/LING
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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) classroom (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: classroom
Is in goldstandard
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paper corpusSignosTxtLongLines207 - : Interviewer: An unusual sound can be heard in many classrooms in Britain nowadays: the sound of students and teachers laughing . The idea of introducing humour into the classroom originated in the United States, where experts proved that a rigid disciplinarian approach to learning often demotivated students. The studies concluded that humour was a way of motivating people to learn. I talked to education expert Dr Sam Barnes.
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paper corpusSignosTxtLongLines311 - : Classroom negotiation of students' own axiological orientation to '-isms' is well illustrated in the following humorous exchange:
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paper corpusSignosTxtLongLines480 - : [2]vol.51 número98 [3]Similitud verbal: Análisis comparativo entre lingüística teórica y datos extraídos de corpus [4]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
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paper corpusSignosTxtLongLines481 - : Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection
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paper corpusSignosTxtLongLines482 - : [2]vol.51 número98 [3]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [4]Estrategias didácticas para desarrollar el discurso narrativo en preescolares con Trastorno Específico del Lenguaje (TEL ) [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
6
paper corpusSignosTxtLongLines526 - : Belpoliti, F. & Plascencia-Vela, A. (2013). Translation techniques in the Spanish for heritage learners’ classroom: Promoting lexical development . In D. Tsagari & G. Floros (Eds.), Translation in Language Teaching and Assessment (pp. 65-91). Newcastle, UK: Cambridge Scholars Publishing. [ [182]Links ]
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paper corpusSignosTxtLongLines529 - : Despite the fact that intercultural competence development is recognized as a critical element in language learning (^[36]Chui & Dias, 2017; ^[37]Wagner, Perugini & Byram, 2017), ^[38]Kagan (2012) notes that not much attention is paid to “the intercultural side of heritage language learners’ circumstances either within or outside of the classroom” (^[39]Kagan, 2012: 72 ). Each heritage language learner enters the language classroom with unique needs and interests that must form integral components of an educator’s methodologies in order to facilitate learning. For instance, this author notes that an individual that experiences embarrassment (which constitutes the affective dimension) as a result of various factors (e.g., lack of motivation, perceived inadequate language skills, instructional practices, etc.) can impede learning or result in ‘cognitive dissonance’ (^[40]Kagan, 2012). Drawing upon learners’ previous knowledge, linguistic backgrounds, and language varieties can support diverse
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paper corpusSignosTxtLongLines529 - : Beginning with the Introduction to Spanish Interpretation course, the indirect service-learning program in Introduction to Spanish Interpretation required the following two primary components that were completed outside of regularly scheduled classroom sessions: (1 ) interpreting four on-campus interviews (two conducted in Spanish and interpreted into English; two conducted in English and interpreted into Spanish) on the role of intercultural competence in interpretation and (2) preparing bilingual advertisements for a local non-profit organization and translating an organization’s web page from English to Spanish. These data were used to examine learners’ grammatical and lexical performance in written and oral discourse during their indirect service-learning program.
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paper corpusSignosTxtLongLines529 - : Hence, with methodical planning and implementation, service-learning programs have the potential to meaningfully connect heritage language learners from the classroom to the community. The excerpt below is from a student’s (labeled as Student 8 below) final reflective paper in Introduction to Spanish Translation. This extract truly grasps the final message of how educators have the power to transform classrooms into challenging and welcoming environments, encourage learners to express themselves, connect with others, and promote dignity and pride among all:
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paper corpusSignosTxtLongLines529 - : Poteau, C. E. (2015). Classroom without walls: Inquiry-based pedagogies and intercultural competence development via service-learning . In P. Blessinger & J. M. Carfora (Eds.), Innovations in Higher Education Teaching and Learning (Vol. 3): Inquiry-based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (pp. 377-394). Bingley, UK: Emerald. [ [75]Links ]
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paper corpusSignosTxtLongLines530 - : Extensive research substantiates the embedding of a service-learning component in the Spanish language classroom due to several observable benefits, such as: enabling deep reflections (^[44]Park, 2007 ; ^[45]Baker, 2011); the development of critical thinking skills (^[46]Eyler & Giles, 1999); authentic interactions (^[47]Stewart, 2007; ^[48]Salgado-Robles, 2014); scenarios for greater civic engagement (^[49]Howard et al. 2000; ^[50]Howard, 2007; ^[51]Ebacher, 2013; ^[52]Knouse & Salgado-Robles, 2015); multiculturalism and bilingualism (^[53]Ebacher, 2013; ^[54]Barreneche & Ramos-Flores, 2013); and the attainment of professional capabilities (^[55]Bugel, 2013). Some of these gains are further explored here by particularly reviewing the contributions of ^[56]Barreneche and Ramos-Flores (2013), ^[57]Bugel (2013), and ^[58]Ebacher (2013) to have an overall understanding of the effects of service-learning opportunities. Additionally, the work of ^[59]Lowther Pereira (2015), ^[60]Petrov (2013),
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paper corpusSignosTxtLongLines531 - : moments for the future teacher to test the waters, learn from mistakes, and evolve. We acknowledge that this is easier said than done, especially since CTs are the ones to be held accountable should anything affect their students’ well-being and learning. Nonetheless, as ^[87]Epstein and Ratner (2015: 116) argue, this type of project benefits the classroom teacher:
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paper corpusSignosTxtLongLines534 - : As for pronunciation (item 5), twenty-one students pointed out that reading aloud-given the rhythmic nature of poetry-was useful for assimilating the sounds and intonation of the language. Evidently, this perceived advantage can only be triggered if reading aloud is undertaken in the classroom, a fairly infrequent practice, according at least, to the opinions of two informants: ‘Reading aloud poetry or any other text in English is helpful for learning phonetics although we seldom do this in class, and when we do it the teacher only corrects pronunciation superficially, probably because it takes up a lot of time’ . Consequently, although the trainees seemed to appreciate the value of poetry in helping them improve their pronunciation when read aloud, they also acknowledged that the oral feature of poetry tends to be underexploited in class.
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paper corpusSignosTxtLongLines59 - : Brown, H.D. (1981) "Affective Factors in Second Language Learning," in The Second Language Classroom: Directions for the 1980's, Alatis, James and Altman, (Eds .), Oxford University Press, New York. [ [61]Links ]
Evaluando al candidato classroom:
4) learning: 7
5) learners: 6 (*)
6) service-learning: 5 (*)
7) teaching: 5 (*)
8) oral: 5 (*)
9) intercultural: 4 (*)
10) índice: 4
12) heritage: 4 (*)
13) pronunciation: 3 (*)
14) task: 3 (*)
15) poetry: 3
16) teacher: 3
18) introduction: 3 (*)
19) competence: 3 (*)
20) kagan: 3
classroom
Lengua: eng
Frec: 396
Docs: 84
Nombre propio: 3 / 396 = 0%
Coocurrencias con glosario: 10
Puntaje: 10.722 = (10 + (1+5.95419631038688) / (1+8.63299519714296)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| classroom |
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London: Longman. |