ED235693: Essential Elements Of Teaching And Learning In Higher Education. Research And Development In Higher Education, Volume 4. Papers Presented At The Annual Conference Of The Higher Education Research And Development Society Of Australasia (7th, Melbourne, Victoria, May 9-12, 1981).” Metadata:

  • Title: ➤  ERIC ED235693: Essential Elements Of Teaching And Learning In Higher Education. Research And Development In Higher Education, Volume 4. Papers Presented At The Annual Conference Of The Higher Education Research And Development Society Of Australasia (7th, Melbourne, Victoria, May 9-12, 1981).
  • Author:
  • Language: English

“ERIC ED235693: Essential Elements Of Teaching And Learning In Higher Education. Research And Development In Higher Education, Volume 4. Papers Presented At The Annual Conference Of The Higher Education Research And Development Society Of Australasia (7th, Melbourne, Victoria, May 9-12, 1981).” Subjects and Themes:

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9ERIC ED623307: Sixth Book: Commercial Affairs. Elementary School Mathematics By Grades Globe Series For Boys And Girls Who Are Prepared In The Essential Elements Of Arithmetic This Later Book Proposes Extended Instruction In Percentage And Commercial Transactions, And In The Elements Of Geometry. It Is One Of A Series Of Handbooks For Pupils, And Consists Of Progressive Lessons, Arranged Mainly In Topics, Either Reviewing The Treatment In Earlier Books, Or Completing The Subject, Or Preparing For The Next Book. Teaching Suggestions Are Included. [Cover Title Varies: "Graded Arithmetics. Book Six--Grade VII."]

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For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Six--Grade VII."]

“ERIC ED623307: Sixth Book: Commercial Affairs. Elementary School Mathematics By Grades Globe Series For Boys And Girls Who Are Prepared In The Essential Elements Of Arithmetic This Later Book Proposes Extended Instruction In Percentage And Commercial Transactions, And In The Elements Of Geometry. It Is One Of A Series Of Handbooks For Pupils, And Consists Of Progressive Lessons, Arranged Mainly In Topics, Either Reviewing The Treatment In Earlier Books, Or Completing The Subject, Or Preparing For The Next Book. Teaching Suggestions Are Included. [Cover Title Varies: "Graded Arithmetics. Book Six--Grade VII."]” Metadata:

  • Title: ➤  ERIC ED623307: Sixth Book: Commercial Affairs. Elementary School Mathematics By Grades Globe Series For Boys And Girls Who Are Prepared In The Essential Elements Of Arithmetic This Later Book Proposes Extended Instruction In Percentage And Commercial Transactions, And In The Elements Of Geometry. It Is One Of A Series Of Handbooks For Pupils, And Consists Of Progressive Lessons, Arranged Mainly In Topics, Either Reviewing The Treatment In Earlier Books, Or Completing The Subject, Or Preparing For The Next Book. Teaching Suggestions Are Included. [Cover Title Varies: "Graded Arithmetics. Book Six--Grade VII."]
  • Author:
  • Language: English

“ERIC ED623307: Sixth Book: Commercial Affairs. Elementary School Mathematics By Grades Globe Series For Boys And Girls Who Are Prepared In The Essential Elements Of Arithmetic This Later Book Proposes Extended Instruction In Percentage And Commercial Transactions, And In The Elements Of Geometry. It Is One Of A Series Of Handbooks For Pupils, And Consists Of Progressive Lessons, Arranged Mainly In Topics, Either Reviewing The Treatment In Earlier Books, Or Completing The Subject, Or Preparing For The Next Book. Teaching Suggestions Are Included. [Cover Title Varies: "Graded Arithmetics. Book Six--Grade VII."]” Subjects and Themes:

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10Best Nonfiction. Advanced Level : 7 Selections For Young People With Lessons For Teaching The Basic Elements Of Nonfiction

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For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Six--Grade VII."]

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  • Title: ➤  Best Nonfiction. Advanced Level : 7 Selections For Young People With Lessons For Teaching The Basic Elements Of Nonfiction
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  • Language: English

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11Disturbing Elements In The Study And Teaching Of Political Economy

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For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Six--Grade VII."]

