Search results for 'English language' (try it on Scholar)

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  1. Luqi Wu & Michael McMahon (forthcoming). Adopting a Musical Intelligence and E-Learning Approach to Improve the English Language Pronunciation of Chinese Students. AI and Society:1-10.score: 90.0
    This study investigates the use of musical intelligence to improve the English pronunciation of Chinese third level students. It is relevant for a human-centred systems engineering approach to cross-cultural interaction. Language learning is important as valid communication can help interactions and cultural understanding between countries, this also may benefit international stability. There are natural barriers between the English and Chinese language which are reflected in teaching approaches. The teaching of English in Chinese classrooms is removed (...)
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  2. Gustaf Stern (1975). Meaning and Change of Meaning: With Special Reference to the English Language. Greenwood Press.score: 75.0
     
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  3. A. W. Moore (forthcoming). The English Language and Philosophy. Rue Descartes.score: 60.0
    Dans quelle mesure la philosophie du langage ordinaire, faite par des anglophones (usagers de l'English language,) qui réfléchissent sur la langue (language encore) et son usage correct, est-elle liée à l'anglais ? Ainsi, quand elle traite de la nature de la connaissance, se peut-il qu'il s'agisse de questions induites par le terme knowledge (connaissance/savoir) ? Adrian Moore instruit la cohérence d'une réponse négative à partir d'une réflexion sur le « nous » qui parle. Mais il voit dans (...)
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  4. Anne J. Davis & Verena Tschudin (2007). Publishing in English-Language Journals. Nursing Ethics 14 (3):425-430.score: 60.0
    The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, (...)
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  5. Mingyue Michelle Gu (2013). From Pre-Service to in-Service Teachers: A Longitudinal Investigation of the Professional Development of English Language Teachers in Secondary Schools. Educational Studies 39 (5):503-521.score: 60.0
    This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, (...)
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  6. Stuart Brown & John Skorupski (1995). English-Language Philosophy 1750-1945. Philosophical Quarterly 45 (181):540.score: 60.0
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...)
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  7. Theophilus Mooko * (2005). The Use of Research and Theory in English Language Teaching in Botswana Secondary Schools. Educational Studies 31 (1):39-53.score: 60.0
    The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and (...)
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  8. Carolyn M. Ferguson & J. G. Francis (2006). Motivation and Mode: An Attempt to Measure the Attitudes of 'O' Level GCE Candidates to English Language. Educational Studies 5 (3):231-239.score: 60.0
    (1979). Motivation and Mode: an attempt to measure the attitudes of ‘O’ level GCE candidates to English language. Educational Studies: Vol. 5, No. 3, pp. 231-239.
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  9. John Skorupski (1993). English-Language Philosophy, 1750 to 1945. Oxford University Press.score: 60.0
    From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming ever clearer. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century, English-language philosophy. The story begins with Reid, Coleridge, and Bentham--who set the agenda for much that followed--and continues with a portrait of the nineteenth century's greatest British (...)
     
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  10. Ya‐Chen Su (2006). EFL Teachers' Perceptions of English Language Policy at the Elementary Level in Taiwan. Educational Studies 32 (3):265-283.score: 57.0
    Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan?s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy?s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected (...)
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  11. Steve Strand & Feyisa Demie (2005). English Language Acquisition and Educational Attainment at the End of Primary School. Educational Studies 31 (3):275-291.score: 57.0
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent (...)
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  12. V. K. Bhatia, Christopher Candlin & Paola Evangelisti Allori (eds.) (2008). Language, Culture and the Law: The Formulation of Legal Concepts Across Systems and Cultures. Peter Lang.score: 54.0
    The volume presents a set of invited papers based on analyses of legal discourse drawn from a number of international contexts where often the English language ...
