Advanced-level Students Research Articles

Cognitive Problems in the Oral Chinese Expression of Spanish- Speaking Students: Analysis on the Production of Pauses

For the native speaker, the pause is an essential part of oral communication and has several functions such as indicating the turns between interlocutors, specifying the meaning in an ambiguous expression or marking the phonic or syntactical boundaries. However, inforeigner´s spontaneous discourse the pause is, otherwise, a sign of non-fluency which usually indicates cognitive problems. Based on Levelt’s "Speaking" Model, the present article aims to find out the cognitive problems of the Spanish-speaking students of intermediate and advanced level of Chinese in spontaneous discourse through analyzing the characteristics manifested in the production of pauses. The results show that advanced students have fewer breaks than mid-level students; the total duration of breaks is shorter; the average length of speech is longer and the average of speed is longer. But there is still distance to reach the natives in the mentioned parameters. In addition, those results of the distribution of the breaks reveal that the middle level students pay much attention to the formulation and articulation of short sentences while the advanced ones face problems in the organization of long sentences and therefore they must also pay attention to the self-monitoring.

Cognitive Problems in the Oral Chinese Expression of Spanish- Speaking Students: Analysis on the Production of Pauses

<p>For the native speaker, the pause is an essential part of oral communication and has several functions such as indicating the turns between interlocutors, specifying the meaning in an ambiguous expression or marking the phonic or syntactical boundaries. However, in<span style="font-size: xx-small;">foreigner´s spontaneous discourse the pause is, </span><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: xx-small;"><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: xx-small;">otherwise, a sign of non-fluency which usually </span></span><span style="font-size: xx-small;">indicates cognitive problems. Based on Levelt’s "Speaking" Model, the present article aims to </span><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: xx-small;"><span style="font-family: Trebuchet MS,Trebuchet MS; font-size: xx-small;">find out the cognitive problems of the Spanish-</span></span><span style="font-size: xx-small;">speaking students of intermediate and advanced level of Chinese in spontaneous discourse through analyzing the characteristics manifested in the production of pauses. The results show that advanced students have fewer breaks than mid-level students; the total duration of breaks is shorter; the average length of speech is longer and the average of speed is longer. But there is still distance to reach the natives in the mentioned parameters. In addition, those results of the distribution of the breaks reveal that the middle level students pay much attention to the formulation and articulation of short sentences while the advanced ones face problems in the organization of long sentences and therefore they must also pay attention to the self-monitoring. </span></p>

An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners’ English practice routines. This study used a mixed method design, and the data for the CF loop were collected via qualitative open-ended survey questions and a set of forty student interviews. In the aggregate, interviewees describe a similar practice pattern and learning process and learning trajectory using their teachers’ oral CF, and cite common themes and reasons for whether teachers’ oral CF works or not.

Киноуроки как многоаспектная форма изучения русского языка и культуры в летней школе для польских студентов

В статье обобщен опыт проведения киноуроков для польских студентов, изучающих русский язык. На киноуроках по фильму «Ландыш серебристый» студенты продвинутого уровня осваивали лексические парадигмы, русский жаргон, эмоциональные разговорные конструкции, обсуждали развитие характеров главных героев. На киноуроках по экранизациям поэмы Н. В. Гоголя «Мертвые души» происходил многоаспектный исторический комментарий, а также обсуждалась проблема воплощения поэмы Гоголя в кино. На уроках для студентов базового уровня анализировались сюжеты из детского юмористического журнала «Ералаш» и рассматривалась проблема природы комического. Киноуроки показали себя как многоаспектная форма языковых занятий, позволяющая затронуть как собственно языковые вопросы, так и проблемы других гуманитарных наук.

2015년 국가수준 학업성취도 평가의 고등학교 수학과 서답형 문항 분석

The objective of this study is to characterize the academic achievement of students based on an analysis of constructed response items in high school mathematics from the 2015 National Assessment of Educational Achievement(NAEA) to enhance teaching and learning efficiency. Towards this end, the responses of 7,468 students in the sample-based assessment were classified by type and further analyzed in connection with problem-solving process. According to the study results, proficient-level and lower-level students expressed difficulty with determination of points of internal division in a coordinate plane and with analysis of maximum and minimum quadratic functions. Advanced-level students showed insufficient understanding of procedures for formulation of distance between points and lines and methods to calculate maximum and minimum values based on domain in the quadratic function.

