AARN: Language Socialization (Topic)最新文献

Cultural Values As Reflected in ESL Textbooks 英语教材中体现的文化价值观

AARN: Language Socialization (Topic) Pub Date : 2019-11-01 DOI: 10.2139/ssrn.3506721

Elena N. Antonova

{"title":"Cultural Values As Reflected in ESL Textbooks","authors":"Elena N. Antonova","doi":"10.2139/ssrn.3506721","DOIUrl":"https://doi.org/10.2139/ssrn.3506721","url":null,"abstract":"It is undeniable that learning a foreign language doesn’t boil down to mastering the rules of grammar and building extensive vocabulary. Any sufficient command of a foreign language presupposes familiarity with the culture behind it: the patterns of behavior which are considered acceptable, how people communicate with each other at work and in social context, what the attitude to time is, how people relate to junior / senior members of society etc. These factors influence mutual understanding to even a larger extent than using proper grammar and vocabulary. These values can also be different in various time periods. <br><br>The study presented examines the ESL textbooks used not only in higher educational establishments but also for teaching adults in general. Adults usually have established system of values linked to their own culture; therefore it might present a challenge for them to learn and accept another value system different from their own. Some of the textbooks chosen for this research are British and American authentic ones, and some are the popular ESL textbooks issued in Russia. The aim of the research is to investigate cultural values, belief systems and background information about the Anglo-Saxon cultures and the world these books provide. The method applied is content analysis.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"370 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126707951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zbritja e arbëreshëve në Greqi sipas Aristidh Kolës (The Albanian Migration in Greece by Aristidh Kola)

AARN: Language Socialization (Topic) Pub Date : 2018-07-05 DOI: 10.2139/ssrn.3208565

Shkëlqim Millaku

{"title":"Zbritja e arbëreshëve në Greqi sipas Aristidh Kolës (The Albanian Migration in Greece by Aristidh Kola)","authors":"Shkëlqim Millaku","doi":"10.2139/ssrn.3208565","DOIUrl":"https://doi.org/10.2139/ssrn.3208565","url":null,"abstract":"Albanian Abstract: Koha dhe rrethanat e zbritjes se Arberesheve ne Greqi kane qene shqetesim i perhershem i studiuesve, keshtu qe jane bere perpjekje serioze per te argumentuar te verteten historike te tyre. Zbritja e pare e Avareve, sipas historianit mesjetar Satha, u be qysh ne shek. VII, por kjo mbeti vetem hipoteze qe nuk gjeti mbeshtetje. Avaret dhe Arbereshet nuk kane asnje lidhje ndermjet tyre, thekson Aristidh Kola, edhe pse kemi pasur zbritje te Arberesheve qe nga shek. VII. \u0000Ne kete artikull do te analizojme zbritjen e Arberesheve ne Greqi, cdohere sipas Aristidh Koles dhe studiuesve te tjere serioze qe kane trajtuar temen ne fjale. \u0000English Abstract: The aim of this paper is to research and description the contribution of Aristidh Kola for Arbereshes (Arvanitas or Albanians ) in Greece. In the Greece, the Albanian language, known in Albanian as Arberisht and in Greek as Arvanitka. In the Greece are more than 600 villages and more than two million Albanians or Arvanitas people. These speakers are the descendants of large-scale Albanian emigration to Greece during the late Middle Ages. The medieval historian Satha said: The first Albanian migration was in the VII century. \u0000In this study we will analyze the research of Aristidh Kola for the migration of the Albanians (arbereshes) in Greece.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130806879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Economics Students’ Listening Skills Through Self-Regulated Learning 通过自主学习培养经济学学生的听力能力

AARN: Language Socialization (Topic) Pub Date : 2017-09-30 DOI: 10.17323/2411-7390-2017-3-3-60-67

Tatiana Lastochkina, N. Smirnova

{"title":"Fostering Economics Students’ Listening Skills Through Self-Regulated Learning","authors":"Tatiana Lastochkina, N. Smirnova","doi":"10.17323/2411-7390-2017-3-3-60-67","DOIUrl":"https://doi.org/10.17323/2411-7390-2017-3-3-60-67","url":null,"abstract":"This study aims at fostering students’ listening skills by scaffolding their self-study learning practices in the English for Special Purposes (ESP) course. While there is a significant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside the classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a self-study mode is an efficient way to improve students’ performance as it provides them with relevant scaffolding and makes the listening process more transparent. The article provides theoretical grounding for the self-study model. The entry-level and post-study tests in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were developing their listening skills in a self-study mode via the designed scaffolding performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside the classroom prove to be a significant factor in facilitating English learning in an ESP classroom. \u0000 \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126134429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Child-Rearing Practices of Russian-Speaking Women from a Migration Perspective 移民视角下俄语女性的育儿实践

AARN: Language Socialization (Topic) Pub Date : 2016-12-14 DOI: 10.2139/ssrn.2885205