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  13. Ramesh K. Mishra Niharika Singh (2013). Second Language Proficiency Modulates Conflict-Monitoring in an Oculomotor Stroop Task: Evidence From Hindi-English Bilinguals. Frontiers in Psychology 4.score: 54.0
    Many studies have confirmed the presence of a bilingual advantage which is manifested as enhanced cognitive and attention control. However, very few studies have investigated the role of second language proficiency on the modulation of conflict-monitoring in bilinguals. We investigated this by comparing high and low proficient Hindi-English bilinguals on a modified saccadic arrow Stroop task under different monitoring conditions, and tested the predictions of the bilingual executive control advantage proposal. The task of the participants was to make (...)
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  14. Eva Kushner (2003). English as Global Language: Problems, Dangers, Opportunities. Diogenes 50 (2):17-23.score: 48.0
    Now that the age-old dream, which never materialized, of a universal language has evaporated, we note that English is in the process of becoming if not the universal at least an omnipresent language. In many multilingual countries it has become the language of communication. Globally it is imposing itself as the language of business, aviation and scientific research. Is this a pure benefit for humanity, or does it conceal risks or even dangers? Is the spreading (...)
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  15. Chris Sinha, Lis A. Thorseng, Mariko Hayashi & Kim Plunkett (1994). Comparative Spatial Semantics and Language Acquisition: Evidence From Danish, English, and Japanese. Journal of Semantics 11 (4):253-287.score: 48.0
    Spatial relational meaning is typically predominantly expressed in English and related languages by die locative particle system. Even between closely related languages such as Danish and English, there are substantial differences with respect to both the semantics and the morphology of locative particles. Other languages (including Japanese), although they may use locative particles in spatial relational expression, distribute spatial relational meaning quite differendy between and within form classes. We investigate the consequences of these differences for the acquisition of (...)
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  16. Karen D. Johnson-Webb (2004). The Role of Migration, Family Characteristics and English-Language Ability in Latino Academic Achievement. Inquiry 24 (1-2):21-31.score: 48.0
    Latinos comprise the largest minority group in the U.S. and 63 percent are foreign-born. An educational gap exists between Latinos in the U.S. and other groups in the U.S. Lower educational attainment has ramifications for labor market and other socioeconomic outcomes. Factors involving family context have best explained the educational gap, along with English proficiency and migration history. This study, using the Census long-form data, explores the role of socio-economic background, ethnicity, and migration history on educational outcomes of Latinos (...)
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  17. Tangiwai Mere Appelton Kepa (2000). Language Matters: The Politics of Teaching Immigrant Adolescents School English in the Secondary School. Educational Philosophy and Theory 32 (1):61–71.score: 48.0
    n this paper, I share my experiences of working with recently arrived immigrant adolescents from the Paci® c Islands geographic region (among others) in a unique language project in the secondary school system in Auckland. I argue that teaching English to speakers of other languages can be both creative and genuinely educative. By sharing my experiences of working with critical activity in teaching the school discourse, I hope to provide powerful insights into the creative processes made possible when (...)
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  18. G. Grossi, N. Savill, E. Thomas & G. Thierry (2011). Electrophysiological Cross-Language Neighborhood Density Effects in Late and Early English-Welsh Bilinguals. Frontiers in Psychology 3:408-408.score: 48.0
    Behavioral studies with proficient late bilinguals have revealed the existence of orthographic neighborhood density effects across languages when participants read either in their first (L1) or second (L2) language. Words with many cross-language neighbors have been found to elicit more negative event-related potentials (ERPs) than words with few cross-language neighbors (Midgley et al., 2008); the effect started earlier, and was larger, for L2 words. Here, 14 late and 14 early English-Welsh bilinguals performed a semantic categorization task (...)
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  19. Alison Holm & Barbara Dodd (1996). The Effect of First Written Language on the Acquisition of English Literacy. Cognition 59 (2):119-147.score: 48.0
    The relationship between first and second language literacy was examined by identifying the skills and processes developed in the first language that were transferred to the second language. The performance of 40 university students from The People's Republic of China, Hong Kong, Vietnam and Australia were compared on a series of tasks that assessed phonological awareness and reading and spelling skills in English. The results indicated that the Hong Kong students (with non-alphabetic first language literacy) (...)