Learners’ Satisfaction in Two Foreign Language Teacher Education Programs: Are We Doing Our Homework?

This article reports the results of a descriptive research project whose goal was to identify the degree of satisfaction of students enrolled in two teacher education programs at a public Colombian university. As satisfaction and quality are prevalent terms in curriculum evaluation, and are encouraged by accreditation and government regulations, learner feedback can be valuable input in these processes. Seventy students of beginner, intermediate, and advanced levels from two programs were surveyed. The findings suggest that besides the mechanisms proposed by the government to collect information, student feedback needs to be considered. Regarding the programs, learners display an overall satisfaction, but methodology and assessment need to be considered in future curriculum development and evaluation processes.

Translation Method: An Effective Way for Language Acquisition to the Advanced Level Students

Translation Method: An Effective Way for Language Acquisition to the Advanced Level Students

Rossian Moral Pluralism in the Philosophy Classroom

In this paper, we outline central features of David Ross’s moral pluralism and show why it is an attractive subject for philosophy classes in secondary schools. We argue that Ross’s pluralistic theory constitutes an important systematic alternative to monistic theories, such as Kant’s moral theory and act utilitarianism, which often dominate ethics courses in secondary schools. Ross’s theory also provides students with a much-needed theoretical framework for expressing an independent view which integrates elements from different theories covered in ethics courses. Based on our outline of Ross’s version of moral pluralism, we also sketch a unit in which advanced level students are introduced to and discuss central elements of Ross’s pluralistic moral theory. The overarching aim is to encourage students to engage with a potential limit of monistic theories and with an alternative normative approach to moral thinking, thereby refining their conceptual tools for expressing and discussing their own moral views.

中上級者を対象とした「自律的な」漢字授業の一試案

中上級者を対象とした「自律的な」漢字授業の一試案

Challenges while Teaching English in the Social Science Classroom: A Bangladesh Perspective

This paper written is based on the findings from a study conducted among the Social Science students of Advanced Level undertaking the English Language courses as Elective or compulsory and their mode of learning is Bengali other than few of these English courses. I have tried to explore some of the difficulties while teaching these students. Two groups of students were selected for experimental study and teaching was given following traditional approaches like CLT. Data were collected through classroom observation and questionnaires. Though the results found have some limitations, this paper aims at suggesting for the probable solutions to the problems and finally it opens a new window to face the learners with this type of challenging situation by adopting some of the innovative methods using the Humanistic approach of learning in English Language Teaching and Education.

A history of the history essay: heritages, habits and hindrances

Why are history essays so po-faced? Standard agendas for history essays summon advanced-level students to account for some past something in particularly sober, grounded and disinterested ways. This history essay about the odd history of the history essay explores how this model arose, and its consequences. My focus is on how the history essay’s unusual insistence on disinterested forays into things of interest erects forms of academic power that narrow student self-expression. Essays emerged, evolved and thrived in four Augustan-patrician worlds: in Imperial Rome, in the Northern Renaissance, in Enlightenment coffeehouses and salons, and, for the last century and half, on serried wobbly tables in exams. The genteel equanimities of the history essay may now rebuff other immersive possibilities to perform learning in this mass-participation era of higher education. If the history essay is still to thrive among emerging forms and e-platforms of student expression, academic historians and history educators, like the Scholastics and Sophists of yore, must also teach the rhetorics of the unusual essay genre they (and I) are perverse enough still to cherish.

