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Modeling the processes of effective teaching through cooperative learning, creating a community of learners, and other interactive teaching strategies are discussed. As teacher education students become involved in their own reading and writing, they take ownership of their own learning and begin to feel a part of a larger community of learners. Elements such as storytelling, dialogue journals, daily reading aloud, pen pal letters, and shared writing are described within this community of learners approach. Seventeen references are included as well as a list of books recommended for reading aloud. (Author/JD)

Children's self-monitoring of language production, as it is reflected in spontaneous speech repair, was studied. Recordings of the speech of three children aged two to three were analyzed for spontaneous phonological, morphological, lexical, and syntactic repairs. After tabulation, repairs were identified as "for the listener" (reflecting the child's need to make himself understood) or "for the system" (reflecting self-monitoring of those parts of the language that the child is in the process of acquiring). A similar analysis was made of the speech of several children aged four to seven, in a pretend play situation. Here it was found that monitoring and self-correction were aimed at the use of speech appropriate to the role being played. The overall conclusion of the study is that children monitor the gap between their knowledge of language from input received on the one hand, and their own language production on the other. This monitoring results in repairs which eventually close the gap. (JB)

Adamic Language Primer

The relevance of this study is determined by the needs of modern society for qualified specialists, which leads to the necessity of improving the system of higher education. This dictates the need for a high-quality preparation of the teacher of English who is able to act as an active subject of the professional activity and who has high levels of communicative competence. A future teacher of English must be fluent in a foreign language and must demonstrate high foreign language communicative competence. However, not all the students of language faculties and specializations reach this level. Thus, there arises the question about a search for new approaches, methods and means of formation of foreign language communicative competence of future teachers of English at the University. At the same time, the student's foreign language communicative competence is an integrative personal quality, it is a tone which mediates along with other kinds of personal and professional development competence and defines its effectiveness in greater or lesser degree. Interactive learning within the English language teaching provides a full communication between the students and the formation of skills of solving communicative tasks. The communicative competence defined as a significant component of the key competencies and the result of modern education includes linguistic, discourse, sociolinguistic and sociocultural competences as well as socio-personal interactive component correlated with cooperation and tolerance of the student.

A team of neuroscientists have built the most intricate map yet for how the human brain processes language. -------------------------------------------------- Follow BI Video on Twitter: http://bit.ly/1oS68Zs Follow BI on Facebook: http://bit.ly/1W9Lk0n Read more: http://www.businessinsider.com/ -------------------------------------------------- Business Insider is the fastest growing business news site in the US. Our mission: to tell you all you need to know about the big world around you. The BI Video team focuses on technology, strategy and science with an emphasis on unique storytelling and data that appeals to the next generation of leaders – the digital generation.

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly specified. This was to deal with variations in teaching and learning across centres as a consequence of the variable impact of the COVID-19 pandemic. The quality of these teacher assessed grades (TAGs) was assured by awarding organisations by sampling a selection of the evidence used. This report looks at samples for GCSE Mathematics and English Language, to try to get an understanding of what this evidence looked like at different centres, how it varied, and how different centres combined evidence to come up with final grades. The data inspected was hugely varied in terms of the detail centres offered on what evidence was used to determine grades and how it was brought together. The report concludes that, while the TAGs process provided assessment outcomes to candidates in what was a difficult situation and that these grades were on the whole accepted by stakeholders and wider society (at least compared to the situation in 2020), there are questions about comparability of standards between centres because of the level of variation found. The report ends with four recommendations for improving possible future teacher assessment processes to enhance consistency, efficiency and comparability of standards. [The title on the report cover differs from the suggested citation. Title on cover: "What Do We Know about the Evidence Sources Teachers Used to Determine Teacher Assessed Grades? "]

The situated construction of language ideologies in Aruba: a study among participants in the language planning and policy process Proefschrift voorgelegd tot het behalen van de graad van doctor in de taalkunde aan de Universiteit Antwerpen en doctor in de Afrikaanse talen en culturen aan de Universiteit Gent te verdedigen door Eric Niels Mijts Promotoren: Reinhild Vandekerckhove, Universiteit Antwerpen Pol Cuvelier, Universiteit Antwerpen Michael Meeuwis, Universiteit Gent Antwerpen en Gent 2021

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in the field of education in general and how it may help teachers improve students' academic performance and develop their academic skills; reasons for, and benefits of, using the Internet in English language teaching in particular; how the Internet (with the many facilities that it provides) can be useful for developing language skills, with special focus on reading which has become a very important language skill in the context of the great masses of information we are having now. The paper details examples of many studies conducted in the field of using the Internet in English teaching in general and reading instruction in particular.

