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| Subject: New version (revised) | |
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Author: Luciano Valadares |
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Date Posted: 14:25:40 08/21/10 Sat In reply to: Mauricio Horto 's message, "answer to the question 2" on 15:22:25 08/19/10 Thu Please, take a look in this new version of Question 2. And send me an OK message. Thank you. 2- Do the article writers provide readers with some sort of justification for their work? After having read and analyzed the articles chosen, we feel certain that the article writers provide the readers with justification for their work. From the very beginning, we can notice on the abstract presented in both works, that they immediately foretell what the research intends to discuss. The abstract serves then, to introduce the main idea of the work, giving the most important facts, as we can see checking the extracts below. Article 1: by Cheryl Wei-yu Chen, Yuh-show Cheng “… many people from English-speaking countries go to foreign land to work as English teachers.” “…there is little research on these teachers’ teaching-abroad experiences. The current study is an attempt to address this gap in the literature.” “…They also confronted various problems…” “The study calls for a better preparation for foreign English teachers…” Article 3: by Susan Grey: “… there are many native speaker students whose learning difficulties are linguistic in origin and require a language-oriented pedagogy in all curriculum areas.” “… there are few accounts documenting the ways in which these have been used by secondary content teachers.” “This paper describes the ways in which a pair of secondary content teachers used principles in an action research project to focus on form when planning a task-based lesson sequence.” In the introduction, the authors start to develop his justification by presenting the problem, followed by the official statements and previous researches announcements which were published concerning the problem observed. This is done after the author has presented a vast theoretical argument based on previous research made by many experts on the subject analyzed. After this, the authors claim the need of such a study since there is a substantial lack of publishing on this subject, which makes his work relevant, valuable and original. Article 1: “Intercultural team teaching,… are well documented in the literature (e.g., Aline and Hosoda, 2006; Crooks, 2001; Park 2007).” “While many studies have documented how team teaching is practiced between these two groups of teachers (e.g., Luo, 2006, 2007), team teachers’ voices are rarely heard. Even rarer is a documentation of foreign English teachers’ experiences in the local context.” “The current study, based on the experiences of three foreign English teachers working in the Hsinchu Program, is an effort to offer such an account.” Article 3: “ This section examines the need for form in secondary school curriculum planning and theoretical input for such an approach.” “There is extensive theoretical input from second language research that teachers might draw on for such planning. However, there are few descriptive accounts detailing the ways in which this input has been used by secondary content teachers to plan for students’ language and content needs.” “…educational systems are challenged to develop language-oriented pedagogy that benefits native speaker as well as non-native speaker students.” “The New Zealand national curriculum, for instance, argues that each teacher needs to provide specific guidance with the specialist vocabulary, the reading demands, and appropriate ways of conveying knowledge in each subject area (Ministry of Education, 2007).” “This paper uses and extends the view of form proposed by Ellis et al. (2002) which incorporates phonological, graphological, lexical, and grammatical form to include discoursed aspects of language. This focus beyond the level of the sentence to text structure is critical for the language demands of academic writing.” After having presented the arguments and spoken about the theoretical literature in which the researches are supported, the authors start to develop the work explaining its purpose: Article 1: “The current study is a qualitative case which focuses… schools. It is part of a larger study which examines… team teaching.” Article 3: “As co-ordinator of one such programme and a former secondary content teacher, I wanted to examine…in their teaching. … I was interested in the relevance of input for secondary content teacher.” From now on the writers also explain the methods used in the researches, the findings achieved and the conclusion of their works. [ Next Thread | Previous Thread | Next Message | Previous Message ] |
| Subject | Author | Date |
| Re: New version (revised) | Mauricio Horto | 11:30:55 08/22/10 Sun |
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