GLORIA

GEOMAR Library Ocean Research Information Access

X

Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
  • 1
    Online Resource
    Online Resource
    Generic Overlap Between Publication Genres: The Case of Biology Research Articles’ and Research Letters’ Introductions in the Journal Nature
    Canadian Center of Science and Education ; 2020
    In:  International Journal of English Linguistics Vol. 11, No. 1 ( 2020-11-19), p. 135-
    Details
    In: International Journal of English Linguistics, Canadian Center of Science and Education, Vol. 11, No. 1 ( 2020-11-19), p. 135-
    Abstract: The present paper explores aspects of similarity and difference between the generic structure of research letters & rsquo; abstracts (henceforth RLsA) and research articles & rsquo; abstracts (henceforth RAsA). It aims at investigating and documenting the different rhetorical patterns of 19 RLsA and 19 RAsA in order to identify if there is any unique shared way to write them, determine the most publishable way of writing this genre, and detect any possibility of generic overlap between the two genres. Melliti (2016, 2017) CARL model has been adopted to identify the kind, frequency, and overlap of moves in RLsA and RAsA of the Journal Nature. The results indicate that although the RAs are longer than the RLs, the number of sentences in the RLsA is more than the RAsA. Results show also that there are fundamental as well as expendable sets of keys in both genres. The study succeeded also in identifying the number of sentences required to write a publishable research letter abstract and research article abstract in the field of biology. These findings have interesting implication on teaching academic writing and teaching English for publication purposes.
    Type of Medium: Online Resource
    ISSN: 1923-8703 , 1923-869X
    URL: Article
    DOI: 10.5539/ijel.v11n1p135
    Language: Unknown
    Publisher: Canadian Center of Science and Education
    Publication Date: 2020
    detail.hit.zdb_id: 2637236-8
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 2
    Online Resource
    Online Resource
    Attainment of Learning Outcomes in Glocalised ELT Coursebooks: The Case of ‘Q Skills for Success’ and Foundation Program Students
    Macrothink Institute, Inc. ; 2022
    In:  Global Journal of Educational Studies Vol. 8, No. 1 ( 2022-05-05), p. 16-
    Details
    In: Global Journal of Educational Studies, Macrothink Institute, Inc., Vol. 8, No. 1 ( 2022-05-05), p. 16-
    Abstract: The present study investigates the extent to which coursebooks learning outcomes, characterized by discourse extension (in terms of themes, structures, and vocabulary items) and skills integration, are met using students’ performance. It aims at measuring the degree of realization of learning objectives of Q Skills for success coursebook. The study makes use of the survey method to collect data through the investigation of tests administered, coursebook utilized, and grades obtained. Statistics of 2192 (1520 science track and 672 engineering track) students’ performance in reading, vocabulary, grammar, and listening are collected, analyzed, and investigated in order to assess the degree of success of the coursebook in helping students reach the desired and coursebook planned linguistic level. This study is crucial for it provide empirical data regarding the effect of implementing discourse extension and skills integration in glocal coursebooks, which is central in assessing its effectiveness. The study has implications related to glocalisation of ELT materials as well as the need for this glocalisation to emanate from the local practitioners themselves not only in terms of cultural but also language content. The findings shed light on the limitations of global coursebooks even if their publishers attempt to glocalize them. Personalizing materials used in English language teaching and engaging practicing teachers of the target population of students is of paramount importance for students to maximize benefit of coursebooks.
    Type of Medium: Online Resource
    ISSN: 2377-3936
    URL: Issue
    URL: Article
    DOI: 10.5296/gjes.v8i1
    DOI: 10.5296/gjes.v8i1.19868
    Language: Unknown
    Publisher: Macrothink Institute, Inc.
    Publication Date: 2022
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 3
    Online Resource
    Online Resource
    English in Tunisian Primary Schools: Stakeholders’ Perception and Reform Validity
    Macrothink Institute, Inc. ; 2022
    In:  International Journal of Linguistics Vol. 14, No. 2 ( 2022-04-15), p. 111-
    Details
    In: International Journal of Linguistics, Macrothink Institute, Inc., Vol. 14, No. 2 ( 2022-04-15), p. 111-