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of the New York Public Library and uploaded to the Internet Archive by user tpb.

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.

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Intended to help school districts develop their own language arts (kindergarten through grade twelve) curriculum guide, this handbook outlines a four-step process for curriculum planning: (1) organizing the curriculum committee; (2) identifying and assessing current philosophies and practices (includes certain standards for accreditation of Montana schools and the "Essentials of Education" statement); (3) writing or revising the English language arts curriculum (provides samples of scope and sequence, course of study, and relating goals to resources); and (4) assessment of the new curriculum. Each process consists of a set of questions, samples, and references. An annotated bibliography that is directly related to the questions is provided at the end and includes sections on general curriculum concerns, English language arts general concerns, career education, censorship and copyright concerns, composition, drama, exceptional students, language, literature, media, oral communication, and reading. (HOD)

In a discussion of language teacher education, specifically that of native English-speakers to teach English as a Second Language, it is argued that a balance must be found between process-oriented and product-oriented training. It is suggested that this sector of language teacher education has been heavily conditioned to a product-centered approach, which should be re-examined in the current fast-changing context of education. Distinctions between process- and product-focus in teacher training are examined briefly, and some changes in a popular British product-centered course to reflect a process-oriented approach are described. The changes made include both fine-tuning to established procedures and more fundamental revisions. Finally, the elements in preservice teacher education course design that typify process- and product-oriented approaches are summarized. (MSE)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)

Translations play an important role in the development of literary language and contribute to the enrichment of its lexical content. Translations of different periods are a useful source in terms of learning the literary features and spelling of that period. The translations have served as a bridge between the development of national cultures, the enrichment of national languages, and the popularity of the rich Western literature with its philosophical depth. Figurative translation began to develop widely from the 19th century in Azerbaijan. Special attention was paid to the understanding and literary expressions in the language of the translation of Mahammad Agha Shahtakhtli, Mahammad Taghi Sidgi, Eynali Bey Sultanov, Jalil Mammadguluzade, Mammad Said Ordubadi, Sheikh Mohammed Rasizadeh, Alakber Garib Nakhchivanli, Ali Sabri, Aziz Sharif the representatives of Nakhchivan literary atmosphere. The writers tried to keep the originality when they translated the works of classics.

Translations play an important role in the development of literary language and contribute to the enrichment of its lexical content. Translations of different periods are a useful source in terms of learning the literary features and spelling of that period. The translations have served as a bridge between the development of national cultures, the enrichment of national languages, and the popularity of the rich Western literature with its philosophical depth. Figurative translation began to develop widely from the 19th century in Azerbaijan. Special attention was paid to the understanding and literary expressions in the language of the translation of Mahammad Agha Shahtakhtli, Mahammad Taghi Sidgi, Eynali Bey Sultanov, Jalil Mammadguluzade, Mammad Said Ordubadi, Sheikh Mohammed Rasizadeh, Alakber Garib Nakhchivanli, Ali Sabri, Aziz Sharif the representatives of Nakhchivan literary atmosphere. The writers tried to keep the originality when they translated the works of classics.

Today, in the reforms carried out in the education system of Uzbekistan, knowledge and skills are formed at the required level at each stage of continuous education, have their own worldview, and can express their opinion independently and freely in any speech situation. , is one of the main goals of training competitive personnel according to world standards. The realization of these goals places a great responsibility on mother tongue education in secondary general education schools. In this article, reflections on the effectiveness of the concept of quality organization of mother tongue education and the concept of integrated education and the principles of its implementation are reflected. It is also discussed that the criteria of integrative education are reflected in the activities of Eastern scientists.

 This article describes the algorithm and program realization of the module for automated quantization of the lecture material based on natural-language texts in the process of building of knowledge base for adaptive e learning. The result of this research is simplification the preparation of lecture material to be imported into the knowledge base, establishing of relationships between the individual elements of the knowledge base, and determination of their properties for future use in the construction of an individual trajectory of study.

 This article describes the algorithm and program realization of the module for automated quantization of the lecture material based on natural-language texts in the process of building of knowledge base for adaptive e learning. The result of this research is simplification the preparation of lecture material to be imported into the knowledge base, establishing of relationships between the individual elements of the knowledge base, and determination of their properties for future use in the construction of an individual trajectory of study.

