Concordancing in ESP Class Rooms

Sameh Benna,Olfa Bayoudh

doi:10.24297/jal.v4i3.2150

Abstract

The effect of time periodic body force (or g-jitter or gravity modulation) on the onset of Rayleigh-Bnard electro-convention in a micropolar fluid layer is investigated by making linear and non-linear stability analysis. The stability of the horizontal fluid layer heated from below is examined by assuming time periodic body acceleration. This normally occurs in satellites and in vehicles connected with micro gravity simulation studies. A linear and non-linear analysis is performed to show that gravity modulation can significantly affect the stability limits of the system. The linear theory is based on normal mode analysis and perturbation method. Small amplitude of modulation is used to compute the critical Rayleigh number and wave number. The shift in the critical Rayleigh number is calculated as a function of frequency of modulation. The non-linear analysis is based on the truncated Fourier series representation. The resulting non-autonomous Lorenz model is solved numerically to quantify the heat transport. It is observed that the gravity modulation leads to delayed convection and reduced heat transport.

Highlights

Data-driven learning is very much a "research--theory" method of studying
Language learners start with a question, and come to their conclusions after analyzing the corpora with a concordancer program
Using a format called keyword-in-context (KWIC), language learners can focus on the main item of study, which will be situated in the center of the page

Summary

INTRODUCTION

Data-driven learning is very much a "research--theory" method of studying. Language learners start with a question, and come to their conclusions after analyzing the corpora with a concordancer program. Key Words in Context or KWIC concordance are useful tools for teachers to give learners examples of authentic material to teach new vocabulary, collocations, a point of grammar, etc. Cobb (1997) reports Mezynski (1983) who believes that the traditional way of teaching vocabulary through providing a short definition of a word or an invented example would yield an inert lexical knowledge that would make it difficult for the learner to understand that word in a new context, while teaching new vocabulary through several contexts would produce rich, transferable knowledge Following these experiments, the present paper is an attempt at testing the value of teaching grammar and vocabulary to ESP students in Tunisia

METHODOLOGY

Procedure

FINDINGS