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  • Title: ➤  Disturbing Elements In The Study And Teaching Of Political Economy
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  • Language: English

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12Some Elements Of The Religious Teaching Of Jesus

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For boys and girls who are prepared in the essential elements of arithmetic this later book proposes extended instruction in percentage and commercial transactions, and in the elements of geometry. It is one of a series of handbooks for pupils, and consists of progressive lessons, arranged mainly in topics, either reviewing the treatment in earlier books, or completing the subject, or preparing for the next book. Teaching suggestions are included. [Cover title varies: "Graded Arithmetics. Book Six--Grade VII."]

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  • Title: ➤  Some Elements Of The Religious Teaching Of Jesus
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  • Language: English

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13Teaching Of The Elements Of Agriculture In The Common Schools : Address

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"Delivered at the meeting of the Farmers' National Congress, at Boston, October 5, 1899, and printed by the Massachusetts State Board of Agriculture."

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  • Language: English

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14The Method Of Teaching The Elements Of The Latin Language As Employed At Phillips Academy, Exeter, New Hampshire

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  • Title: ➤  The Method Of Teaching The Elements Of The Latin Language As Employed At Phillips Academy, Exeter, New Hampshire
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  • Language: English

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15Best-selling Chapters. Middle Level : Chapters From 10 Books For Young Adults With Lessons For Teaching The Basic Elements Of Literature

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Book digitized by Google from the library of University of Michigan and uploaded to the Internet Archive by user tpb.

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  • Author:
  • Language: English

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16Industrial Drawing : Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids, Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject : For The Use Of Academies And Common Schools

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Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

“Industrial Drawing : Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids, Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject : For The Use Of Academies And Common Schools” Metadata:

  • Title: ➤  Industrial Drawing : Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids, Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject : For The Use Of Academies And Common Schools
  • Author: ➤  
  • Language: English

“Industrial Drawing : Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids, Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject : For The Use Of Academies And Common Schools” Subjects and Themes:

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17Industrial Drawing, Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids; Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject

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52

“Industrial Drawing, Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids; Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject” Metadata:

  • Title: ➤  Industrial Drawing, Comprising The Description And Uses Of Drawing Instruments, The Construction Of Plane Figures, The Projections And Sections Of Geometrical Solids; Architectural Elements, Mechanism, And Topographical Drawing, With Remarks On The Method Of Teaching The Subject
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  • Language: English

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18Effective Teaching: How To Recognize And Reward Competence; An Analysis Of The Elements Of Meritorious Classroom Teaching, With A Teacher Observation Code Developed As The Basis For Merit Pay

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79 p. 22 cm

“Effective Teaching: How To Recognize And Reward Competence; An Analysis Of The Elements Of Meritorious Classroom Teaching, With A Teacher Observation Code Developed As The Basis For Merit Pay” Metadata:

  • Title: ➤  Effective Teaching: How To Recognize And Reward Competence; An Analysis Of The Elements Of Meritorious Classroom Teaching, With A Teacher Observation Code Developed As The Basis For Merit Pay
  • Author: ➤  
  • Language: English

“Effective Teaching: How To Recognize And Reward Competence; An Analysis Of The Elements Of Meritorious Classroom Teaching, With A Teacher Observation Code Developed As The Basis For Merit Pay” Subjects and Themes:

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19On The Teaching Of The Elements Of Plane Trigonometry

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"On the Teaching of the Elements of Plane Trigonometry" is an article from The American Mathematical Monthly, Volume 17 . View more articles from The American Mathematical Monthly . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2972094

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20The Interconnection Of The Processes Of Teaching And Supporting Development With Elements Of Artistic Therapy In The Awareness Of Teachers Striving For Further Education

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Artykuł w: Annales Universitatis Mariae Curie-Skłodowska. Sectio J, Paedagogia-Psychologia Vol. 34, 1 (2021) ; tytuł równoległy: Powiązanie procesów nauczania i wspierania rozwoju z elementami terapii artystycznej w świadomości dokształcających się nauczycieli ; Streszczenia w językach angielskim i polskim.