The theme for the 63rd annual conference of the Association of Literacy Educators and Researchers Building Bridges with and for Literacy. The first section of the Yearbook begins with Connie Briggs' Presidential address, followed by an article from the Betty Sturtevant Award recipients Aimee Morewood, Susan Taylor, Allison Swan Dagen, Julie W. Ankrum, and Christina Glance. Next, Kristal Elaine Vallie shared out the findings from her dissertation research titled Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, transgender, and Questioning (LGBTQ) Books. Following this is the Masters Research Award Winner and the Spotlight article for the Judy Richardson Literacy as a Living Legacy Award. This section is concluded with the work of Stephanie Grote-Garcia, Evan Ortlieb, Bethanie Pletcher, Micharl Manderino, Vassiliki Zygouris-Coe, Juan Araujo, and Alexandra Babino titled Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. In section two, titled Building Bridges with English Language Learners and Families, articles focus on ways to connect literacy with English language learners and their families. Section three focuses on connections between literacy, content, and Online learning. Section four focuses on making connections about diversity through literacy. Finally, section five focuses on learning with and for literacy. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of double blind peer review for acceptance in the Yearbook. The articles reflect the conference theme, Building Bridges Through Literacy, and expand upon it to explore ways to connect literacy through technology, with families, for English language learners, and diverse groups.

This document reports on a conference focused on speech problems. The main objective of these discussions was to facilitate a deeper understanding of human communication through interaction of conference participants with colleagues in other disciplines. Topics discussed included speech production, feedback, speech perception, and development of language and language skills. Five levels of discourse were dealt with--the acoustical, the neurologic, the articulatory, the psychologic or behavioral, and various model languages. A concept of the speech-production system discussed was a system that has an output of phonemes and an input of control instructions. The discussion of the concept of feedback revealed that, depending upon the level of complexity of the speech response that was under discussion, the conference participants had a difficult time settling on how many and how extensive had to be the feedback loops that would be involved. In the consideration of speech perception, conference participants again had difficulty in reaching a decision on the definition of the stimulus for speech perception. A review is given of the schedule of development of certain kinds of speech and language behaviors. Conclusions include: (1) Speech production is a general kind of complicated motor behavior; and (2) Time-variant characteristics of speech signals are less identifiable anatomically than are spectral characteristics. (CK)

The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Haci Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

This pamphlet presents a medium which attempts to capitalize on the major strengths of all reading language approaches by incorporating the three basic teaching methods (auditory-visual-kinesthetic). The Picture-Vocabulary-Story (PVS) medium is designed to provide students with suitable experiences, knowledge of vocabulary, comprehension of what they are doing, and the ability to synthesize. The construction of a lesson includes: (1) selecting a picture that tells a story, (2) identifying a list of words related to the picture, (3) mounting the picture on a piece of cardboard, (4) dividing the back of the picture into equal-size rectangles, (5) printing the vocabulary words in the rectangles, (6) dividing the right side of a file folder into the same number of rectangles as the back of the picture, (7) printing the vocabulary from the back of the picture onto the file folder in the same sequence, and (8) cutting the picture into the same number of rectangles that appear on the back. The pupil then uses the PVS by matching the vocabulary cards by placing them on the file folder, closing the file folder and flipping it over, opening the folder with picture on the left and vocabulary on the right, studying the picture and vocabulary, and writing his own story using the picture and vocabulary words. (WR)

The domain of second language reading is a rich source for insights into bilingual cognitive processing. Most cross-language transfer research has been carried out on acquisition and production of second-language (L2) structures. Relatively little work has been done on cross-language transfer in bilingual reading. An overreliance on top-down, psycholinguistic-guessing-game models in the fields of L2 reading is one reason why cross-language transfer in initial word-recognition stages of reading has not been studied vigorously. Researchers have developed several models of the reading process (particularly orthographic and phonological processing) in which cross-language transfer effects may be sought. Another variable that may affect cross-language transfer is the morphemic complexity of the words. One of the most vigorously investigated areas is how bilinguals represent the meaning of words in their two languages. Some of the richest data in L2 acquisition come from studies on syntactic transfer. Cross-language transfer of background knowledge and cultural schemata is of major concern for L2 pedagogy. As reading progresses, self-monitoring of text understanding becomes essential. More research on the effects of first-language (L1) on L2 reading is needed especially in the initial word recognition stages. Isolating the components of the reading process and investigating the nature of cross-language transfer within each component is essential for the understanding of cross-language transfer in L2, particularly, and bilingual cognitive processing, generally. (Eighty-eight references are attached.) (RS)

The article covers the issues of knowledge, skills and abilities of future teachers, the orientation of professional skills to innovative pedagogical processes and the creation, mastering, implementation of pedagogical innovations, the definition of their pedagogical skills and innovative competence.

