/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) classrooms (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: classrooms
Is in goldstandard
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paper corpusSignosTxtLongLines195 - : The evidence coincides in indicating that teaching practices have moved towards favoring a closer relationship with students and what they can bring into the teaching-learning process, which is conducive to including more of their life elements and contexts within formal teaching experiences. Students participate more actively now than they did in the past and group work has become a typical feature of Chiles classrooms: apparently to the point of imbalance with respect to individual work (Cox, 2005: 9 ).
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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 corpusSignosTxtLongLines282 - : The project was carried out in 7 schools (4 private and 3 public) in the town of Santurce (Spain), which meant that it involved most of the school population of a town of 50.000 inhabitants (97,27% of which were Spanish speaking). There were 457 pupils in 25 classrooms in the 3rd and 4th years of Primary Education (aged 8 to 10) divided into four groups, experimental A, experimental B, control A and control B as follows:
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paper corpusSignosTxtLongLines499 - : Feedback practices in Humanities university classrooms: Teachers’ written digital comments and students’ writers profiles
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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 corpusSignosTxtLongLines534 - : are perceived to deal with. In reference to speaking, one student remarked ‘I don't feel comfortable talking in class about private feelings and emotions. I prefer to talk about less personal things-, while two respondents noted that some poets’ articulation of feelings were too ‘strange’ or ‘dramatic’ and therefore ‘too distant’ from their own life experiences. The lack of oral practice in classrooms was also mentioned by another student: ‘Discussing poems could help me improve my speaking in English . However, in English classes, at least in my case, we never did any speaking; we only studied grammar and did fill-the-gap exercises’.
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paper corpusSignosTxtLongLines552 - : Taleghani-Nikazm, C. (2008). Gestures in foreign language classrooms: An empirical analysis of their organization and function . En M. Bowles, R. Foote, S. Perpiñán & R. Bhatt (Eds.), Selected Proceedings of the 2007 Second Language Research Forum 2007 (pp. 229-238). Somerville: Cascadilla Proceedings Project. [ [178]Links ]
Evaluando al candidato classrooms:
1) speaking: 4 (*)
classrooms
Lengua: eng
Frec: 85
Docs: 41
Nombre propio: / 85 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.447 = (1 + (1+2.32192809488736) / (1+6.4262647547021)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| classrooms |
: Achugar, M. & Carpenter, B. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic Purposes, 14, 60-71. : Baba, W. K. (2008). An investigation into teachers’ and students’ attitudes towards literature and its use in ESL classrooms: A case study at a matriculation centre in Malaysia. Unpublished doctoral dissertation, University of Leicester, Leicester, United Kingdom. : Ball, A. (2006). Teaching writing in culturally diverse classrooms. En C. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 293-310). Nueva York: Guilford Press. : Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press. : Dysthe, O. (2012). Multivoiced classrooms in higher education academic writing. En M. Castelló & C. Donahue (Eds.), University writing: Selves and Texts in Academic Societies (pp. 201-216). Londres: Emerald Group . : Epstein, S. E. & Ratner, A. (2015). How can I help? Secondary education classrooms as sites for service and learning. Issues in Teacher Education, 24(2), 101-118. : Ferreira, A., Moore, J. & Mellish, Ch. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications for Intelligent Computer-Assisted Language Learning Systems. International Journal of Artificial Intelligence in Education, 17(4), 389-422. : González, N., Moll, L. & Amanti, K. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum. : Harklau, L. (2009). Heritage speakers’ experiences in new Latino diaspora Spanish classrooms. Critical Inquiry in Language Studies, 6(4), 211-242. : Jewitt, C. (2011). The changing pedagogic landscape of subject English in UK classrooms. En K. OHalloran & B. Smith (Eds.), Multimodal studies: Exploring issues and domains (pp.184-201). Nueva York: Routledge. : Kamiya, N. (2012). Proactive and reactive focus on form and gestures in EFL classrooms in Japan. System, 40(3), 386-397. : Kostouli, T. (2005). Co-constructing writing contexts in classrooms: Scaffolding, collaboration, and asymmetries of knowledge. In T. Kostouli (Ed.), Writing in context(s): Textual practices and learning processes in sociocultural settings (pp. 93-116). Boston: Springer. : Kress, G. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. London; New York, NY: RoutledgeFalmer. : Lee, I., Mak, P. & Burns, A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study. English Teaching: Practice & Critique, 14(2), 140-163. : Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. : Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 182-218. : Macken-Horarik, M. (1998). Exploring the requirements of critical school literacy: A view from two classrooms. En F. Christie & R. Misson (Eds.), Literacy and schooling (pp. 74-103). Nueva York: Routledge . : Michell, M. & Sharpe, T. (2005). Collective instructional scaffolding in English as a Second language classrooms. Prospect, 20(1), 31-58. : Nystron, N. (1983). Teacherstudent interaction in bilingual classrooms: Four aproaches to error feedback. En H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 169-189). Rowley, MA: Newbury House. : Richards, J. & Lockhart, C. (1997). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press . : Roach, D. & Byrne, P. (2001). A cross-cultural comparison of instructor communication in American and German classrooms. Communication Education, 50, 1-14. : Rose, D. & Martin, J. R. (2012). Learning to write/reading to learn: genre, knowledge and pedagog y in the Sydney School: Scaffolding democracy in literacy classrooms. London: Equinox. : Rosenshine, B. & Stevens, R. (1984). Classrooms instruction in reading. New York: Longman. : Shirkhani, S. & Tajeddin, Z. (2017). Pragmatic corrective feedback in L2 classrooms: Investigating EFL teachers’ perceptions and instructional practices. Teaching English Language, 11(2), 25-56. : Veel, R. (1998). The greening of school science: Ecogenesis in secondary classrooms. En J. Martin & R. Veel (Eds.), Reading science. Critical and functional perspectives on discourses of science (pp. 114-151). Londres: Routledge. : Wang, W. & Loewen, S. (2016). Nonverbal behavior and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 20(4), 459-478. |