การสืบค้นข้อมูล

การสืบค้นข้อมูล
 * การสืบค้นข้อมูล **

คำค้นที่ 1 Innovation For English Teacher. 1.1 ** Innovation ** in higher education in China: are ** teachers ** ready to integrate ICT in ** English ** language teaching?

This paper describes a study of ICT-related ** teacher ** development in the context of a national reform of College ** English ** teaching in China. The reform, in which emphasis was placed on use of information and communications technology (ICT) in classroom teaching and self-access learning, had challenged ** teachers ** of ** English ** as a foreign language to adapt to new teaching materials, student-centred classroom teaching and to guide students in their autonomous learning. The study examined ** teachers ** ' attitudes towards ICT use in education and ICT-related continuing professional development (CPD) policies and practices in a university in southern China. Mixed methods were used: questionnaires to ** teachers **, classroom observation, interviews with ** teachers ** , management and administrative staff, and focus groups with both ** teachers ** and students. The findings indicated that limited ICT skills and pedagogic expertise were obstacles to the use of ICT in ** English ** language teaching. Moreover, although initially the majority of ** teachers ** had held positive attitudes towards ICT use in ** English ** teaching and the national reform, their enthusiasm was waning in the light of inadequate support and training. Implications for policy and ** teacher ** education are discussed and an ICT-based CPD model for language ** teachers ** is proposed. [ABSTRACT FROM AUTHOR] Copyright of Technology, Pedagogy & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



1.2 Curriculum ** Innovation **: Difference and Resemblance.

How do ** teachers ** respond to a mathematics curriculum ** innovation ** ? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how ** teachers ** in ** English ** secondary schools (students aged 12-16 years) responded to ** innovation **. A Gatsby Foundation funded program implemented new materials; the project investigated processes and expectations of implementation. In this paper, we consider the 'gap' between ** innovation ** and proposed practice from the position of the practitioner, employing the work of Foucault (1995) and Deleuze and Guattari (1998) as a framework for analysis. The paper takes a theoretical position, arguing that ** teachers ** construct individual and constantly changing amalgams of practice. These are founded on 'difference' and understood in ways, which are shifting, and partial rather than 'known' via a sense-making process. Expectations of a strong correspondence between ** innovation ** and ** teacher ** response have undermined alternative perspectives that regard the interruption and re-routing of ** innovation ** as productive of viable outcomes in sites of practice. [ABSTRACT FROM AUTHOR] Copyright of Mathematics ** Teacher ** Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



1.3 The New Role of ** English ** Language ** Teachers **: Developing Students' Critical Thinking in Hong Kong Secondary ** School ** Classrooms.

In 1999, the critical thinking syllabus (CDC, 1999) was issued by the Curriculum Development Council to all junior secondary ** school ** ** English ** language ** teachers ** in Hong Kong. Different from the earlier curriculum guidelines, the recommendations highlight the importance of thinking in ** English ** language teaching and learning, and a new role of ** English ** language ** teachers **, i.e. to develop students' critical thinking through the subject. Through classroom observation, this study aimed to investigate whether the syllabus is translated into the classroom practices of five ** teacher ** participants. In these case studies covering more than 1600 minutes of classroom teaching, two brief critical encounters were identified.Only in these two encounters were students given the time and space to think critically and exchange ideas genuinely in a supportive learning atmosphere. The study shows that developing students' critical thinking has never been an object of learning for the five ** teachers **, who felt that the institutional constraints and external pressures they faced made the implementation of the syllabus impossible. That is, they were not playing the new role required. The study, though exploratory, has important implications in developing students' critical thinking and implementation of education ** innovation **. [ABSTRACT FROM AUTHOR] Copyright of Asian EFL Journal is the property of Asian EFL Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



คำค้นที่ 2 Language development 2.1 Two Rule-Based Natural ** Language ** Strategies for Requirements Discovery and Classification in Open Source Software ** Development ** Projects.

Open source projects do have requirements; they are, however, mostly informal text descriptions found in requests, forums, and other correspondence. Understanding such requirements provides insight into the nature of open source projects. Unfortunately, manual analysis of natural **language ** requirements is time-consuming, and for large projects, error prone. Automated analysis of natural **language ** requirements, even partial, will be of great benefit. Toward that end, we describe the design and validation of an automated natural **language ** requirements classifier for open source projects. We compare two strategies for recognizing requirements in open forums of software features. Our results suggest that classifying text at the forum postaggregation and sentence aggregation levels may be effective. Our results suggest that it can reduce the effort required to analyze requirements of open source projects. [ABSTRACT FROM AUTHOR]



2.2 Assessment Package for ** Language ** ** Development ** in Japanese Hearing-Impaired Children (ALADJIN) as a Test Battery for the ** Development ** of Practical ** Communication **.

Objectives: The measurement of **language ** **development ** in hearing-impaired children is an important step in assessing the appropriateness of an intervention. We proposed a set of **language ** tests (the Assessment Package for **Language ** **Development ** in Japanese Hearing-Impaired Children [ ALADJIN]) to evaluate the **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> of practical **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> skills. This package consisted of **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> skills (TQAID), comprehensive (PVT-R and SCTAW) and productive **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">vocabulary **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> (WFT), comprehensive and productive syntax (STA), and the STRAW.Methods: A total of 638 children with greater than 70-dB hearing impairment were subjected to this set of **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">language **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> tests. Additional tests, including the PARS, the RCPM, and parental questionnaires, were administered to assess the backgrounds of the children. Results: A trimodal distribution was observed among hearing-impaired children by the histogram-based analysis of each test. Conclusions: The ALADJIN is a useful Japanese-language evaluation kit for hearing-impaired children. [ABSTRACT FROM AUTHOR]



2.3 ** Language ** ** Development **, Interpersonal ** Communication **, and Academic Achievement Among Japanese Children as Assessed by the ALADJIN.

