Search results for: post-traumatic writing

Authors: Mabel Ortiz, Claudio Díaz

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This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks.

Keywords: Argumentative essay, focused corrective feedback, perception, wiki environment.

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Authors: Khaled Igbaria

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While Ba‘albakī ceased writing or publishing since 1964, it is considerable and significant to investigate Ba‘albakī’s influence on others. This paper examines her influence on three Lebanese women writers: Emily Nasrallah, Muná Jabbūr, and Hanan al-Shaykh. However, the aim is not simply to examine the influence of the writer on these three authors, but rather to note similarities and differences in the challenges they faced and the agendas they followed in their fiction writing. For each of these writers, this article will describe elements of their literature, and then sketch out the influence which Ba‘albakī has had on them. This paper relies on material from Sidawi because it includes interviews with the female writers discussed that are relevant to the current discussion. Sidawi asked them about Ba‘albakī and her influence on them, the challenges they faced, and how they coped with them. This paper points out their comments using their own words. To be clear, examining these writers' notes and works is beyond the scope of this paper. To sum up, there are significant parallels between the life and work of Ba‘albakī, and other Lebanese women writers such as Nasrallah, Jabbūr and al-Shaykh. Like Ba‘albakī, Nasrallah and al-Shaykh also suffered in their struggle against their families. Nasrallah and al-Shaykh, like Ba‘albakī, suffered because their society did not trust in their abilities and creativity. Ba‘albakī opted for isolation because of her conflict with patriarchal society including the Lebanese women’s groups, while Nasrallah’s isolation was because she preferred individualism and autonomy, and Jabbūr, as could be speculated, was not able to cope with the suffering caused by her role as a woman writer within Lebanese society. Whereas Ba‘albakī isolated herself from the Lebanese women’s groups, focusing instead on her feminist writing and joining the Shi'r group, Al-Shaykh and the Lebanese women’s groups are able to cooperate in harmony. Furthermore, while Nasrallah and Al-Shaykh continued to publish fiction, Ba‘albakī stopped publishing fiction in 1964. All of the above confirms not only that it is worthy to investigate deeply and academically both the biography and the works of Ba‘albakī, but also that she deserves to include her throughout the top great Arab female writers, at the time, like Al-Shaykh and Nawal El Saadawi.

Keywords: Feminist writing, Hanan Al-Shaykh, Laylá Ba‘albakī, Lebanese women writers, Muná Jabbūr.

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Authors: Shao-Hsia Chang, Nan-Ying Yu

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The objective of this study was to test how advanced digital technology enables a more effective training on the handwriting of children with handwriting deficit. This study implemented the graphomotor apparatuses to a computer-assisted instruction system. In a randomized controlled trial, the experiments for verifying the intervention effect were conducted. Forty two children with handwriting deficit were assigned to computer-assisted instruction, sensorimotor training or control (no intervention) group. Handwriting performance was measured using the Elementary reading/writing test and computerized handwriting evaluation before and after 6 weeks of intervention. Analysis of variance of change scores were conducted to show whether statistically significant difference across the three groups. Significant difference was found among three groups. Computer group shows significant difference from the other two groups. Significance was denoted in near-point, far-point copy, dictation test, and writing from phonetic symbols. Writing speed and mean stroke velocity in near-, far-point and short paragraph copy were found significantly difference among three groups. Computer group shows significant improvement from the other groups. For clinicians and school teachers, the results of this study provide a motor control based insight for the improvement of handwriting difficulties.

Keywords: Dysgraphia, computerized handwriting evaluation, sensorimotor program, computer assisted program.

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Authors: Boon Yih Mah

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Web-based Cognitive Writing Instruction (WeCWI) is a hybrid e-framework for the development of a web-based instruction (WBI), which contributes towards instructional design and language development. WeCWI divides its contribution in instructional design into macro and micro perspectives. In macro perspective, being a 21st century educator by disseminating knowledge and sharing ideas with the in-class and global learners is initiated. By leveraging the virtue of technology, WeCWI aims to transform an educator into an aggregator, curator, publisher, social networker and ultimately, a web-based instructor. Since the most notable contribution of integrating technology is being a tool of teaching as well as a stimulus for learning, WeCWI focuses on the use of contemporary web tools based on the multiple roles played by the 21st century educator. The micro perspective in instructional design draws attention to the pedagogical approaches focusing on three main aspects: reading, discussion, and writing. With the effective use of pedagogical approaches through free reading and enterprises, technology adds new dimensions and expands the boundaries of learning capacity. Lastly, WeCWI also imparts the fundamental theories and models for web-based instructors’ awareness such as interactionist theory, cognitive information processing (CIP) theory, computer-mediated communication (CMC), e-learning interactionalbased model, inquiry models, sensory mind model, and leaning styles model.