Raisa N. Akifyeva

{"title":"Child-Rearing Practices of Russian-Speaking Women from a Migration Perspective","authors":"Raisa N. Akifyeva","doi":"10.2139/ssrn.2885205","DOIUrl":"https://doi.org/10.2139/ssrn.2885205","url":null,"abstract":"This working paper is based on the results of a study of the child-rearing practices of Russian-speaking women in the context of a migration perspective focusing on their migration experience, language, and other features that are perceived as cultural and an integration context as determining many important aspects of child-rearing. The analysis shows that a mother’s choice of structured activities for the child can be caused by structural factors, such as the national peculiarities of the system of school and pre-school education, family policy, the specifics and set of programs offered at schools and available in the area. Regardless of the social segment, in which migrants are incorporated, children begin to prefer speaking Spanish than Russian if there is not any special effort from the adults. This leads to the fact that the study of the Russian language in some families affects all spheres of life, and many aspects of child-rearing. Many women develop and share ideas about the differences in the parenting approach and style of women from the post-Soviet space and from Spain. Women perceive the stylistic features of the behavior of Russian women as highly demanding and share the view of the low demands of Spanish parents, yet differ in how they perceive their level of responsiveness to them.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124707262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

ICT Integration in Academic Writing: An Experiment in Blended Learning 信息通信技术在学术写作中的整合:混合式学习的实验

AARN: Language Socialization (Topic) Pub Date : 2016-09-01 DOI: 10.2139/ssrn.2859282

J. James

{"title":"ICT Integration in Academic Writing: An Experiment in Blended Learning","authors":"J. James","doi":"10.2139/ssrn.2859282","DOIUrl":"https://doi.org/10.2139/ssrn.2859282","url":null,"abstract":"The success of blending internet technology in language teaching depends on the content and role of the materials used and how they interact with students in their language learning process. The present generation of students, who are called digital natives or net generation (Educase.edu, 2016) finds anything to do with the internet attractive. The present paper proves that such interests of students can be fruitfully tapped for a variety of language learning purposes. It also proves that the use of Information Communication Technology (ICT) tools in English as a foreign language (EFL) teaching ensures higher degree of learner motivation and participation. This experimental study was conducted with a class of 26 Omani post-foundation Engineering & IT specialization students at English Language Center, Nizwa College of Technology for a period of one semester of their Higher Diploma Course with the basic premise that blending technology in language teaching will be beneficial both for teachers and students. In the first part of the paper the theory and practice of blended learning are discussed. The subsequent parts explore how ICT tools like Quizlet Quiz, WebQuest and Blog can be blended in teaching academic writing. The paper also discusses in detail the perceived teacher and learner experiences. It proves that by using internet technology, teachers can avoid monotony in teaching and promote collaborative learning. On the strengths of its findings, the author recommends selective blending of technology in EFL teaching to enhance student’s performance in interesting, stimulating and productive ways.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133310946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Implementing Peer Assessment in a Russian University ESP Classroom 在俄罗斯大学ESP课堂中实施同伴评价

AARN: Language Socialization (Topic) Pub Date : 2015-12-01 DOI: 10.17323/2411-7390-2015-1-4-63-73

Olga Stognieva

{"title":"Implementing Peer Assessment in a Russian University ESP Classroom","authors":"Olga Stognieva","doi":"10.17323/2411-7390-2015-1-4-63-73","DOIUrl":"https://doi.org/10.17323/2411-7390-2015-1-4-63-73","url":null,"abstract":"In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. Peer assessment may be a way to solve this problem. In this paper, it is researched how peer assessment could be applied to higher education and the effect of using this form of assessment on the quality of learning. The methodology to investigate the effect of peer assessment as a part of the learning process includes literature observation, case study, developing protocols and marking criteria rules for peer assessment, examples of peer assessment strategies and activities. The results of the research demonstrate that peer assessment methods of either written or oral performance can trigger a deeper involvement of students both in the learning and in the assessment process, keep motivation up and develop some qualities essential for future professional life. Therefor peer assessment could be effectively integrated in the course of ESP at the Moscow Higher School of Economics. \u0000 \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124759285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Fostering Positive Transfer Through Metalinguistic Awareness: A Case for Parallel Instruction Of Synonyms In L1 and L2 通过元语言意识促进正向迁移:以一、二语同义词并行教学为例

AARN: Language Socialization (Topic) Pub Date : 2015-12-01 DOI: 10.17323/2411-7390-2015-1-4-74-80

E. Talalakina

{"title":"Fostering Positive Transfer Through Metalinguistic Awareness: A Case for Parallel Instruction Of Synonyms In L1 and L2","authors":"E. Talalakina","doi":"10.17323/2411-7390-2015-1-4-74-80","DOIUrl":"https://doi.org/10.17323/2411-7390-2015-1-4-74-80","url":null,"abstract":"Numerous studies on transfer in language learning focus on the nature of transfer, its mechanisms, and its impact on language proficiency and literacy. The majority of implications for teaching methods concern interpretive skills such as reading, whereas the data on effective transfer strategies related to productive skills such as speaking are scarce. This study focuses on speech development based on metacognitive knowledge built into L1 (Russian) as a tool for fostering transfer regarding language universals into L2 (English). An intervention experiment involving elementary school students was based on parallel instruction of synonyms as explicit metalinguistic knowledge. The findings show that, in contrast to the control group, participants from the experiment group displayed a significantly higher gain in skills regarding synonyms in L2, even though metacognitive knowledge of the subject was presented in L1. The results of the study suggest that metalinguistic awareness can facilitate transfer and its instruction can be an effective teaching strategy in speech development in early childhood education. \u0000 \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":262165,"journal":{"name":"AARN: Language Socialization (Topic)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121395263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Effect of CALL Proposed Program on University Students' Achievement in English CALL建议计划对大学生英语成绩的影响

AARN: Language Socialization (Topic) Pub Date : 2015-07-26 DOI: 10.2139/ssrn.2843988

A. S. J. Al-Khayyat

引用次数: 5