1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Practice is a necessary but not sufficient condition to reach high levels of competence. Deliberate practice, which includes five basic elements, is needed to build expertise. Those elements include: 1. Effortful exertion to improve performance 2. Intrinsic motivation to engage in the task 3. Carefully tailored practice tasks that focus on areas of weakness 4. Feedback that provides knowledge of results, and 5. Continued repetition over a number of years (p. 256)

e‐Learning and the Science of Instruction

Thank you very much for downloading knowledge of language its nature origin and use. Maybe you have knowledge that, people have search numerous times for their favorite books like this knowledge of language its nature origin and use, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some infectious virus inside their desktop computer.

Knowledge Of Language Its Nature Origin And Use

Written for students of linguistics, applied linguistics and speech therapy, this dictionary covers over 2,000 terms in phonetics and phonology. In addition to providing a comprehensive, yet concise, guide to an enormous number of individual terms, it also includes an explanation of the most important theoretical approaches to phonology. Its usefulness as a reference tool is further enhanced by the inclusion of pronunciations, notational devices and symbols, earliest sources of terms, suggestions for further reading, and advice with regard to usage. The wide range of topics explained include: * Classical phonology, including American Structuralism and the Prague School * Contemporary approaches, including Autosegmental Phonology, Metrical Phonology, Dependency Phonology, Government Phonology and Lexical Phonology * Prosodic ideas in phonology, both traditional and contemporary ^ * * historical phonology * Intonation and tonology This dictionary devotes space to the various theoretical approaches in proportion to their importance, but it concentrates most heavily on non-theory-bound descriptive terminology. It will remain a definitive reference for years to come.

语音学和音系学词典 = A dictionary of phonetics and phonology

This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels.

A model for aligning assessment with competences and learning activities in online courses

Contrastive phonemics is the field of study in which different phonemic systems are laid side by side to find out similarities and dissimilarities between the phonemes of the languages concerned. Every language has its own phonemic system, which holds unique as well as common features. A language shares some phonemes with other languages, but no two languages have the same phonemic inventory. This article makes a contrastive analysis of the phonemic systems of English and Bangla. The aspects of similarities as well as dissimilarities between the two have been explored in detail. It brings into focus the inventory of phonemes of the two languages along with relevant phonetic and phonological characteristics. The vowel and consonant phonemes of the two languages have been compared with sufficient examples, making it clear where and how they are identical and different. Key words: contrastive; Bangla; English; phonemics DOI: 10.3329/dujl.v2i4.6898 Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.19-42

/pdf/a-contrastive-analysis-of-english-and-bangla-phonemics-1j4g45lufn.pdf

A contrastive analysis of English and Bangla phonemics

Noam Chomsky, one of the most famous linguists of the twentieth century, based his linguistic works on certain philosophical doctrines. His main contribution to linguistics is Transformational Generative Grammar, which is founded on mentalist philosophy. He opposes the behaviourist psychology in favour of innatism for explaining the acquisition of language. He claims that it becomes possible for human child to learn a language for the linguistic faculty with which the child is born, and that the use of language for an adult is mostly a mental exercise. His ideas brought about a revolution in linguistics, dubbed as Chomskyan Revolution. According to him, the part of language which is innate to human being would be called Universal Grammar. His philosophy holds a strong propensity to rationalism in search of a cognitive foundation. His theory is a continuation of analytic philosophy, which puts language in the centre of philosophical investigation. He would also be identified as an essentialist. This paper considers various aspects of Chomsky’s linguistic philosophy with necessary elaborations. DOI: http://dx.doi.org/10.3329/pp.v51i1-2.17681

The Linguistic Philosophy of Noam Chomsky

River morphometry is a useful approach in basin analysis which helps to interprets fluvially originated landforms. The aim of the present work is to evaluate the morphometric and morphotectonic parameters along with prioritization for soil erosion and water availability in Chite Lui watershed. Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) is a useful approach to find out soil erosion and ground water potential zone with an aim to achieve successful management of a watershed. It helps to examine the susceptibility zone in watershed. The present paper documents the delineation of 14 sub-watersheds in Chite Lui River at 3rd order stream. Its prioritization has been performed using several morphometric parameters namely drainage density, elongation ratio and many other parameters using Analytical Hierarchical Process (AHP). Sub-watersheds are ranked from 1–14 based on soil erosion and groundwater potential zones. The Chite Lui watershed is a fifth order drainage basin with a total area of 52.7 km2. The tectonic parameters of the watershed as the asymmetry value is 34%, indicates the structural control over the area either by uplift or tilting. The hypsometric integral value is 0.5 and the valley width height ratio is 0.05 which also suggest tectonic activity in the area. Sinuosity related many parameters along with geomorphic indices like stream power index (SPI), stream gradient index (SL) and topographic wetness index (TWI) were also calculated to suggest the watershed health. The present paper shows that the morphometric analysis is highly relevant and efficient in delineating susceptibility zones.

Geomorphic Analysis, Morphometric-based Prioritization and Tectonic Implications in Chite Lui River, Northeast India

For centuries, education has been teacher- centered, that is the classrooms have been dominated by teachers. All round the world, the educationists in conformity with tradition have emphasized transferring knowledge and skills from teachers to learners. In ancient Greek, Indian and Chinese societies, the mode of education was basically the same. Disciples used to gather around the gurus/philosophers to listen to their words in order to learn earthly and spiritual affairs. The scene was not changed much until the twentieth century, when education philosophers, psychologists, researchers, planners, managers and practitioners started to realize that too much teacher-dependence robs students of their creative and critical capacities. Therefore they made a plea that learning should be active rather than passive, interactive rather than lecture-based. Education becomes effective when students learn through problem-solving activities, in total self-engagement, with minimum intervention by the teacher. The teacher plays the central role in a teacher- centered classroom, but the learners' role is central in a learner-centered classroom. In the former approach, knowledge is thrust upon the students whereby they receive it passively, but in the latter, knowledge is hidden from the students whereby they make active efforts to discover it. The principal objective of learner- centered education is to make students independent in their thoughts and actions through the institutional support. The move towards learner-centered education has been stronger in the twenty-first century. It is being practiced in many good educational institutions. But it must be admitted that learning is still mostly teacher- centered, not only in Bangladesh but also other parts of the world. We have to make further progress onto learner-centered instruction with a view to making education truly meaningful to those whom it is meant for. It is a big challenge for pedagogy today. Establishing student-centered educational system, away from the teacher-centered one, would be called a paradigm shift as it brings about fundamental changes in teaching/learning practices. This paper sheds light on various aspects of learner-centered education including its philosophy, characteristics, benefits and impediments to implementation.

Shifting Education from Teacher-Centered to Learner-Centered Paradigm

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

Binoy Barman

Papers

A contrastive analysis of English and Bangla phonemics

The Linguistic Philosophy of Noam Chomsky

Geomorphic Analysis, Morphometric-based Prioritization and Tectonic Implications in Chite Lui River, Northeast India

Shifting Education from Teacher-Centered to Learner-Centered Paradigm

Facilitating ELT through Moodle and Google Classroom