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = 0.04, d = 0.36), and between the pretest and the delayed posttest (t(114), p = 0.03, d = 0.51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.

The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.

Building upon the purpose, theoretical approach, and use of a Goal-Function Tree (GFT) being presented by Dr. Stephen B. Johnson, described in a related Infotech 2013 ISHM abstract titled "Goal-Function Tree Modeling for Systems Engineering and Fault Management", this paper will describe the core framework used to implement the GFTbased systems engineering process using the Systems Modeling Language (SysML). These two papers are ideally accepted and presented together in the same Infotech session. Statement of problem: SysML, as a tool, is currently not capable of implementing the theoretical approach described within the "Goal-Function Tree Modeling for Systems Engineering and Fault Management" paper cited above. More generally, SysML's current capabilities to model functional decompositions in the rigorous manner required in the GFT approach are limited. The GFT is a new Model-Based Systems Engineering (MBSE) approach to the development of goals and requirements, functions, and its linkage to design. As a growing standard for systems engineering, it is important to develop methods to implement GFT in SysML. Proposed Method of Solution: Many of the central concepts of the SysML language are needed to implement a GFT for large complex systems. In the implementation of those central concepts, the following will be described in detail: changes to the nominal SysML process, model view definitions and examples, diagram definitions and examples, and detailed SysML construct and stereotype definitions.

Building upon the purpose, theoretical approach, and use of a Goal-Function Tree (GFT) being presented by Dr. Stephen B. Johnson, described in a related Infotech 2013 ISHM abstract titled "Goal-Function Tree Modeling for Systems Engineering and Fault Management", this paper will describe the core framework used to implement the GFTbased systems engineering process using the Systems Modeling Language (SysML). These two papers are ideally accepted and presented together in the same Infotech session. Statement of problem: SysML, as a tool, is currently not capable of implementing the theoretical approach described within the "Goal-Function Tree Modeling for Systems Engineering and Fault Management" paper cited above. More generally, SysML's current capabilities to model functional decompositions in the rigorous manner required in the GFT approach are limited. The GFT is a new Model-Based Systems Engineering (MBSE) approach to the development of goals and requirements, functions, and its linkage to design. As a growing standard for systems engineering, it is important to develop methods to implement GFT in SysML. Proposed Method of Solution: Many of the central concepts of the SysML language are needed to implement a GFT for large complex systems. In the implementation of those central concepts, the following will be described in detail: changes to the nominal SysML process, model view definitions and examples, diagram definitions and examples, and detailed SysML construct and stereotype definitions.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

The current article aims to identify difficulties that students face in learning the English language. Grammatical rule is among other difficulties found in the process of learning other languages. This truth also applies to those who are studying English in different levels of education. Different students can have different difficulties and problems in learning English. They can make different mistakes in English pronunciation, grammar, orthography and vocabulary usage. English as a second or foreign language, refers to the use of English by speakers with different native languages. In recent years, teachers of English as a foreign language have been paying increasing attention to identifying the needs of their students, to students‟ attitudes towards English and their reasons for learning it. This research aimed to identify and analyse such grammatical difficulties in order to give a contribution to the study of linguistics and help teachers in identifying grammatical errors commonly made by second language learners of English. The author also examines ways to overcome these difficulties and tries to illustrate it with examples. The author notes that English language learners can get better results if they learn the specific features of English language lexicon compared to the specific features of the lexicon of the Azerbaijani language. Specific features of lexicon of both languages should be explained in a timely manner. Otherwise, learning English will be a challenge. In order to overcome these difficulties, both the English language and the lexical materials of the Azerbaijani language should be studied comparatively. The researcher tries to find the answer to the following question: why do students still find difficulties in learning English, although their teachers do their best to help them to achieve good results? The author provides different examples and tries to explain all these examples.