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21ERIC ED503906: The Effect Of Applying Elements Of Instructional Design On Teaching Material For The Subject Of Classification Of Matter

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The aim of this study was to examine the effect of instructional materials for the subject of classification of matter as solids, liquids and gases that were developed using a holistic instructional design model on student achievement. In the study a pre-test/post-test with control group experimental design was used. The study was conducted in the 2004-2005 school year using a sample of 120 students in the 7th grade (Experimental group 1=30, Experimental group 2=30, Control group 1=30, and Control group 2=30). At the beginning of the study a prior knowledge test, science attitude scale and Multiple Intelligence Fields Determination Scale were completed by the students. At the end of the study an achievement determination questionnaire was completed by the students in the experimental and control groups. Instructional material including student worksheets, student practice questions and a teacher guide were prepared by the researchers on the Freehand MXa program. In teaching the subject to the experimental groups, a holistic instructional approach was used that combined reliance on multiple intelligence theory, a constructivist approach, deliberate use of analogies and an emphasis on science process skills. In addition, concept maps and an animation were used. The data were analyzed using descriptive statistics, one-way analysis of variance, Cohen's size effect, and the Scheffe Test with the SPSS 11.00 program at the .05 significance level. At the beginning of the study, it was found that while there was no statistically significant difference between the students of the experimental and control groups, at the end of the study levels of achievement of the students on this subject in the two experimental groups were higher than both control groups. (Contains 2 tables.)

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22Disturbing Elements In The Study And Teaching Of Political Economy

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26

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23Disturbing Elements In The Study And Teaching Of Political Economy

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26

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24Disturbing Elements In The Study And Teaching Of Political Economy

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26

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25Disturbing Elements In The Study And Teaching Of Political Economy

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Source: Digital Library of India Scanning Centre: Pune University Source Library: Jayakar Library , Pune Date Accessioned: 9/23/2015 22:22 The Digital Library of India was a project under the auspices of the Government of India.

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26Constructive Exercises For Teaching The Elements Of The Latin Language On A System Of Analysis ...

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27An English Grammar Conformed To Present Usage: With An Objective Method Of Teaching The Elements ...

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28ERIC EJ1080928: An Investigation Of Curriculum Elements For The Enhancement Of The Teaching-Learning Process

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Any curriculum consists of several components: goals, disposition, duration, needs analysis, learners and teachers, exercises and activities, resources, ways of learning, skills to be acquired, lexis, language structure, and ability assessment. Before setting up a program or course of study, these components should be determined and described in detail. In fact, these elements help clarify various dimensions of the curriculum and consequently enhance its productivity. Practically, proper consideration of each aspect of these constructs can exert a tremendous influence on the richness of the program. Therefore, curriculum or course designers need to scrutinize these components one by one and determine their role in the program. Essentially, these elements should be explored at length prior to, during, and after the program. Thus, this article attempts to shed some light on the various constructs of a teaching-learning course.

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29Radical And Conservative Elements In The Teaching Of Mathematics

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"Radical and Conservative Elements in the Teaching of Mathematics" is an article from The School Review, Volume 13 . View more articles from The School Review . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1075550

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30ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]

By

This study analyzed the textbooks titled "Arabic for Non-native Speaking Children", Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and "Arabic for Non-Native Speaking Children", Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school children in Tatarstan. The textbooks were then evaluated in the light of the Common European Framework of Reference (CEFR) criteria. Results showed that the textbooks do not meet the CEFR language teaching and learning criteria, as they focus on the reading and writing skills, not oral skills and communication. They focus on the Arabic alphabet letters and basic Arabic grammatical structures and categories. The words taught are selected based on whether they contain the alphabet letter under study, not on the basis of belonging to a certain semantic category. In addition, the textbooks have adopted a grammar-translation approach, not a communicative, functional approach. The study recommends restructuring the textbook aims, skills and subskills taught, language elements selected, syllabus design adopted, and language teaching approach followed so that focus is on learning Arabic for communication. The whole Arabic lesson should be conducted in Arabic (L2). The students should practice oral skills before they move on to reading and writing sentences and paragraphs. The form and meaning of the words and grammatical patterns should be taught together using real objects, drawings, gestures and dramatization. The textbooks should adopt a functional situational syllabus design and follow a communicative language teaching approach. [This paper was published in: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]

“ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]” Metadata:

  • Title: ➤  ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]
  • Author:
  • Language: English

“ERIC ED613172: Evaluation Of Arabic Language Teaching Textbooks Used In Russia In The Light Of The CEFR Criteria This Study Analyzed The Textbooks Titled "Arabic For Non-native Speaking Children", Level I By Zakirov, Mingazova, And Mukhametzyanov (2011), And "Arabic For Non-Native Speaking Children", Level II By Mingazova, Zakirov, And Mukhametzyanov (2013) Which Are Used To Teach Arabic As A Foreign Language (AFL) To Elementary School Children In Tatarstan. The Textbooks Were Then Evaluated In The Light Of The Common European Framework Of Reference (CEFR) Criteria. Results Showed That The Textbooks Do Not Meet The CEFR Language Teaching And Learning Criteria, As They Focus On The Reading And Writing Skills, Not Oral Skills And Communication. They Focus On The Arabic Alphabet Letters And Basic Arabic Grammatical Structures And Categories. The Words Taught Are Selected Based On Whether They Contain The Alphabet Letter Under Study, Not On The Basis Of Belonging To A Certain Semantic Category. In Addition, The Textbooks Have Adopted A Grammar-translation Approach, Not A Communicative, Functional Approach. The Study Recommends Restructuring The Textbook Aims, Skills And Subskills Taught, Language Elements Selected, Syllabus Design Adopted, And Language Teaching Approach Followed So That Focus Is On Learning Arabic For Communication. The Whole Arabic Lesson Should Be Conducted In Arabic (L2). The Students Should Practice Oral Skills Before They Move On To Reading And Writing Sentences And Paragraphs. The Form And Meaning Of The Words And Grammatical Patterns Should Be Taught Together Using Real Objects, Drawings, Gestures And Dramatization. The Textbooks Should Adopt A Functional Situational Syllabus Design And Follow A Communicative Language Teaching Approach. [This Paper Was Published In: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]” Subjects and Themes:

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31A Study On The Path Of Integrating Ideological And Political Elements Into College English Teaching

Curriculum ideological and political education is a new requirement put forward by the country for education and teaching, and implementing curriculum ideological and political education has become one of the important tasks of university education. Facing the new requirements of ideological and political education in the curriculum, college English teachers are facing new opportunities and challenges. The paper analyzes the current situation of college English curriculum teaching and elaborates on the necessity of integrating ideological and political elements into college English curriculum. How to effectively integrate ideological and political elements into college English teaching and cultivate comprehensive talents with comprehensive moral, intellectual, and physical development is of profound significance. The article attempts to explore the path and feasibility of ideological and political integration in college English classroom teaching from the perspectives of "quantity", "quality", and "teacher ideological and political considerations".

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32Disturbing Elements In The Study And Teaching Of Political Economy

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"Lectures ... delivered in the Johns Hopkins university ... to the Economic seminar."--Pref

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33The Teacher And The Child: Elements Of Moral And Religious Teaching In The ...

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34Sunday School Teaching [microform] ; The Simple Elements Of Child-study And Religious Pedagogy In Popular And Interesting Form

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35Cadmus: Or, A Treatise On The Elements Of Written Language, Illustrating, By A Philosophical Division Of Speech, The Power Of Each Character, Thereby Mutually Fixing The Orthography And Orthoepy. With An Essay On The Mode Of Teaching The Surd Or Deaf, And Consequently Dumb, To Speak

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“Cadmus: Or, A Treatise On The Elements Of Written Language, Illustrating, By A Philosophical Division Of Speech, The Power Of Each Character, Thereby Mutually Fixing The Orthography And Orthoepy. With An Essay On The Mode Of Teaching The Surd Or Deaf, And Consequently Dumb, To Speak” Metadata:

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“Cadmus: Or, A Treatise On The Elements Of Written Language, Illustrating, By A Philosophical Division Of Speech, The Power Of Each Character, Thereby Mutually Fixing The Orthography And Orthoepy. With An Essay On The Mode Of Teaching The Surd Or Deaf, And Consequently Dumb, To Speak” Subjects and Themes:

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36Some Elements Of The Religious Teaching Of Jesus According To The Synoptic Gospels

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37Some Elements Of The Religious Teaching Of Jesus

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38Some Elements Of The Religious Teaching Of Jesus, According To The Synoptic Gospels

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39Art Is Fundamental : Teaching The Elements And Principles Of Art In Elementary School

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40ERIC EJ1075740: Slovenian Teachers' Elements Of Support For Pupils With Learning Difficulties In Foreign Language Teaching At The Primary And Lower-Secondary Levels

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The article concerns educational work with students who have learning difficulties with foreign languages in Slovenian primary schools. The aim of the research was to investigate current methodical and organisational elements of teacher's support in foreign language teaching for students (aged 9-15) with learning difficulties, according to the location of the school, being either urban or rural. A non-random sample was taken, which consisted of foreign language teachers who teach in the Slovenian primary and lower-secondary levels (N = 47). An analysis of the results showed that there were no statistically significant differences between rural and urban schools concerning teacher-support for students with learning difficulties in learning English as a foreign language. The research shows that some of the sources of support for children with learning difficulties are relatively underutilized, even though they have proven to be effective when put into inclusive practice internationally.

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41ERIC ED446926: Integrating Elements Of Inquiry Into The Flow Of Middle Level Teaching.

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This paper is a part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. Scaffolding is a dynamic process, reflecting teacher adjustments based on student responses. Even though a computer, textbook, or laboratory materials may serve as proxy for a "teacher", arguably the most important source of scaffolding in a classroom is the flesh and blood teacher. The teacher decides, consciously or unconsciously, how and when to use a computer, textbook, or laboratory materials. The actions of the teacher are also the primary mediator of the scaffolding effects of other classroom materials. The purpose of inquiry-based instruction is to prompt focused effort on a specific problem. The effort includes recall and application of relevant knowledge and implementation of procedures for generating, analyzing, and interpreting data. Mental effort for inquiry requires evaluation of the fit among a problem statement, recalled knowledge, and evidence either empirical or theoretical. This type of thinking requires self-monitoring of one's understanding of the problem and processes undertaking to solve it. Middle level students are just beginning to show the capabilities for the kinds of thought necessary for scientific inquiry. However, most of the evidence for these thinking skills is clinically based (Keating, 1990). Classroom-based reasoning situations do not afford the time, focus, and cues for employing critical thinking. Cognitive scaffolding is necessary to support student thinking necessary for benefiting from inquiry-based instruction. Cognitive scaffolding has been defined as what a teacher does when working with a student "to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts: (Wood, Bruner, & Ross, 1976, p.90). As a psychological construct, it refers to a cognitive orientation in the teacher to select and structure tasks, communicate purpose, and hold expectations with the intention of guiding student work at the limits of their independent capabilities. Scaffolding also refers to an affective orientation in the teacher that is sensitive to variations in student cognitive and affective capabilities that results in adjusting elements of the task or context that promotes continued student effort. For scaffolding to work, however, there must be a complementary cognitive and affective orientation in the student. The student must be willing to apply existing knowledge and make active use of the teacher or other resources to leverage that knowledge toward a learning goal. Student affect must be willing to accept less than immediate gratification and persevere in the task. (Contains 17 references.) (Author/YDS)

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42Best Poems. Middle Level : Poems For Young People With Lessons For Teaching The Basic Elements Of Literature