The Application of Mobile Devices in the Translation Classroom

While the presence of mobile electronic devices in the classroom has posed real challenges to instructors, a growing number of teachers believe they should seize the chance to improve the quality of instruction. The advent of new mobile technologies (laptops, smartphones, tablets, etc.) in the translation classroom has opened up new opportunities for translator trainers to facilitate the process of translator education. The present paper investigates the use of mobile devices in the classroom particularly for translation pedagogy. A focus group interview of translation instructors with experience in using mobile tools in their translation classes was followed by a survey sent to a group of English Persian translation instructors of which 26 people filled out the questionnaire completely. The participants of the study provided both qualitative and quantitative data regarding the application of mobile devices in their translation classes. The results showed that the majority of teachers encouraged their advanced level students to use mobile tools for doing classroom assignments followed by note-taking, using terminology databases, searching the Internet, using language resources and contacting their group members. The findings highlight the potentials of mobile devices to have a positive impact on the translation classroom activities and underline the need for their systematic integration into the translation curriculum as part of the tools contributing to the development of technological competence. Keywords: application, mobile devices, translation classroom, translator education

Investigating Patterns of Reciprocal English-Persian Translation of Collocations by Iranian EFL Learners

This study investigated patterns of reciprocal English-Persian translation of collocations by Iranian EFL learners. The participants of the study were 20 intermediate and advanced level students at different private language schools in Tehran city. The instruments used in the study was a researcher-made questionnaires used for translating collocations and involved 60 items including ten collocation types. The questionnaire was translated into Persian. Then, the English and Persian versions were given to the participants to complete. The collected data was analyzed using the SPSS software. The results showed that there were meaningful differences between the two translations in ‘verb + noun’; ‘prepositions of time, place and manner; ‘verb + adverb’; and ‘adjective + preposition’ correlations. The most frequently used strategy used for translation of collocations in English-Persian and also in Persian-English translations was literal translation which is a type of direct translation. These findings indicate that collocational differences between Persian and English bring about errors in the production of Iranian EFL learners and a good number of errors in translations of collocational errors are directly caused by interference of learners’ mother tongue.

Learning Strategies Used by The British Institute for Upper Intermediate and Advanced Students

Practicing is an important factor in learning a second language. People all over the world learn their first language and also second language through practice with other people. Yet, different people may use different ways of learning, which are known as learning strategies. This study is concerned with language learning strategies reported to be used by students of upper intermediate and advanced level at a private language institute in Surabaya. It aims to identify the learning strategies most frequently used by the two groups of respondents and to identify differences and similarities in strategy used by the two groups. This research uses descriptive qualitative method. Using Rebecca Oxford’s Strategy Inventory for Language Learning (SILL), the study found that the two groups of respondents used different types of learning strategies. Most frequently used strategies by the upper intermediate students include cognitive, compensation, and meta-cognitive strategies, while the advanced students mostly used social strategies. In addition, the two groups of students showed other differences and some similarities in the strategy use in terms of both type and frequency.

HABILIDAD DE CUIDADO EN ESTUDIANTES DE ENFERMERÍA DE UNA UNIVERSIDAD TRADICIONAL DE CHILE

The objective was to measure the psychometric properties of the Caring Ability Inventory by Ngozi Nkongho, as well as the degree of caring skills and its relationship with the students' sociodemographic factors. Method: The design of the study was qualitative, correlational and cross-sectional. The instrument, Caring Ability Inventory by Ngozi Nkongho, was applied to a sample of 314 nursing students. Results: The findings, via exploratory factor analysis, identified three arising factors which were different from those proposed by the author; however, they possess theoretical plausibility. Those factors are: willingness to help, appreciation for the experience of others, and self-confidence. Statistically significant and direct correlation was observed among the factors. Significant differences were observed regarding willingness to help between the group composed by first and second year students (basic level), and the group composed by third, fourth and fifth year students (advanced level). Thus, basic level students showed a lower degree of willingness to help than advanced level students. Regarding sex, differences were observed only in the first factor, in which women showed a better willingness to help than men. Conclusion: The research shows that the instrument used efficiently measures the students' caring abilities, clinical experience progressively increases caring abilities; therefore, the instrument is presented as a possible choice to evaluate some aspects regarding the quality of the care given.

Student perceptions of distance learning at advanced level in Zimbabwe

Thirty-four Zimbabwean Advanced level students at a Catholic run boarding school were surveyed in regards to their perception of having distance education at high school level. The country is experiencing an increase in technology use, resulting in calls for the introduction of online education through distance learning (Bukaliya & Musika, 2011). The purpose of this survey study is to investigate the attitudes and perceptions of high school students in Zimbabwe towards distance learning. Participants completed a 15-item tool with domains in computer, internet, online learning, teachers and overall expectations of online education. The results showed that most of the participants favored the introduction of blended learning at Advanced level as opposed to having online learning. It is the author’s recommendation that steps should be made towards training instructors in online teaching, and helping schools introduce blended education into their curriculum. Professional development of teachers should also focus on the training of using computers in the classroom.

