scholarly journals Immigration metaphors in a corpus of legal English: an exploratory study of EAL learners’ metaphorical production and awareness

2018 ◽  
Vol 22 (22) ◽  
pp. 245
Author(s):  
Emilia Castaño Castaño ◽  
Natalia Judith Laso Martín ◽  
Isabel Verdaguer Clavera
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Native Speakers ◽  
Legal Language ◽  
Conceptual Metaphors ◽  
Everyday Language ◽  
Learner Corpus ◽  
Human Understanding

Metaphor is central to human understanding and communication. It pervades our everyday language and also abounds in specialized discourse, with legal language not being an exception. This is particularly relevant since metaphors are powerful framing tools able to affect our worldview. With the aim of exploring the use that EAL law undergraduate students make of metaphorical expressions as well as their awareness of their connotations, a learner corpus was compiled and qualitatively analyzed. Results have shown that learners, like native speakers, rely on the use of conceptual metaphors such as MIGRATION IS A NATURAL FORCE, STATES ARE CONTAINERS or IMMIGRANTS ARE A THREAT to describe immigration issues. This exploratory study has also revealed that learners are not always conscious of the negative slant that metaphors may convey and that raising their awareness is key to enhance critical thinking.

scholarly journals Facilitating reflection in teletandem through automatically generated conversation metrics and playback video

2021 ◽  
pp. 88-93
Author(s):  
Aparajita Dey-Plissonneau ◽  
Hyowon Lee ◽  
Michael Scriney ◽  
Alan F. Smeaton ◽  
Vincent Pradier ◽  
...  
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Native Speakers ◽  
Structured Interviews ◽  
Qualitative Review ◽  
Confidence Levels ◽  
L2 Learners ◽  
Learning English

This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students’ confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning.

The role of encyclopedic world knowledge in semantic transparency intuitions of idioms

2017 ◽  
Vol 23 (1) ◽  
pp. 31-53
Author(s):  
KRIS RAMONDA
Keyword(s):  
Exploratory Study ◽  
Native Speakers ◽  
World Knowledge ◽  
Semantic Transparency ◽  
Conceptual Metaphors ◽  
Native Speakers Of English ◽  
The Relationship ◽  
Initial Results

This article reports on the role pragmatic inferencing plays in accounting for the ways in which native speakers perceive and interpret the semantic transparency of idioms. Although previous studies have suggested that semantic transparency intuitions of idioms are partly motivated by the conceptual metaphors that underlie them (Gibbs 1992; Gibbs et al.1997), findings from other studies (Keysar & Bly 1995, 1999) have raised questions concerning the arbitrariness of such intuitions. This study seeks to further address the discussion on the nature of semantic transparency by examining the role of pragmatic inferencing and encyclopedic world knowledge for understanding how native speakers interpret the relationship between the literal parts and figurative meanings of metaphorical idioms. To this end, semantic transparency ratings were elicited among fifteen native speakers of English for 222 metaphorical English idioms. Furthermore, raters provided qualitative support by justifying their ratings for a smaller subset of 30 idioms. These initial results were then triangulated by a follow-up exploratory study surveying etymological notes from a number of idiom dictionaries. The findings suggest that pragmatic inferencing via encyclopedic world knowledge plays an important role for the non-arbitrary way in which native speakers perceive the semantic transparency of idioms.

scholarly journals TED Talks Use in Speaking Class for Undergraduate Students

2021 ◽  
Vol 2 (1) ◽  
pp. 35-40
Author(s):  
Mia Refsi Choirunnisa ◽  
Fatimah Mulya Sari
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Positive Response ◽  
Native Speakers ◽  
Speaking Skill ◽  
The Media ◽  
Ted Talks

ABSTRACT The media essentially supports the teaching and learning process. Video such as from TED Talks source becomes one of the teaching media that can be used by both parties, a teacher and students to improve English skill, especially for speaking skill. In this paper, the purpose is to explore the students' responses toward the implementation of TED Talks in their speaking class. The subjects were 23 undergraduate students who have experienced to watch TED Talks video for supporting their learning process. This study applied a descriptive qualitative method. To gather data, a questionnaires that were distributed through google form with close-ended questions were employed. The findings showed that most students expressed a positive response to the use of TED Talks video to support their speaking class. They assumed that the TED Talks video encouraged them to improve their speaking skill. Besides, there were some benefits to their learning process. They mentioned that they could learn about how to deliver their ideas well, how to express their critical thinking, and how to use appropriate accent, dialect, pronunciation, and fluency. Thus, the students might overcome their difficulties in understanding the speech because of the video’s powerful topics and the delivery speech from non-native speakers.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals Situational map: A strategy to develop critical thinking in the teaching of scientific research

2020 ◽  
Author(s):  
Cecilia Alejandra Marambio Carrasco ◽  
Carla Lobos Stevens
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Statistical Analysis ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Scientific Research ◽  
Research Problem ◽  
Scientific Problem ◽  
Support Students ◽  
Thesis Work

The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.

scholarly journals Grammatical Positions of Focuser Like Among Native English-Speaking Undergraduate Students

2020 ◽  
Vol 12 (6) ◽  
pp. 116
Author(s):  
Basim Alamri
Keyword(s):  
Undergraduate Students ◽  
Noun Phrase ◽  
Exploratory Study ◽  
Discourse Markers ◽  
The United States ◽  
Final Exam ◽  
Discourse Marker ◽  
Midwestern University ◽  
English Speaking ◽  
Native English Speaking

Discourse markers (DMs) are used in everyday conversations to serve different meanings and functions. The present exploratory study investigated grammatical positions of focuser like among 60 undergraduate native-English-speaking students at a midwestern university in the United States. Students were asked to read and place focuser like in this sentence: “We have to read five chapters for the final exam”. Then students were required to indicate a degree of acceptability of the placement of like at every possible position in sentences that contained the discourse marker like in 10 different grammatical positions. The results showed that students preferred inserting the DM like before a noun phrase, at the beginning of a sentence, and before a verb phrase, respectively. In terms of gender, females frequently posited focuser like before a sentence, whereas males placed it before a noun phrase. Also, the discourse marker like does not occur within auxiliary. Finally, this study draws conclusions about different grammatical positions and broader usages of discourse marker focuser like among younger students. 

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