This paper is a part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. Scaffolding is a dynamic process, reflecting teacher adjustments based on student responses. Even though a computer, textbook, or laboratory materials may serve as proxy for a "teacher", arguably the most important source of scaffolding in a classroom is the flesh and blood teacher. The teacher decides, consciously or unconsciously, how and when to use a computer, textbook, or laboratory materials. The actions of the teacher are also the primary mediator of the scaffolding effects of other classroom materials. The purpose of inquiry-based instruction is to prompt focused effort on a specific problem. The effort includes recall and application of relevant knowledge and implementation of procedures for generating, analyzing, and interpreting data. Mental effort for inquiry requires evaluation of the fit among a problem statement, recalled knowledge, and evidence either empirical or theoretical. This type of thinking requires self-monitoring of one's understanding of the problem and processes undertaking to solve it. Middle level students are just beginning to show the capabilities for the kinds of thought necessary for scientific inquiry. However, most of the evidence for these thinking skills is clinically based (Keating, 1990). Classroom-based reasoning situations do not afford the time, focus, and cues for employing critical thinking. Cognitive scaffolding is necessary to support student thinking necessary for benefiting from inquiry-based instruction. Cognitive scaffolding has been defined as what a teacher does when working with a student "to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts: (Wood, Bruner, & Ross, 1976, p.90). As a psychological construct, it refers to a cognitive orientation in the teacher to select and structure tasks, communicate purpose, and hold expectations with the intention of guiding student work at the limits of their independent capabilities. Scaffolding also refers to an affective orientation in the teacher that is sensitive to variations in student cognitive and affective capabilities that results in adjusting elements of the task or context that promotes continued student effort. For scaffolding to work, however, there must be a complementary cognitive and affective orientation in the student. The student must be willing to apply existing knowledge and make active use of the teacher or other resources to leverage that knowledge toward a learning goal. Student affect must be willing to accept less than immediate gratification and persevere in the task. (Contains 17 references.) (Author/YDS)

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43Some Elements Of The Religious Teaching Of Jesus, According To The Synoptic Gospels, Being The Jowett Lectures For 1910

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This paper is a part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. Scaffolding is a dynamic process, reflecting teacher adjustments based on student responses. Even though a computer, textbook, or laboratory materials may serve as proxy for a "teacher", arguably the most important source of scaffolding in a classroom is the flesh and blood teacher. The teacher decides, consciously or unconsciously, how and when to use a computer, textbook, or laboratory materials. The actions of the teacher are also the primary mediator of the scaffolding effects of other classroom materials. The purpose of inquiry-based instruction is to prompt focused effort on a specific problem. The effort includes recall and application of relevant knowledge and implementation of procedures for generating, analyzing, and interpreting data. Mental effort for inquiry requires evaluation of the fit among a problem statement, recalled knowledge, and evidence either empirical or theoretical. This type of thinking requires self-monitoring of one's understanding of the problem and processes undertaking to solve it. Middle level students are just beginning to show the capabilities for the kinds of thought necessary for scientific inquiry. However, most of the evidence for these thinking skills is clinically based (Keating, 1990). Classroom-based reasoning situations do not afford the time, focus, and cues for employing critical thinking. Cognitive scaffolding is necessary to support student thinking necessary for benefiting from inquiry-based instruction. Cognitive scaffolding has been defined as what a teacher does when working with a student "to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts: (Wood, Bruner, & Ross, 1976, p.90). As a psychological construct, it refers to a cognitive orientation in the teacher to select and structure tasks, communicate purpose, and hold expectations with the intention of guiding student work at the limits of their independent capabilities. Scaffolding also refers to an affective orientation in the teacher that is sensitive to variations in student cognitive and affective capabilities that results in adjusting elements of the task or context that promotes continued student effort. For scaffolding to work, however, there must be a complementary cognitive and affective orientation in the student. The student must be willing to apply existing knowledge and make active use of the teacher or other resources to leverage that knowledge toward a learning goal. Student affect must be willing to accept less than immediate gratification and persevere in the task. (Contains 17 references.) (Author/YDS)

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44Some Elements Of The Religious Teaching Of Jesus: According To The Synoptic Gospels 1910 [Hardcover]