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  20. Peter Ives (2009). Global English, Hegemony and Education: Lessons From Gramsci. Educational Philosophy and Theory 41 (6):661-683.score: 45.0
    Antonio Gramsci and his concept of hegemony are often invoked in current debates concerning cultural imperialism, globalisation and global English. However, these debates are rarely cognizant of Gramsci's own university training in linguistics, the centrality of language to his writings on education and hegemony, or his specific engagement with language politics in his own day. By paying much greater attention to Gramsci's writings on language and education, this article attempts to lay the groundwork for an adequate (...)
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  21. Orly Fuhrman, Kelly McCormick, Eva Chen, Heidi Jiang, Dingfang Shu, Shuaimei Mao & Lera Boroditsky (2011). How Linguistic and Cultural Forces Shape Conceptions of Time: English and Mandarin Time in 3D. Cognitive Science 35 (7):1305-1328.score: 45.0
    In this paper we examine how English and Mandarin speakers think about time, and we test how the patterns of thinking in the two groups relate to patterns in linguistic and cultural experience. In Mandarin, vertical spatial metaphors are used more frequently to talk about time than they are in English; English relies primarily on horizontal terms. We present results from two tasks comparing English and Mandarin speakers’ temporal reasoning. The tasks measure how people spatialize time (...)
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  22. Sven Ove Hansson (2012). From Latin to Linguistic Confusion to English: Language Shifts in Philosophy. Theoria 78 (1):1-5.score: 45.0
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  23. Catherine Merridale (1996). English-Language History and the Creation of Historical Paradigm. History of the Human Sciences 9 (4):81-98.score: 45.0
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  24. R. B. Onians (1929). An Essay in Comparative Literature God, Man, and Epic Poetry. A Study in Comparative Literature. By H. V. Routh, M.A., University Reader in English Language and Literature, London. Vol. I., Pp. X + 232 (Classical); Vol. II., Pp. Xii + 283 (Medieval). Cambridge: The University Press, 1927. 12s. 6d. Each Volume. [REVIEW] The Classical Review 43 (06):215-217.score: 45.0
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  25. Joseph P. Clancy (1952). Poets of the English Language. Thought 27 (3):458-460.score: 45.0
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  26. Daniel Donoghue (1991). Matsuji Tajima, Comp., Old and Middle English Language Studies: A Classified Bibliography, 1923–1985.(Amsterdam Studies in the Theory and History of Linguistic Science, 5/13.) Amsterdam and Philadelphia: John Benjamins, 1988. Pp. Xxxiv, 391. Hfl 225. $100. [REVIEW] Speculum 66 (2):482-483.score: 45.0
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  27. S. I. Duruoha (2006). Social Action in Nigerian English Language Poetry: A Linguistic Change in Poetic Discourse. Sophia: An African Journal of Philosophy 8 (1).score: 45.0
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  28. Naratip Jindapitak & Adisa Teo (2013). The Emergence of World Englishes: Implications for English Language Teaching. Emergence 2 (2).score: 45.0
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  29. Abdul Wahid Mir (2012). SQC and the Fluency Hypothesis. AI and Society 27 (3):417-420.score: 45.0
    Students’ Quality Circles (SQCs) are considered in the context of English Language Teaching in Pakistan, with a focus on oral expression. SQCs offer many educational benefits.