<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Objectives: Japanese-speaking children in a standard sample were subjected to a test battery (ALADJIN: Assessment Package for **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Language ****<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> in Japanese Hearing-Impaired Children) to evaluate the effect of **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">language ** **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> on both interpersonal **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">skills and academic achievement. Methods: A total of 414 preschool and school-age children without hearing impairment were included in this study. The following tests make up the ALADJIN: the Test of Question-Answer Interaction **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> (TQAID), the Japanese **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Language **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> by Criterion Referenced Test-II (CRT-II) for measuring academic achievement, the Picture **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Vocabulary **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> Test-Revised (PVT-R), the Standardized Comprehension Test of Abstract Words (SCTAW). both parts of the Syntactic Processing Test for Aphasia (STA), and the Word Fluency Test (WFT). Means and standard deviations at each academic grade level were calculated, and a multiple regression analysis was performed. Results: A ceiling effect was observed for the TQAID and the STA in children in grade 3 of elementary school, and the scores for the PVT-R, SCTAW, and WFT increased incrementally according to grade level. Multiple regression analysis revealed that the PVT-R, WFT, and STA (production) have predictive power for the results of the TQAID (R = 0.59; R <span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 0.75em; vertical-align: baseline;">2 <span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> = 0.58; p < 0.0001), whereas the SCTAW and STA (comprehension) have predictive power for the results of the CRT-II. Conclusions: Both **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">vocabulary **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> and syntax are important in **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication ** **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> among children. The results of our multiple regression analysis suggest that different **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">language **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> domains may play different roles in the **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> of interpersonal **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> skills and in academic achievement. The **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">development **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> of interpersonal **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">communication **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> skills is largely based on productive **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">vocabulary **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> and syntax abilities, whereas academic achievement is largely based on comprehensive **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">vocabulary **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> and syntax abilities.Children who have difficulties in either area should be evaluated with detailed **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">language **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> assessment tools such as the ALADJIN in an effort to aid in the selection of appropriate intervention. [ABSTRACT FROM AUTHOR]



คำค้นที่ 3 ** Pronunciation **

3.1 The Significance of ** Pronunciation ** in English Language Teaching. <span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">Learners with good English **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> are likely to be understood even if they make errors in other areas, whereas learners with bad **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> will not be understood, even if their grammar is perfect. Such learners may avoid speaking in English, and experience social isolation, [|employment] difficulties and limited opportunities for further study. We judge people by the way they speak, and so learners with poor **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> may be judged as incompetent, uneducated or lacking in knowledge. Yet many learners find **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> one of the most difficult aspects of English to acquire, and need explicit help from the teacher.Therefore, some sort of **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> instruction in class is necessary. The goals of this paper are to define English **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">, review the history of English **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> instruction, explain the aim of English **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> instruction, elaborate **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> and communication, review the previous research about the effectiveness of **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> instruction on learners' achievement, and discuss the English **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;">pronunciation **<span style="background-color: #ffffff; color: #333333; font-family: Tahoma,Verdana,Arial,sans-serif; font-size: 12px; vertical-align: baseline;"> and the target of comfortable intelligibility. [ABSTRACT FROM AUTHOR]



3.2 Factors Influencing ** Pronunciation ** Accuracy: L1 Negative Transfer, Task Variables and Individual Aptitude. This paper investigates the influence of three factors on ** pronunciation ** accuracy of Chinese adult foreign language learners. Ten target sounds including phonemes and syllables are included in the pre-test, an analysis of which shows that the mispronunciation of the randomly chosen target sounds mainly results from L1 negative transfer. It is observed in intervention that some mispronounced target sounds are more difficult to be corrected than the others. However, the hierarchy of difficulty for ** pronunciation ** acquisition cannot be constructed without considering the impact of task variables, for even the same subject's performance might vary in post-test including vocabulary reading, sentence reading and spontaneous speech, in which tasks individual aptitude in perception, mimicry and monitoring also has a role to play in the improvement of ** pronunciation ** accuracy. [ABSTRACT FROM AUTHOR] Copyright of English Language Teaching is the property of Canadian Center of Science & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



3.3 USE OF COMPUTER ASSISTED LANGUAGE LEARNING IN IMPROVING ** PRONUNCIATION **AMONG PERSPECTIVE TEACHERS.

This paper throws light on the benefits of CALL for improving ** pronunciation ** among for perspective teachers enrolled in teacher education programme with a focus on English language and linguistics oriented courses. The subjects (50 M.A. English B.Ed.students) were trained through CALL before undertaking a four week teaching practice at the practicing schools to teach English to secondary class students. They were exposed to ** pronunciation ** test (individual sounds, word stress and intonation) before the proposed 16 weeks (03 hours in week) training in the regular semester and were found unable to pronounce individual sounds, stress words with required ** pronunciation ** proficiency and proper intonation but after training through CALL the results of the same test show that perspective teachers improved individual sounds (long and short vowel sounds, diphthongs, word stress and intonation in connected speech) and pronounced all with appropriate ** pronunciation **. Hence, the study suggests that CALL may be encouraged at tertiary level and teachers teaching English must try to use technology frequently to make graduates enrolled in teacher education programmes independent learners so far as English language learning is concerned. [ABSTRACT FROM AUTHOR] Copyright of Interdisciplinary Journal of Contemporary Research in Business is the property of Interdisciplinary Journal of Contemporary Research in Business and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)