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This paper is a part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. Scaffolding is a dynamic process, reflecting teacher adjustments based on student responses. Even though a computer, textbook, or laboratory materials may serve as proxy for a "teacher", arguably the most important source of scaffolding in a classroom is the flesh and blood teacher. The teacher decides, consciously or unconsciously, how and when to use a computer, textbook, or laboratory materials. The actions of the teacher are also the primary mediator of the scaffolding effects of other classroom materials. The purpose of inquiry-based instruction is to prompt focused effort on a specific problem. The effort includes recall and application of relevant knowledge and implementation of procedures for generating, analyzing, and interpreting data. Mental effort for inquiry requires evaluation of the fit among a problem statement, recalled knowledge, and evidence either empirical or theoretical. This type of thinking requires self-monitoring of one's understanding of the problem and processes undertaking to solve it. Middle level students are just beginning to show the capabilities for the kinds of thought necessary for scientific inquiry. However, most of the evidence for these thinking skills is clinically based (Keating, 1990). Classroom-based reasoning situations do not afford the time, focus, and cues for employing critical thinking. Cognitive scaffolding is necessary to support student thinking necessary for benefiting from inquiry-based instruction. Cognitive scaffolding has been defined as what a teacher does when working with a student "to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts: (Wood, Bruner, & Ross, 1976, p.90). As a psychological construct, it refers to a cognitive orientation in the teacher to select and structure tasks, communicate purpose, and hold expectations with the intention of guiding student work at the limits of their independent capabilities. Scaffolding also refers to an affective orientation in the teacher that is sensitive to variations in student cognitive and affective capabilities that results in adjusting elements of the task or context that promotes continued student effort. For scaffolding to work, however, there must be a complementary cognitive and affective orientation in the student. The student must be willing to apply existing knowledge and make active use of the teacher or other resources to leverage that knowledge toward a learning goal. Student affect must be willing to accept less than immediate gratification and persevere in the task. (Contains 17 references.) (Author/YDS)

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45ERIC EJ1053837: Critical Socio-Cultural Elements Of The Intercultural Endeavour Of English Teaching In Colombian Rural Areas (Elementos Críticos Socioculturales De La Labor De Enseñar Inglés En Áreas Rurales Colombianas)

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This article reports a study done with five English language teachers in Colombian rural areas. Questionnaires and interviews were used to see how these teachers understand their professional practice considering the contextual features of their regional workplaces. Amongst the findings, we noticed that these teachers have to mediate between local and global tensions and also deal with socio-cultural matches and mismatches in their labours. It is hoped this work raises awareness of critical sociocultural factors involved in the teaching of English in rural settings and of the complexity of its intercultural dimension.

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  • Title: ➤  ERIC EJ1053837: Critical Socio-Cultural Elements Of The Intercultural Endeavour Of English Teaching In Colombian Rural Areas (Elementos Críticos Socioculturales De La Labor De Enseñar Inglés En Áreas Rurales Colombianas)
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  • Language: English

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46The Teacher And The Child, Elements Of Moral And Religious Teaching In The Day School, The Home, And The Sunday School

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26

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47Best Plays : 7 Plays For Young People With Lessons For Teaching The Basic Elements Of Literature

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48Some Elements Of The Religious Teaching Of Jesus : According To The Synoptic Gospels

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xii, 171 p. ; (12mo). --

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49ERIC ED617147: Examining The Cultural Elements In Story Books Used In Teaching Turkish As A Foreign Language: Sample Of Dede Korkut Stories

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Language is a vital part of human connection. All people need language in order to build relations with other people. Besides this, language encodes culture and provides the means through which culture is shared and passed from one generation to the next. In this sense, language is the basis of social and communicative ability. Communication is the transmission of signals or messages through verbal or nonverbal linguistic signs. Throughout this process, effective use of cultural signs positively affects the communication cycle. Especially, the use of texts including rich cultural elements helps the learner understand the nuances of meaning. With rich motifs, fantastic fiction, elements of curiosity and rich cultural content, Dede Korkut stories are in this sense among the rare works that are suitable for in the field of teaching Turkish as a foreign language. To this end, it is of great importance to find cultural patterns embedded in Dede Korkut stories and take advantage of these texts in teaching Turkish as a foreign language. The study aims to find cultural patterns embedded in Dede Korkut stories and to classify the vocabulary units, i.e., building blocks of these cultural patterns. Research data has been collected through using document analysis method. In the analysis of research data, the descriptive data analysis technique has been used. 7 Dede Korkut story books published by Yunus Emre Institute for B1-C2 levels have been carefully assessed based on 7 different culture levels: family-kinship, food-drink, clothing-textile, color, profession, management-law and spoken language-daily communication. The study results show that it will be right decision to benefit from Dede Korkut stories in teaching Turkish foreigners because they represent the cultural richness of Turkish language, have a rich stock of cultural customs and traditions, and include the high frequency words across the culture levels. [This study has been presented orally at the 2nd International Congress of Culture, Art and literature (2-5 May 2021).]