This study investigated the language used in a selection of films containing audio description and developed a set of definitions that allow productions containing it to be more fully defined, measured, and compared. It also highlights some challenging questions related to audio description as a discursive practice and provides a basis for future study of this unique use of language.

This paper examines the effect of foreign language instruction on middle school students' attitudes toward "the other." The primary purpose of this case study is to describe the process of culture learning as it takes place within a middle school foreign language program. Culture learning is a particular type of human learning related to the patterns of human interaction and identification that can be viewed in one of three ways: (1) a series of stages along a road to the development of intercultural communicative skills; (2) a path or continuum leading from ethnocentrism; and (3) as varying stages of awareness, understanding, and acceptance. This investigation was designed around two arenas of inquiry: How does an awareness of people different from oneself develop in the middle school adolescent? and What is the contribution of foreign language study to the development of culture learning? A variety of data gathering techniques were used, including the following: interviews with students learning Spanish over a 3-month period; extended interviews with Spanish teachers; a content analysis of the qualitative cultural activities available at the school; and an examination of the various cultural artifacts available to students and teachers at the school. In general, it was found that the process of culture learning was chiefly influenced by a variety of experiences prior to the introduction of foreign language study in middle school. The pedagogical and academic implications of this finding are discussed. (Contains 47 references and the survey instruments.) (KFT)

This article is from Frontiers in Psychology , volume 5 . Abstract The empirical study of reading dates back more than 125 years. But despite this long tradition, the scientific understanding of reading has made rather heterogeneous progress: many factors that influence the process of text reading have been uncovered, but theoretical explanations remain fragmented; no general theory pulls together the diverse findings. A handful of scholars have noted that properties thought to be at the core of the reading process do not actually generalize across different languages or from situations single-word reading to connected text reading. Such observations cast doubt on many of the traditional conceptions about reading. In this article, I suggest that the observed heterogeneity in the research is due to misguided conceptions about the reading process. Particularly problematic are the unrefined notions about meaning which undergird many reading theories: most psychological theories of reading implicitly assume a kind of elemental token semantics, where words serve as stable units of meaning in a text. This conception of meaning creates major conceptual problems. As an alternative, I argue that reading shoud be rather understood as a form of language use, which circumvents many of the conceptual problems and connects reading to a wider range of linguistic communication. Finally, drawing from Wittgenstein, the concept of “language games” is outlined as an approach to language use that can be operationalized scientifically to provide a new foundation for reading research.

This article is from Frontiers in Psychology , volume 5 . Abstract The empirical study of reading dates back more than 125 years. But despite this long tradition, the scientific understanding of reading has made rather heterogeneous progress: many factors that influence the process of text reading have been uncovered, but theoretical explanations remain fragmented; no general theory pulls together the diverse findings. A handful of scholars have noted that properties thought to be at the core of the reading process do not actually generalize across different languages or from situations single-word reading to connected text reading. Such observations cast doubt on many of the traditional conceptions about reading. In this article, I suggest that the observed heterogeneity in the research is due to misguided conceptions about the reading process. Particularly problematic are the unrefined notions about meaning which undergird many reading theories: most psychological theories of reading implicitly assume a kind of elemental token semantics, where words serve as stable units of meaning in a text. This conception of meaning creates major conceptual problems. As an alternative, I argue that reading shoud be rather understood as a form of language use, which circumvents many of the conceptual problems and connects reading to a wider range of linguistic communication. Finally, drawing from Wittgenstein, the concept of “language games” is outlined as an approach to language use that can be operationalized scientifically to provide a new foundation for reading research.

The relevance of the research problem is determined by intensification of integration processes in all spheres of life, which results in broadening international cooperation and cultural interaction between different nations and countries. The modern contradictory and heterogeneous world requires serious rethinking of the existing traditions of the educational process with the view of its multicultural integration and intensification. In this regard the role of a foreign language as a means of cross-cultural communication is increasing. The purpose of the article is to study the problems of formation of the multicultural personality of senior pupils at foreign language lessons. The leading research approach to this problem is a multicultural approach which allows to define such interconnected cultural components as ethnocultural, nationwide, and international ones in the educational content. The analysis of the French language textbook was conducted to reveal what potential it has for development of a multicultural personality. The effectiveness of the impact of the dialogue of cultures on cognitive, affective and activity components at foreign language lessons is shown. The present paper can be of use to foreign language teachers, classroom teachers, and students of the Linguistics faculties.