Argument structures in Chinese university students’ argumentative writing: a contrastive study

Situated within a Systemic Functional Linguistics genre paradigm, this study adopted a function-based linguistic approach to examine the argument structures in English writing produced by Chinese university students of English as foreign language (EFL). Their English writing was contrasted with three other sets of argumentative essays in order to explore differences and similarities in the use of argument structures. The four sets of essays were produced by three groups of university students: native English- and Chinese-speaking university students and Chinese university EFL students. Participants’ interviews and questionnaire responses were also collected. The study found that most native English-speaking participants used an analytical arguing strategy, while most Chinese-speaking university participants preferred a hortatory argument structure both in their English and Chinese writing. It was also found that Chinese participants’ English writing was influenced by both English and Chinese.

Introduction

This special issue of Nordic Journal of English Studies is devoted to the research in Irish Studies being carried out in Scandinavia by a group of scholars based in Denmark, Norway and Sweden, as well as scholars associated—in one way or another—with Scandinavia. Denmark is represented by the University of Aalborg; Norway, by scholars affiliated to the Universities of Agder, the Artic University of Norway, Bergen, and Stavanger; and Sweden is represented by scholars from the universities of Dalarna, Göteborg, Stockholm, Södertörn and Umeå. Included also in this special issue is the work of two former students, who completed their Masters’ degree in Irish literature at DUCIS (Dalarna University Centre for Irish Studies), Sweden—from Norway and China respectively. The collection also contains an article by Dara Waldron, Limerick Institute of Technology, Ireland, whof recently presented his research at the Higher Seminar in Dalarna. Contributions by the Irish poet, Mary O’Donnell, who participated in the Nordic Irish Studies Network (NISN) conference, hosted by DUCIS in December 2012, are also included.

Interview with Cynthia Venables

In her July 3, 2013 interview with Martha Manning, Cynthia Burris Venables shares her experiences at Winthrop from 1985-1989, as well as her career teaching English. Discussed is Venables coursework as an English major and the rigor of her studies. Additionally, Venables talks about Latin and Biology courses and who her favorite professors were. Venables details what it is like teaching in the 21st Century, her opinions on technology and teaching, and her accomplishments as an educator. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Clinicopathological analysis of head and neck chondrosarcoma: three case reports and literature review

Chondrosarcoma (CHS) is a malignant neoplasm characterized by the formation of cartilaginous matrix by neoplastic cells, with a high propensity for local recurrences. Head and neck CHS is rare, accounting for less than 12% of all cases of CHS, usually affecting the maxilla. The majority of affected patients are in the fourth decade of life, with a slight predilection for male patients. A painless swelling is commonly the most frequent complaint. Surgery with wide en-bloc resection is the preferred treatment for CHS; radiotherapy and chemotherapy are usually palliative options. Owing to its rarity, there are few clinical series evaluating the biological behaviour of head and neck CHS. The aim of this study is to analyse the clinicopathological characteristics of head and neck CHS by reporting 3 new cases of this neoplasia affecting the jaw bones and reviewing the clinical series previously published in the English literature.

O trabalho de licenciandos em alemão e inglês no PIBID: a construção da prática docente a partir das crenças de alunos do Ensino Médio sobre língua e cultura estrangeira

For some time, researchers in teacher education (ZEICHNER; LISTON, 1996; GIMENEZ, 2005) have been drawing attention to the need to place undergraduates in contexts of practice that help them make sense of the theoretical training they receive in the graduation course. In this article, we discuss the intersection between school and university for initial foreign language teacher education through activities carried out under the Brazilian Institutional Program for Initiation to Teaching – Language and Literature of a state university. These activities were aimed, on the one hand, to promote reflection about the concept of culture and intercultural language teaching during initial teacher education and, secondly, to deconstruct stereotypes of high school students about German and English language and culture. Based on the analysis of data on the beliefs of students of the school and the support of theoretical studies such as Kramsch (2006, 2009), Bolognini (1993), among others, workshops were designed to expand the cultural universe of the high school students in the partner state school, the concept of culture and to deconstruct stereotypes. It was found that the activity contributed to the reflective education of the undergraduate students in relation to the treatment of the subject culture in language teaching.

Lucile Kathryn Delano Papers - Accession 28

The Lucile Kathryn Delano Papers consist of correspondence (1926-1966) relating to Delano’s research and retirement from Winthrop; travel diaries of trips to Spain during the early part of the Spanish Civil War (1936), to Switzerland (1950), and to Russia (1966); a draft of her book Oh Lovely Spain (1973); passports; an account of a trip to Europe in 1932-1933; her dissertation The Sonnet In Lope De Vega’s Comedias (1925); research notes; manuscript for her book Charles De Lannoy; Victor of Pavia; photographs; and newspaper clippings.

Lucile Kathryn Delano Papers - Accession 509

The Lucile Kathryn Delano Papers consist of correspondence relating to Dr. Delano, Hallet Abend, and Virgilia Peterson (Princess Sapieha of Poland), an account of her trips to Europe and Mexico City, honors and awards she received, a dissertation presented to the Board of Graduate Studies at Washington University, notes on projected research on William Cullen Bryant, manuscripts, newspaper clippings, and family photographs.

Robert Philips Lane Papers - Accession 108

The Robert Philips Lane Papers consist of lecture notes, term papers, examinations, class rolls, seating charts, speech notes and papers relating to Dr. Lane’s career as an English professor at Winthrop. Comprising a significant portion of the collection are research notes, writings, research papers, and other notes on literary figures and genres while Dr. Robert Philip Lane was a student at Thayer Academy, Harvard University, and the University of North Carolina.

The lexical approach: collocability, fluency and implications for teaching

[EN] [EN] The lexical approach identifies lexis as the basis of language and focuses on the principle that language consists of grammaticalised lexis. in second language acquisition, over the past few years, this approach has generated great interest as an alternative to traditional grammar-based teaching methods. From a psycholinguistic point of view, the lexical approach consists of the capacity of understanding and producing lexical phrases as non-analysed entities (chunks). A growing body of literature concerning spoken fluency is in favour of integrating automaticity and formulaic language units into classroom practice. in line with the latest theories on SlA, we recommend the inclusion of a language awareness component as an integral part of this approach. The purpose is to induce what Schmidt (1990) calls noticing , i.e., registering forms in the input so as to store themin memory. This paper, which is in keeping with the interuniversity Research Project “Evidentialityin a multidisciplinary corpus of English research papers” of the University of las Palmas de Gran Canaria, provides a theoretical overview on theresearch of this approach taking into account both the methodological foundationson the subject and its pedagogical implications for SLA