The relationship between short-term memory and listening comprehension ability of IELTS test takers at different language proficiency levels

The present study aimed at investigating the relationship between Short Term Memory and Listening Comprehension ability of the IELTS test takers at three levels of language proficiency. According to scholars like Revlin (2013) and Cowan (2008), Short Term Memory is a part of human mind that can hold a limited amount of information for immediate use. The Short Term Memory span of the participants of this study was measured through Short Term Memory Span test, their proficiency level was estimated by Oxford Placement Test. Finally, a listening section of the IELTS test was carried out. Findings of this study suggest that, for the advanced level IELTS test takers, Short Term Memory plays a significant intervening role. The implication of the results recommends that working on the memory of test takers and increasing the capacity of their Short Term Memory is needed in preparing advanced level students to take IELTS exam.

Making Open and Distance Learning Appealing to Ordinary and Advanced level students: a case of the Zimbabwe Open University

The proliferation of several universities in Zimbabwe has led to stiff competition for students. As some conventional colleges shift to being bimodal, the belief among Open Distance Learning faculty was that there was also need to adopt the same trend in ODL. However, before instituting such measures, there was need to establish how the Zimbabwe Open University could make its programmes receptive to Ordinary and Advanced level graduates, who were the target population for the innovation. The model introduced in this study is the Enhanced Tutorial Programme (ETP), whose receptivity was put to test in a study carried out with 100 student respondents drawn from secondary schools in Mashonaland East. The majority indicated their preference for this model since it meant more contact hours and improved quality due to the increased tutorial hours. Students would have more time for socialization as they come for tutorials. Because of the internship and community service aspects, respondents preferred it to a great extent. While conventional institutions required above 10 points at Advanced level, ZOU was most preferred because only 5 passes at Ordinary level were required. The most prohibitive factor for the majority was lack of access and competence in ICTs.

Evaluating the Effects of Drama Techniques on Improving the Writing Competency of the EFL learners

Drama techniques and activities are used in different EFL contexts to motivate and improve the learning process of the students. In this study four distinct drama techniques are considered which included mime, role play, simulation and improvisation. The pre-tests and post-tests were used to determine if drama techniques improve the writing competency of the participants. The participants included 30 advanced-level students in an English institute in Ilam City, Iran. The participants were tested for writing competency using CUNY Assessment Test in Writing (CATW) before and after the implementation of drama techniques. The results showed that the improvisation method was the most effective drama technique in improving the writing competency of the participants whereas the mime technique was the least effective one. On a whole it can be said that based on the results of the current study it is clear that drama techniques and activities significantly improve the writing competency of EFL learners. Keywords: drama techniques, mime, role play, simulation, improvisation

Awareness on non communicable diseases among advanced level students in rural health settings, Sri Lanka

Background High prevalence of poor knowledge, awareness, and practice on chronic non communicable diseases (NCD) has increased premature death, costly complications, and financial burden. School going populations’ awareness and practices are crucial components in reducing the burden of diseases and its complications in future. The main aim of the study was to assess school going young populations’ knowledge about NCD, its causes and complications and the methods which they used to get to know about NCD. Methods A school based cross-sectional study was conducted in rural area of Sri Lanka selecting a total of 700 school children using self-administered questionnaire. Data were analyzed using SPSS software, version 17. Chi-square and Z test were used for test of significance and considered statistically significant at P Results Of 700 participants, 30.6% of boys were aware of NCD while only 15.6% of the girls were aware. There were 10.1% of students who knew about the NCD and among them, 5.4% were aware on causes for NCD. Most of the students obtained the knowledge on NCD through NCD patients who were living with them. Significantly less subjects (61.3%, 19/31) of girls than boys (85.1%, 57/67) could name at least one complication of NCD (P Conclusion Young population needs to be made aware of NCD, its causes and long-term complications. At the same time, efforts should be made to sensitize them through media and to make them realize the importance of knowing.