Keywords: WeCWI, instructional discovery, technological discovery, pedagogical discovery, theoretical discovery.

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Authors: Mohamed A. Sullabi

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The importance of the formal specification in the software life cycle is barely concealing to anyone. Formal specifications use mathematical notation to describe the properties of information system precisely, without unduly constraining the way in how these properties are achieved. Having a correct and quality software specification is not easy task. This study concerns with how a group of rectifiers can communicate with each other and work to prepare and produce a correct formal software specification. WBCS has been implemented based mainly in the proposed supported cooperative work model and a survey conducted on the existing Webbased collaborative writing tools. This paper aims to assess the feasibility of executing the web-based collaboration process using WBCS. The purpose of conducting this test is to test the system as a whole for functionality and fitness for use based on the evaluation test plan.

Keywords: Formal methods, Formal specifications, collaborative writing, Usability testing.

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Authors: Karen Armstrong

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Recent concerns about the value of teaching cursive handwriting in the classroom are based on the belief that cursive handwriting or penmanship is an outdated and unnecessary skill in today’s online world. The discussion of this issue begins with a description of current initiatives to eliminate handwriting instruction in schools. This is followed by a brief history of cursive writing through the ages. Next considered is a description of its benefits as a preliminary process for younger children as compared with immediate instruction in keyboarding, particularly in the areas of vision, cognition, motor skills and automatic fluency. Also considered, is cursive’s companion, paper itself, and the impact of a paperless, “screen and keyboard” environment. The discussion concludes with a consideration of the unique contributions of cursive and keyboarding as written forms of communication, along with their respective surfaces, paper and screen. Finally, an assessment of the practical utility of each skill is followed by an informal assessment of what is lost and what remains as we move from a predominantly paper and pen world of handwriting to texting and keyboarding in an environment of screens.

Keywords: Asemic writing, cursive, handwriting, keyboarding, paper.

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Authors: Duangkamol Thitivesa

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This paper explores the use of project work in a content-based instruction in a Rajabhat University, Thailand. The use of project is to promote kinds of learning expected of student teachers as stated by Thailand Quality Framework: TQF. The kinds of learning are grouped into five domains: Ethical and moral development, knowledge, cognitive skill, interpersonal skills and responsibility, and analytical and communication skills. The content taught in class is used to lead the student teachers to relate their previously-acquired linguistic knowledge to meaningful realizations of the language system in passages of immediate relevance to their professional interests, teaching methods in particular. Two research questions are formulate to guide this study: 1) To what degree are the five domains of learning expected of student teachers after the use of project in a content class?, and 2) What is the academic achievement of the students’ writing skills, as part of the learning domains stated by TQF, against the 70% attainment target after the use of project to enhance the skill? The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of a summative achievement test, student writing works, an observation checklist, and project diary. The scores in the summative achievement test were analyzed by mean score, standard deviation, and t-test. Project diary serves as students’ record of the language acquired during the project. List of structures and vocabulary noted in the diary has shown students’ ability to attend to, recognize, and focus on meaningful patterns of language forms.

Keywords: Thailand Quality Framework, Project Work, Writing skill.

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Authors: Mohd Salehuddin Mohd Zahari, Hamizad Abdul Hadi, Nik Mohd Shahril Nik Mohd Nor, Syuhirdy Mat Noor

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Postgraduate education is generally aimed at providing in-depth knowledge and understanding that include general philosophy in the world sciences, management, technologies, applications and other elements closely related to specific areas. In most universities, besides core and non-core subjects, a thesis is one of the requirements for the postgraduate student to accomplish before graduating. This paper reports on the empirical investigation into attributes that are associated with the obstacles to thesis accomplishment among postgraduate students. Using the quantitative approach the experiences of postgraduate students were tapped. Findings clearly revealed that information seeking, writing skills and other factors which refer to supervisor and time management, in particular, are recognized as contributory factors which positively or negatively influence postgraduates’ thesis accomplishment. Among these, writing skills dimensions were found to be the most difficult process in thesis accomplishment compared to information seeking and other factors. This pessimistic indication has provided some implications not only for the students but supervisors and institutions as a whole.

Keywords: Hospitality, Program, Postgraduate, thesis.