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50ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]

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The adption of the Common European Framework Reference (CEFR) as a guideline in Malaysian English language education has led the Ministry of Education to replace locally-developed English textbooks with a selection of imported titles. While considering the significance of intercultural skills in the English curriculum, there is a need to look into the aspect of relevance in using imported texts to suit local cultural demands. This study is dual focal in nature; it investigated not only the impacts of cultural elements embedded in imported textbooks on Malaysian students' attitude but also gathered their perception on the aspect through survey research. For the purpose of this study, it specifies on the use of English Plus 1 -- an imported textbook, published by Oxford University Press. A questionnaire which was adopted from Xiao (2010), was then distributed to 39 Malaysian pupils of suburban Chinese-type primary schools in Perak who were selected using a convenience sampling technique. The findings indicated that the use of English Plus 1 has impacted pupils' attitude where it was observed that their perception towards learning English became more negative due to the focus of the textbooks inclines towards a culture that was not familiar to Malaysians. The implications derived from this study suggest teachers' flexibility at adopting a range of teaching approaches that might also need to be creative in its nature in order to impart cultural information to the young learners. Simultaneously, a more pro-active solution could be taken at the administrative level by carefully scrutinizing the cultural elements embedded in imported texts to adopt cultural suitability for young learners. [For the full proceedings, see ED654100.]

“ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]” Metadata:

  • Title: ➤  ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]
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  • Language: English

“ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.]” Subjects and Themes:

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Find ERIC ED654978: The Use Of Cultural Elements In Primary School Textbooks Towards Reshaping Their Attitudes In Learning English: Malaysian Primary Pupils' Perception The Adption Of The Common European Framework Reference (CEFR) As A Guideline In Malaysian English Language Education Has Led The Ministry Of Education To Replace Locally-developed English Textbooks With A Selection Of Imported Titles. While Considering The Significance Of Intercultural Skills In The English Curriculum, There Is A Need To Look Into The Aspect Of Relevance In Using Imported Texts To Suit Local Cultural Demands. This Study Is Dual Focal In Nature; It Investigated Not Only The Impacts Of Cultural Elements Embedded In Imported Textbooks On Malaysian Students' Attitude But Also Gathered Their Perception On The Aspect Through Survey Research. For The Purpose Of This Study, It Specifies On The Use Of English Plus 1 -- An Imported Textbook, Published By Oxford University Press. A Questionnaire Which Was Adopted From Xiao (2010), Was Then Distributed To 39 Malaysian Pupils Of Suburban Chinese-type Primary Schools In Perak Who Were Selected Using A Convenience Sampling Technique. The Findings Indicated That The Use Of English Plus 1 Has Impacted Pupils' Attitude Where It Was Observed That Their Perception Towards Learning English Became More Negative Due To The Focus Of The Textbooks Inclines Towards A Culture That Was Not Familiar To Malaysians. The Implications Derived From This Study Suggest Teachers' Flexibility At Adopting A Range Of Teaching Approaches That Might Also Need To Be Creative In Its Nature In Order To Impart Cultural Information To The Young Learners. Simultaneously, A More Pro-active Solution Could Be Taken At The Administrative Level By Carefully Scrutinizing The Cultural Elements Embedded In Imported Texts To Adopt Cultural Suitability For Young Learners. [For The Full Proceedings, See ED654100.] at online marketplaces:


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