    Abstract: The present study was conducted to test the theory of ‘the younger the better’ (Lenneberg, 1967; Penfield, 1959) by examining Tunisian EFL public primary school teachers’ perceptions of lowering the age of teaching English in elementary schools. In doing so, a quantitative method approach was used to collect data from a sample of 30 teachers working at public primary schools in Tunis and an interview for 5 inspectors of English from different regions of Tunis. They were asked to express their views concerning lowering the age of teaching English and the ability of children to learn more than one foreign language in academic situations. The purpose of this study is to to investigate the influence of age on language learning in Tunisian public educational system focusing on children’s ability to learn English effortlessly at a younger age.The data analysis revealed that a considerable percentage of Tunisian primary school teachers in the schools visited claim to be aware of the importance of lowering the age of teaching English and of the crucial role that English plays in the curriculum as well as the ability of children to learn foreign language with great enthusiasm. However, this awareness is not met by major efforts toward educational reforms by the ministry of education. Another finding of this research was that all the respondent teachers agreed on the best age for children to learn English in academic situations yet they disagreed with the fact that it is impossible to achieve proficiency in second languages in the second decade of life.This study provides evidence that English is important in Tunisian schools and teachers as well as policy makers perceive that lowering the age of teaching English provides longer exposure to the target language and is advantageous for children starting L2s at a younger age. Obviously, the age of teaching English in public schools is gaining importance, which suggests that it is going to be an influencing factor in any future educational reforms in public Tunisian schools.
    Type of Medium: Online Resource
    ISSN: 1948-5425
    URL: Issue
    URL: Article
    DOI: 10.5296/ijl.v14i2
    DOI: 10.5296/ijl.v14i2.19814
    Language: Unknown
    Publisher: Macrothink Institute, Inc.
    Publication Date: 2022
    detail.hit.zdb_id: 2577573-X
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 4
    Online Resource
    Online Resource
    Global Content in Global Coursebooks : The Way Issues of Inappropriacy, Inclusivity, and Connectedness Are Treated in Headway Intermediate
    SAGE Publications ; 2013
    In:  SAGE Open Vol. 3, No. 4 ( 2013-01-01), p. 215824401350726-
    Details
    In: SAGE Open, SAGE Publications, Vol. 3, No. 4 ( 2013-01-01), p. 215824401350726-
    Abstract: This study aims at exploring the issue of “globality” in global coursebooks as manifested in investing features of connectedness, avoiding inappropriacy, and preserving inclusivity. To do this exploration, two research methods, content analysis and the questionnaire, were adopted. The content of an example of global coursebooks, Headway Intermediate (H/I), in addition to the perception of 251 of its users at Institute Bourguiba for Living Languages (IBLV) were investigated. The results obtained revealed that “globality,” in terms of connectedness, inappropriacy, and inclusivity is partial in H/I as learners’ perceptions of it do not map with the content in the coursebook. This study raises questions about the suitability of global coursebooks to globally diverse learners and reveals the necessity of taking measures in the direction of localizing the content of English as a foreign language (EFL) coursebooks.
    Type of Medium: Online Resource
    ISSN: 2158-2440 , 2158-2440
    URL: Article
    DOI: 10.1177/2158244013507265
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2628279-3
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 5
    Online Resource
    Online Resource
    Teachers’ Practices and Perceptions of the Flipped Classroom Approach : A Case Study of the English Department of Faculty of Arts and Humanities Kairouan in Tunisia
    SABA Publishing ; 2023
    In:  Journal of Translation and Language Studies Vol. 4, No. 1 ( 2023-03-19), p. 1-22
    Details
    In: Journal of Translation and Language Studies, SABA Publishing, Vol. 4, No. 1 ( 2023-03-19), p. 1-22
    Abstract: Despite the importance of the flipped classroom approach, few studies have investigated its implementations in Tunisia. This study attempts to fill this gap by exploring the different applications of flipped classroom approach, its spread, and its applicability in Tunisia. This study aims to study the Flipped classroom approach’s practices in the English department within the Faculty of Arts and Humanities Kairouan (FLSHK). It also focuses on the English professors’ perceptions regarding this approach. Two research methods were used to collect data; observation of five English classes and interviews with nine FLSHK English professors. This research is of great value in understanding Tunisian professors’ perceptions of the flipped classroom and its applications within Tunisian English classrooms to seek better learning experiences. The findings have significant implications on teaching, teachers, and learners’ experiences.  
    Type of Medium: Online Resource
    ISSN: 2709-5681
    URL: Article
    DOI: 10.48185/jtls.v4i1.686
    Language: Unknown
    Publisher: SABA Publishing
    Publication Date: 2023
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...