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Authors: Tatiana N. Astakhova, Alexander E. Saprygin, Tatiana A. Golovko, Alexander N. Savostyanov, Mikhail S. Vlasov, Natalia V. Borisova, Alexandera G. Karpova, Urana N. Kavai-ool, Elena Mokur-ool, Nikolay A. Kolchano, Lyubomir I. Aftanas

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The aim of the study is to compare behavioral and EEG reactions in Turkic-speaking inhabitants of Siberia (Tuvinians and Yakuts) and Russians during the recognition of syntax errors in native and foreign languages. Sixty-three healthy aboriginals of the Tyva Republic, 29 inhabitants of the Sakha (Yakutia) Republic, and 55 Russians from Novosibirsk participated in the study. EEG were recorded during execution of error-recognition task in Russian and English language (in all participants) and in native languages (Tuvinian or Yakut Turkic-speaking inhabitants). Reaction time (RT) and quality of task execution were chosen as behavioral measures. Amplitude and cortical distribution of P300 and P600 peaks of ERP were used as a measure of speech-related brain activity. In Tuvinians, there were no differences in the P300 and P600 amplitudes as well as in cortical topology for Russian and Tuvinian languages, but there was a difference for English. In Yakuts, the P300 and P600 amplitudes and topology of ERP for Russian language were the same as Russians had for native language. In Yakuts, brain reactions during Yakut and English language comprehension had no difference, while the Russian language comprehension was differed from both Yakut and English. We found out that the Tuvinians recognized both Russian and Tuvinian as native languages, and English as a foreign language. The Yakuts recognized both English and Yakut as foreign languages, but Russian as a native language. According to the inquirer, both Tuvinians and Yakuts use the national language as a spoken language, whereas they do not use it for writing. It can well be a reason that Yakuts perceive the Yakut writing language as a foreign language while writing Russian as their native.

Keywords: EEG, brain activity, syntactic analysis, native and foreign language.

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Authors: Ashrafosadat Mousavi Lar, Elahe Moravej

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To investigate and explain the history of each copy, we must refer to its past because it highlights parts of the civilization of people among which this copy has been codified. In this paper, eight Ferdowsi’s Shahnameh of Safavid era of Tabriz doctrine available in Iranian libraries and museums are studied. Undoubtedly, it can be said that Ferdowsi’s Shahnameh is one of the most important books that has been transcribed many times in different eras because it explains the Iranian champions’ prowess and it includes the history of Iran from Pishdadian to Sasanian dynasty. In addition, it has been attractive for governors and artists. The research methodology of this article is based on the analytical-descriptive arguments. The research hypothesis is based on papers used in Shahnameh writing in Safavid era of Tabriz doctrine were mostly Isfahanian papers existed. At that time, Isfahanian paper was unique in terms of quality, clarity, flatness of the sheets, volume, shape, softness and elegance, strength, and smoothness. This paper was mostly used to prepare the courtier and exquisite copies. This shows that the prepared copies in Safavid era of Tabriz doctrine were very important because the artists and people who ordered and were out of the court have ordered Isfahanian paper for writing their books.

Keywords: Shahnameh, Safavid era, Tabriz doctrine.

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Authors: Ashwag O. Maghraby, Nida N. Khan, Hosnia A. Ahmed, Ghufran N. Brohi, Hind F. Assouli, Jawaher S. Melibari

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The Arabic language is one of the most important languages. Learning it is so important for many people around the world because of its religious and economic importance and the real challenge lies in practicing it without grammatical or syntactical mistakes. This research focused on detecting and correcting the syntactic mistakes of Arabic syntax according to their position in the sentence and focused on two of the main syntactical rules in Arabic: Dual and Plural. It analyzes each sentence in the text, using Stanford CoreNLP morphological analyzer and machine-learning approach in order to detect the syntactical mistakes and then correct it. A prototype of the proposed system was implemented and evaluated. It uses support vector machine (SVM) algorithm to detect Arabic grammatical errors and correct them using the rule-based approach. The prototype system has a far accuracy 81%. In general, it shows a set of useful grammatical suggestions that the user may forget about while writing due to lack of familiarity with grammar or as a result of the speed of writing such as alerting the user when using a plural term to indicate one person.

Keywords: Arabic Language acquisition and learning, natural language processing, morphological analyzer, part-of-speech.

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Authors: Sumalee B., Sirinapa L., Jenjira T., Jr., Setasak S.

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The paper describes ergonomics problems trend of student at B5101 classroom building 2, Suranaree University of Technology. The objective to survey ergonomics problems and effect from use chairs for sitting in class room. The result from survey method 100 student they use lecture chair for sitting in classroom more than 2 hours/ day by RULA[1]. and Body discomfort survey[2]. The result from Body discomfort survey contribute fatigue problems at neck, lower back, upper back and right shoulder 2.93, 2.91, 2.33, 1.75 respectively and result from RULA contribute fatigue problems at neck, body and right upper arm 4.00, 3.75 and 3.00 respectively are consistent. After that the researcher provide improvement plan for design new chair support student fatigue reduction by prepare data of sample anthropometry and design ergonomics chair prototype 3 unit. Then sample 100 student trial to use new chair and evaluate again by RULA, Body discomfort and satisfaction. The result from trial new chair after improvement by RULA present fatigue reduction average of head and neck from 4.00 to 2.25 , body and trunk from 3.75 to 2.00 and arm force from 1.00 to 0.25 respectively. The result from trial new chair after improvement by Body discomfort present fatigue reduction average of lower back from 2.91 to 0.87, neck from 2.93 to 1.24, upper back 2.33 to 0.84 and right upper arm from 1.75 to 0.74. That statistical of RULA and Body discomfort survey present fatigue reduction after improvement significance with a confidence level of 95% (p-value 0.05). When analyzing the relationship of fatigue as part of the body by Chi – square test during RULA and Body discomfort that before and after improvements were consistent with the significant level of confidence 95% (p-value 0.05) . Moreover the students satisfaction result from trial with a new chair for 30 minutes [3]. 72 percent very satisfied of the folding of the secondary writing simple 66% the width of the writing plate, 64% the suitability of the writing plate, 62% of soft seat cushion and 61% easy to seat the chair.