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  30. Peter S. Baker (1986). Joyce Hill, Ed., Old English Minor Heroic Poems. (Durham and St. Andrews Medieval Texts, 4.) Durham: Department of English Language and Medieval Literature, 1983. Paper. Pp. Vii, 104. £1.50. [REVIEW] Speculum 61 (1):237-237.score: 45.0
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  31. Harry Elmer Barnes (1922). V. Some of the More Important Works on Sociology Which Have Appeared in the English Language Since 1914. Archiv für Geschichte der Philosophie 34 (3-4):101-117.score: 45.0
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  32. Feysa Demie & Steve Strand (2006). English Language Acquisition and Educational Attainment at the End of Secondary School. Educational Studies 32 (2):215-231.score: 45.0
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  33. William Gustason (1994). English Language Philosophy 1750-1945. Review of Metaphysics 48 (2):426-428.score: 45.0
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  34. Caroline Kithinji & Nancy E. Kass (2010). Assessing the Readability of Non-English-Language Consent Forms: The Case of Kiswahili for Research Conducted in Kenya. Irb: Ethics and Human Research 32 (4):10.score: 45.0
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  35. Mei Lin (2007). Educating English Language Learners: A Synthesis of Research Evidence ‐ Edited by F. Genesee, K. Lindholm‐Leary, W.M. Saunders and D. Christian. [REVIEW] British Journal of Educational Studies 55 (4):476-478.score: 45.0
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  36. Pik-yee Lo & 盧碧儀 (1993). Formative Assessment in English Language Education In. Complexity 35 (2.3):3-4.score: 45.0
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  37. Hannah Rose Kunert (forthcoming). Linguistic Imperialism and English Language Teaching in Japan. Sophia.score: 45.0
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  38. R. Wood (2006). Sex Differences in Answers to English Language Comprehension Items. Educational Studies 4 (2):157-165.score: 45.0
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  39. Noel S. Adams (2002). The Early and Recent Reception of Fear and Trembling and Repetition in the English Language. Kierkegaard Studies Yearbook 2002 (1).score: 45.0
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  40. Peter S. Baker (1987). David L. Hoover, A New Theory of Old English Meter. (American University Studies, Ser. 4: English Language and Literature, 14.) New York, Bern, and Frankfurt Am Main: Peter Lang, 1985. Pp. Xvi, 191. $24. [REVIEW] Speculum 62 (4):950-952.score: 45.0
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  41. Lee C. Barrett (2004). A History of the Reception of Philosophical Fragments in the English Language. Kierkegaard Studies Yearbook 2004 (1).score: 45.0
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  42. Lee Baxandall (1968). Marxism and Aesthetics: A Selective Annotated Bibliography; Books and Articles in the English Language. New York, Humanities Press.score: 45.0
     
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  43. Janet Berković (2011). The Book That Changed the World the Influence of the King James Bible on English Language and Literature. Kairos: Evanđeoski Teološki Časopis 5 (2):313-323.score: 45.0
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  44. D. Cartwright (1987). An English-Language Bibliography of Works on Schopenhauer. Schopenhauer-Jahrbuch 68:257-266.score: 45.0
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  45. Carol Clover (1980). Sigurður Nordal, Ed., Vqluspá. Trans. B. S. Benedikz and John McKinnell. (Durham and St. Andrews Medieval Texts, 1.) Durham: Department of English Language and Medieval Literature; Fife: Department of English, 1978. Paper. Pp. Viii, 165. £1.20. [REVIEW] Speculum 55 (3):630.score: 45.0
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  46. L. England (1999). Business Ethics, Volume III, Civil Society: An On Line Journal. The English Language Teaching Forum (Electronic Version). Business Ethics 3.score: 45.0
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  47. D. J. Ferrero (1999). The Culture Wars Go to Washington: Ideology, Realpolitick, and the NCTE English Language Arts Standards. Journal of Thought 34:23-38.score: 45.0
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  48. Allen J. Frantzen (1980). Lars Malmberg, Ed., Resignation, (Durham and St. Andrews Medieval Texts, 2.) Durham: Department of English Language and Medieval Literature, 1979. Paper. Pp. 45. £1. [REVIEW] Speculum 55 (4):872.score: 45.0
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  49. Wen Haiming (2012). Confucian Role Ethics in Chinese- and English-Language Contexts. Frontiers of Philosophy in China 7 (4):627-634.score: 45.0
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  50. Nicholas Howe (1996). Norman Blake, Ed., The Cambridge History of the English Language, 2: 1066–1476. Cambridge, Eng.: Cambridge University Press, 1992. Pp. Xxi, 703. [REVIEW] Speculum 71 (1):125-127.score: 45.0
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