Keywords: Ergonomics, Work station design, ErgonomicsChair, Student, Fatigue

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Authors: Wannakarn Likitrattanaporn

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The ultimate purpose of this investigation was to determine the teachers’ opinions as well as students’ opinions towards the Adapted English Lessons. The subjects of the study were 5 Thai teachers, who teach English, and 85 Grade 10 mixed-ability students at Triamudom Suksa Pattanakarn Ratchada School, Bangkok, Thailand. The research instruments included questionnaires and the informal interview. The data from the research instruments was collected and analyzed concerning linguistic principles of minimal pair and articulatory phonetics as well as teaching techniques of mimicry-memorization; vocabulary substitution drills, language pattern drills, reading comprehension exercise, practicing listening, speaking and writing skill and communicative activities; informal talk and free writing. The data was statistically compiled according to an arithmetic percentage. The results showed that the teachers and students have very highly positive opinions towards adapting linguistic principles for teaching and learning phonological accuracy. Teaching techniques provided in the Adapted English Lessons can be used efficiently in the classroom. The teachers and students have positive opinions towards them too.

Keywords: Applying linguistic principles and teaching techniques, teachers’ and students’ opinions, teaching English, the Adapted English Lessons.

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Authors: Kamolrat Turner, Somporn Rakkwamsuk, Ladda Leungratanamart

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The aim of this descriptive study was to determine the perception of 21^st century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21^st century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21^st century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21^st century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration.

Keywords: 21st century skills, perception, nursing instructor, nursing student.

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Authors: Mahawish Masud, Muhammad Iqbal, M. U. Khan, Farooque Azam

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Manual writing of test cases from functional requirements is a time-consuming task. Such test cases are not only difficult to write but are also challenging to maintain. Test cases can be drawn from the functional requirements that are expressed in natural language. However, manual test case generation is inefficient and subject to errors.  In this paper, we have presented a systematic procedure that could automatically derive test cases from user stories. The user stories are specified in a restricted natural language using a well-defined template.  We have also presented a detailed methodology for writing our test ready user stories. Our tool “Test-o-Matic” automatically generates the test cases by processing the restricted user stories. The generated test cases are executed by using open source Selenium IDE.  We evaluate our approach on a case study, which is an open source web based application. Effectiveness of our approach is evaluated by seeding faults in the open source case study using known mutation operators.  Results show that the test case generation from restricted user stories is a viable approach for automated testing of web applications.

Keywords: Automated testing, natural language, user story modeling, software engineering, software testing, test case specification, transformation and automation, user story, web application testing.

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Authors: S. H. J. Liu

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This paper aims to explore the role of peer Corrective Feedback (CF) in improving written productions by English-as-a- foreign-language (EFL) learners who work together via Wikispaces. It attempted to determine the effect of peer CF on form accuracy in English, such as grammar and lexis. Thirty-four EFL learners at the tertiary level were randomly assigned into the experimental (with peer feedback) or the control (without peer feedback) group; each group was subdivided into small groups of two or three. This resulted in six and seven small groups in the experimental and control groups, respectively. In the experimental group, each learner played a role as an assessor (providing feedback to others), as well as an assessee (receiving feedback from others). Each participant was asked to compose his/her written work and revise it based on the feedback. In the control group, on the other hand, learners neither provided nor received feedback but composed and revised their written work on their own. Data collected from learners’ compositions and post-task interviews were analyzed and reported in this study. Following the completeness of three writing tasks, 10 participants were selected and interviewed individually regarding their perception of collaborative learning in the Computer-Mediated Communication (CMC) environment. Language aspects to be analyzed included lexis (e.g., appropriate use of words), verb tenses (e.g., present and past simple), prepositions (e.g., in, on, and between), nouns, and articles (e.g., a/an). Feedback types consisted of CF, affective, suggestive, and didactic. Frequencies of feedback types and the accuracy of the language aspects were calculated. The results first suggested that accurate items were found more in the experimental group than in the control group. Such results entail that those who worked collaboratively outperformed those who worked non-collaboratively on the accuracy of linguistic aspects. Furthermore, the first type of CF (e.g., corrections directly related to linguistic errors) was found to be the most frequently employed type, whereas affective and didactic were the least used by the experimental group. The results further indicated that most participants perceived that peer CF was helpful in improving the language accuracy, and they demonstrated a favorable attitude toward working with others in the CMC environment. Moreover, some participants stated that when they provided feedback to their peers, they tended to pay attention to linguistic errors in their peers’ work but overlook their own errors (e.g., past simple tense) when writing. Finally, L2 or FL teachers or practitioners are encouraged to employ CMC technologies to train their students to give each other feedback in writing to improve the accuracy of the language and to motivate them to attend to the language system.

Keywords: Peer corrective feedback, computer-mediated communication, second or foreign language learning, Wikispaces.

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Authors: Sugandhi, Parteek Kumar, Sanmeet Kaur

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Sign Language (SL) is used by deaf and other people who cannot speak but can hear or have a problem with spoken languages due to some disability. It is a visual gesture language that makes use of either one hand or both hands, arms, face, body to convey meanings and thoughts. SL automation system is an effective way which provides an interface to communicate with normal people using a computer. In this paper, an avatar based dictionary has been proposed for text to Indian Sign Language (ISL) generation system. This research work will also depict a literature review on SL corpus available for various SL s over the years. For ISL generation system, a written form of SL is required and there are certain techniques available for writing the SL. The system uses Hamburg sign language Notation System (HamNoSys) and Signing Gesture Mark-up Language (SiGML) for ISL generation. It is developed in PHP using Web Graphics Library (WebGL) technology for 3D avatar animation. A multilingual ISL dictionary is developed using HamNoSys for both English and Hindi Language. This dictionary will be used as a database to associate signs with words or phrases of a spoken language. It provides an interface for admin panel to manage the dictionary, i.e., modification, addition, or deletion of a word. Through this interface, HamNoSys can be developed and stored in a database and these notations can be converted into its corresponding SiGML file manually. The system takes natural language input sentence in English and Hindi language and generate 3D sign animation using an avatar. SL generation systems have potential applications in many domains such as healthcare sector, media, educational institutes, commercial sectors, transportation services etc. This research work will help the researchers to understand various techniques used for writing SL and generation of Sign Language systems.

Keywords: Avatar, dictionary, HamNoSys, hearing-impaired, Indian Sign Language, sign language.

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Authors: Rabih Joseph Nabhan

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This case study explores the impact of two major computer software programs Learn to Speak English and Learn English Spelling and Pronunciation, and some Internet search engines such as Google on mending the decoding and spelling deficiency of Simon X, a dyslexic student. The improvement in decoding and spelling may result in better reading comprehension and composition writing. Some computer programs and Internet materials can help regain the missing awareness and consequently restore his self-confidence and self-esteem. In addition, this study provides a systematic plan comprising a set of activities (four computer programs and Internet materials) which address the problem from the lowest to the highest levels of phoneme and phonological awareness. Four methods of data collection (accounts, observations, published tests, and interviews) create the triangulation to validly and reliably collect data before the plan, during the plan, and after the plan. The data collected are analyzed quantitatively and qualitatively. Sometimes the analysis is either quantitative or qualitative, and some other times a combination of both. Tables and figures are utilized to provide a clear and uncomplicated illustration of some data. The improvement in the decoding, spelling, reading comprehension, and composition writing skills that occurred is proved through the use of authentic materials performed by the student under study. Such materials are a comparison between two sample passages written by the learner before and after the plan, a genuine computer chat conversation, and the scores of the academic year that followed the execution of the plan. Based on these results, the researcher recommends further studies on other Lebanese dyslexic learners using the computer to mend their language problem in order to design and make a most reliable software program that can address this disability more efficiently and successfully.

Keywords: Analysis, awareness, dyslexic, software.

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Authors: Mohammad Hassanzadeh

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As far as incidental vocabulary learning is concerned, the basic contention of the Involvement Load Hypothesis (ILH) is that retention of unfamiliar words is, generally, conditional upon the degree of involvement in processing them. This study examined input modality and incidental vocabulary uptake in a task-induced setting whereby three variously loaded task types (marginal glosses, fill-in-task, and sentence-writing) were alternately assigned to one group of students at Allameh Tabataba’i University (n=2l) during six classroom sessions. While one round of exposure was comprised of the audiovisual medium (TV talk shows), the second round consisted of textual materials with approximately similar subject matter (reading texts). In both conditions, however, the tasks were equivalent to one another. Taken together, the study pursued the dual objectives of establishing a litmus test for the ILH and its proposed values of ‘need’, ‘search’ and ‘evaluation’ in the first place. Secondly, it sought to bring to light the superiority issue of exposure to audiovisual input versus the written input as far as the incorporation of tasks is concerned. At the end of each treatment session, a vocabulary active recall test was administered to measure their incidental gains. Running a one-way analysis of variance revealed that the audiovisual intervention yielded higher gains than the written version even when differing tasks were included. Meanwhile, task 'three' (sentence-writing) turned out the most efficient in tapping learners' active recall of the target vocabulary items. In addition to shedding light on the superiority of audiovisual input over the written input when circumstances are relatively held constant, this study for the most part, did support the underlying tenets of ILH.

Keywords: Evaluation, incidental vocabulary learning, input mode, involvement load hypothesis, need, search.

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Authors: Zh. D. Dadebayev, M.T. Kozhakanova, I.K.Azimbayeva

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The issue of human anthropology took an important role in the last epochs and still hasn-t lost its importance. Scientists of different countries were interested in investigating the appearance of human being and the idea of life after death. While writing this article we noticed that scientists who made research in this issue, despite of the different countries and different epochs in which they lived, had similarities in their opinions. In given article we wrote great Kazakh poet AbaiKunanbayev-s philosophical view to the problem of human anthropology.

Keywords: anthropology, concept, human, nature

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Authors: Wang Haiyan

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This paper attempts to explore the phenomenon of metaphorization in English newspaper headlines from the perspective of pragmatic investigation. With relevance theory as the guideline, this paper makes an explanation of the processing of metaphor with a pragmatic approach and points that metaphor is the stimulus adopted by journalists to achieve optimal relevance in this ostensive communication, as well as the strategy to fulfill their writing purpose.

Keywords: Metaphorization, newspaper, headlines, relevance theory.

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Authors: Yun-Husan Huang

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Many English for Specific Purposes (ESP) textbooks are distributed globally as the content development is often obliged to compromises between commercial and pedagogical demands. Therefore, the issue of regional application and usefulness of globally published ESP textbooks has received much debate. For ESP instructors, textbook selection is definitely a priority consideration for curriculum design. An appropriate ESP textbook can facilitate teaching and learning, while an inappropriate one may cause a disaster for both teachers and students. This study aims to investigate the regional application and usefulness of an ESP textbook for information technology (IT). Participants were 51 sophomores majoring in Applied Informatics and Multimedia at a university in Taiwan. As they were non-English majors, their English proficiency was mostly at elementary and elementary-to-intermediate levels. This course was offered for two semesters. The textbook selected was Oxford English for Information Technology. At class end, the students were required to complete a survey comprising five choices of Very Easy, Easy, Neutral, Difficult, and Very Difficult for each item. Based on the content design of the textbook, the survey investigated how the students viewed the difficulty of grammar, listening, speaking, reading, and writing materials of the textbook. In terms of difficulty, results reveal that only 22% of them found the grammar section difficult and very difficult. For listening, 71% responded difficult and very difficult. For general reading, 55% responded difficult and very difficult. For speaking, 56% responded difficult and very difficult. For writing, 78% responded difficult and very difficult. For advanced reading, 90% reported difficult and very difficult. These results indicate that, except the grammar section, more than half of the students found the textbook contents difficult in terms of listening, speaking, reading, and writing materials. Such contradictory results between the easy grammar section and the difficult four language skills sections imply that the textbook designers do not well understand the English learning background of regional ESP learners. For the participants, the learning contents of the grammar section were the general grammar level of junior high school, while the learning contents of the four language skills sections were more of the levels of college English majors. Implications from the findings are obtained for instructors and textbook designers. First of all, existing ESP textbooks for IT are few and thus textbook selections for instructors are insufficient. Second, existing globally published textbooks for IT cannot be applied to learners of all English proficiency levels, especially the low level. With limited textbook selections, third, instructors should modify the selected textbook contents or supplement extra ESP materials to meet the proficiency level of target learners. Fourth, local ESP publishers should collaborate with local ESP instructors who understand best the learning background of their students in order to develop appropriate ESP textbooks for local learners. Even though the instructor reduced learning contents and simplified tests in curriculum design, in conclusion, the students still found difficult. This implies that in addition to the instructor’s professional experience, there is a need to understand the usefulness of the textbook from learner perspectives.

Keywords: ESP textbooks, ESP materials, ESP textbook design, learner perspectives on ESP textbooks.

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Authors: Mona Salah El-Din Hassanein

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Faced with a sudden, unexpected, and overwhelming event, the individual's normal cognitive processing may cease to function, trapping the psyche in "speechless terror", while images, feelings and sensations are experienced with emotional intensity. Unable to master such situation, the individual becomes a trauma victim who will be susceptible to traumatic recollections like intrusive thoughts, flashbacks, and repetitive re-living of the primal event in a way that blurs the distinction between past and present, and forecloses the future. Trauma is timeless, repetitious, and contagious; a trauma observer could fall prey to "secondary victimhood". Central to the process of healing the psychic wounds in the aftermath of trauma is verbalizing the traumatic experience (i.e., putting it into words) – an act which provides a chance for assimilation, testimony, and reevaluation. In light of this paradigm, this paper proposes a reading of Oscar Wilde's The Ballad of Reading Gaol, written shortly after his release from prison, as a post-traumatic text which traces the disruptive effects of the traumatic experience of Wilde's imprisonment for homosexual offences and the ensuing reversal of fortune he endured. Post-traumatic writing demonstrates the process of "working through" a trauma which may lead to the possibility of ethical agency in the form of a "survivor mission". This paper draws on fundamental concepts and key insights in literary trauma theory which is characterized by interdisciplinarity, combining the perspectives of different fields like critical theory, psychology, psychiatry, psychoanalysis, history, and social studies. Of particular relevance to this paper are the concepts of "vicarious traumatization" and "survivor mission", as The Ballad of Reading Gaol was written in response to Wilde's own prison trauma and the indirect traumatization he experienced as a result of witnessing the execution of a fellow prisoner whose story forms the narrative base of the poem. The Ballad displays Wilde's sense of mission which leads him to recognize the social as well as ethical implications of personal tragedy. Through a close textual analysis of The Ballad of Reading Gaol within the framework of literary trauma theory, the paper aims to: (a) demonstrate how the poem's thematic concerns, structure and rhetorical figures reflect the structure of trauma; (b) highlight Wilde's attempts to come to terms with the effects of the cataclysmic experience which transformed him into a social outcast; and (c) show how Wilde manages to transcend the victim status and assumes the role of ethical agent to voice a critique of the Victorian penal system and the standards of morality underlying the cruelties practiced against wrong doers and to solicit social action.

Keywords: Ballad of Reading Gaol, post-traumatic writing, trauma theory, Wilde.

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Authors: Feryal Aslani, Mohammad Mousakhani, Alireza Aslani

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One of the most important areas of knowledge management studies is knowledge sharing. Measured in terms of number of scientific articles and organization-s applications, knowledge sharing stands as an example of success in the field. This paper reviews the related papers in the context of the underlying individual behavioral variables to providea direction framework for future research and writing.

Keywords: future research, individual variables, knowledge sharing, organizational behavior

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Authors: Touahria Mohamed, Khababa Abdallah, Frécon Louis

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This paper proposes a declarative language for knowledge representation (Ibn Rochd), and its environment of exploitation (DeGSE). This DeGSE system was designed and developed to facilitate Ibn Rochd writing applications. The system was tested on several knowledge bases by ascending complexity, culminating in a system for recognition of a plant or a tree, and advisors to purchase a car, for pedagogical and academic guidance, or for bank savings and credit. Finally, the limits of the language and research perspectives are stated.

Keywords: Knowledge representation, declarative language, IbnRochd, DeGSE, facets, cognitive approach.

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Authors: Ramin Halavati, Mansour Jamzad, Mahdieh Soleymani

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Persian (Farsi) script is totally cursive and each character is written in several different forms depending on its former and later characters in the word. These complexities make automatic handwriting recognition of Persian a very hard problem and there are few contributions trying to work it out. This paper presents a novel practical approach to online recognition of Persian handwriting which is based on representation of inputs and patterns with very simple visual features and comparison of these simple terms. This recognition approach is tested over a set of Persian words and the results have been quite acceptable when the possible words where unknown and they were almost all correct in cases that the words where chosen from a prespecified list.

Keywords: Image Processing, Pattern Recognition.

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Authors: Luminiţa Duţică, Gheorghe Duţică

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One of the most powerful language innovation in the twentieth century music was the heterophony–hypostasis of the vertical syntax entered into the sphere of interest of many composers, such as George Enescu, Pierre Boulez, Mauricio Kagel, György Ligeti and others. The heterophonic syntax has a history of its growth, which means a succession of different concepts and writing techniques. The trajectory of settling this phenomenon does not necessarily take into account the chronology: there are highly complex primary stages and advanced stages of returning to the simple forms of writing. In folklore, the plurimelodic simultaneities are free or random and originate from the (unintentional) differences/‘deviations’ from the state of unison, through a variety of ornaments, melismas, imitations, elongations and abbreviations, all in a flexible rhythmic and non-periodic/immeasurable framework, proper to the parlando-rubato rhythmics. Within the general framework of the multivocal organization, the heterophonic syntax in elaborate (academic) version has imposed itself relatively late compared with polyphony and homophony. Of course, the explanation is simple, if we consider the causal relationship between the sound vocabulary elements – in this case, the modalism – and the typologies of vertical organization appropriate for it. Therefore, adding up the ‘classic’ pathway of the writing typologies (monody – polyphony – homophony), heterophony - applied equally to the structures of modal, serial or synthesis vocabulary – reclaims necessarily an own macrotemporal form, in the sense of the analogies enshrined by the evolution of the musical styles and languages: polyphony→fugue, homophony→sonata. Concerned about the prospect of edifying a new musical ontology, the composer Ştefan Niculescu experienced – along with the mathematical organization of heterophony according to his own original methods – the possibility of extrapolation of this phenomenon in macrostructural plan, reaching this way to the unique form of ‘synchrony’. Founded on coincidentia oppositorum principle (involving the ‘one-multiple’ binom), the sound architecture imagined by Ştefan Niculescu consists in one (temporal) model / algorithm of articulation of two sound states: 1. monovocality state (principle of identity) and 2. multivocality state (principle of difference). In this context, the heterophony becomes an (auto)generative mechanism, with macrotemporal amplitude, strategy that will be grown by the composer, practically throughout his creation (see the works: Ison I, Ison II, Unisonos I, Unisonos II, Duplum, Triplum, Psalmus, Héterophonies pour Montreux (Homages to Enescu and Bartók etc.). For the present demonstration, we selected one of the most edifying works of Ştefan Niculescu – Simphony II, Opus dacicum – where the form of (heterophony-)synchrony acquires monumental-symphonic features, representing an emblematic case for the complexity level achieved by this type of vertical syntax in the twentieth century music.

Keywords: Heterophony, modalism, serialism, synchrony, syntax.

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Authors: Fatima Muhammad Shitu

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In language learning, second language learners as well as Native speakers commit errors in their attempt to achieve competence in the target language. The realm of collocation has to do with meaning relation between lexical items. In all human language, there is a kind of ‘natural order’ in which words are arranged or relate to one another in sentences so much so that when a word occurs in a given context, the related or naturally co-occurring word will automatically come to the mind. It becomes an error, therefore, if students inappropriately pair or arrange such ‘naturally’ co–occurring lexical items in a text. It has been observed that most of the second language learners in this research group commit collocation errors. A study of this kind is very significant as it gives insight into the kinds of errors committed by learners. This will help the language teacher to be able to identify the sources and causes of such errors as well as correct them thereby guiding, helping and leading the learners towards achieving some level of competence in the language. The aim of the study is to understand the nature of these errors as stumbling blocks to effective essay writing. The objective of the study is to identify the errors, analyze their structural compositions so as to determine whether there are similarities between students in this regard and to find out whether there are patterns to these kinds of errors which will enable the researcher to understand their sources and causes. As a descriptive research, the researcher samples some nine hundred essays collected from three hundred undergraduate learners of English as a second language in the Federal College of Education, Kano, North- West Nigeria, i.e. three essays per each student. The essays which were given on three different lecture times were of similar thematic preoccupations (i.e. same topics) and length (i.e. same number of words). The essays were written during the lecture hour at three different lecture occasions. The errors were identified in a systematic manner whereby errors so identified were recorded only once even if they occur severally in students’ essays. The data was collated using percentages in which the identified numbers of occurrences were converted accordingly in percentages. The findings from the study indicate that there are similarities as well as regular and repeated errors which provided a pattern. Based on the pattern identified, the conclusion is that students’ collocation errors are attributable to poor teaching and learning which resulted in wrong generalization of rules.

Keywords: Collocations, errors, collocation errors, second language learning.

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Authors: Sherif Abdelazeem

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A comparison between the performance of Latin and Arabic handwritten digits recognition problems is presented. The performance of ten different classifiers is tested on two similar Arabic and Latin handwritten digits databases. The analysis shows that Arabic handwritten digits recognition problem is easier than that of Latin digits. This is because the interclass difference in case of Latin digits is smaller than in Arabic digits and variances in writing Latin digits are larger. Consequently, weaker yet fast classifiers are expected to play more prominent role in Arabic handwritten digits recognition.

Keywords: Handwritten recognition, Arabic recognition, Digits recognition, Document recognition

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Authors: Zeinabsadat Haghshenas

Abstract:

Bloom’s Taxonomy has been changed during the years. The idea of this writing is about the revision that has happened in both facts and terms. It also contains case studies of using cognitive Bloom’s taxonomy in teaching geometric solids to the secondary school students, affective objectives in a creative workshop for adults and psychomotor objectives in fixing a malfunctioned refrigerator lamp. There is also pointed to the important role of classification objectives in adult education as a way to prevent memory loss.

Keywords: Adult education, affective domain, cognitive domain, memory loss, psychomotor domain.

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