http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Martin Todd (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
Changes in English Language Teaching (ELT) Textbook Syllabuses in Korea Since 1994
Martin Todd 국제인문사회연구학회 2024 Studies on Humanities and Social Sciences (SHSC) Vol.6 No.1
Changes in English Language Teaching (ELT) Textbook Syllabuses in Korea Since 1994 Martin Todd* Abstract: The textbook used in a foreign language course has a profound influence over what material is taught, when it is taught and how it is taught. It provides a structure and a syllabus for the program and may also help train inexperienced teachers. The syllabus of a textbook affects the content, the layout and the order of the materials in the textbook. The author looked at the evolution of university level English conversation textbook syllabuses over the last 30 years to see if there are trends that may relate to what was going on in Korea at that time. He did this by evaluating the syllabuses in sixteen English conversation textbooks he had collected over his time teaching in Korea. In the early 1990s, fueled by globalization, the Asian Games in Seoul and the Seoul Olympics, “English Fever” began to take hold of Korea, affecting Koreans’ perception of English, government policy, and the way English was being taught. The perception was that English teaching was failing in Korea, in large part due to the use of the grammar/translation method of teaching and a new emphasis was put on obtaining communicative competence. The author found some patterns. Notably, that the structural syllabus, although it did not increase in popularity, moved from being a primarily grammar based syllabus to having significant lexical input, probably because of the increase in corpus research enabled by the increasing computer power at the time. He also noted that the skill-based syllabus was used in almost all textbooks and became the dominant syllabus. Finally, he found that the syllabuses, since 2008, have converged, so that syllabuses from different publishers and different years were similar. This raises a concern that stakeholders may be getting complacent about examining the textbooks they have available and about the limitation of textbook choice among teachers. Key Words: Syllabus, Curriculum, Textbook, English Fever, English Language Teaching □ Received: Jan. 20, 2024, Revised: Feb. 13, 2024, Accepted: Feb. 20, 2024* Assistant Professor, Yongin Univ., Email: martinhtodd@gmail.com
-
todd martin harold 한국국제문화교류학회 2024 문화교류와 다문화교육 Vol.13 No.1
The purpose of this study was to determine the effects of posting student profiles to Padlet, to be accessible to other students, on writing self-efficacy (WSE), writing quality, and the writing experience of English as a Foreign Language (EFL) students. In the study, two groups of students were assigned to compose three-paragraph dating profiles and only the experimental group posted their profiles online. The students completed a Self-Efficacy for Writing Scale (SEWS) and a Liking Writing Scale (LWS) and the profiles were evaluated for quality using a modified Educational Testing Service (ETS) writing rubric to determine differences in writing quality. Finally, end of semester interviews were analyzed for themes to determine differences in the students writing experience. No significant difference was found between the SEWS or the LWS scores of the two groups. However, the experimental group had a significantly higher average writing score for the profile and also for two of the three paragraphs. There were also differences between the two groups in the themes that were brought up by students while discussing the project. While more students who did not post their profiles mentioned themselves in interviews, students who posted their profiles were more inclined to talk about friends or online profiles. The study concluded that posting student profiles to Padlet did have benefits for EFL students learning writing. Although, due to the small size of the study, it is difficult to extrapolate the results beyond the students in the study, it showed a significantly higher quality of writing for the students under treatment partly due to writing off topic by the control students. The student experience also had several differences between groups.
-
Iatagan R. Josino,Bruno C. Martins,Andressa A. Machado,Gustavo R. de A. Lima,Martin A. C. Cordero,Amanda A. M. Pombo,Rubens A. A. Sallum,Ulysses Ribeiro Jr,Todd H. Baron,Fauze Maluf-Filho 대한소화기내시경학회 2023 Clinical Endoscopy Vol.56 No.6
Background/Aims: Self-expandable metallic stents (SEMSs) are widely adopted for the palliation of dysphagia in patients with malig-nant esophageal strictures. An important adverse event is the development of SEMS-induced esophagorespiratory fistulas (SEMS-ERFs). This study aimed to assess the risk factors related to the development of SEMS-ERF after SEMS placement in patients withesophageal cancer. Methods: This retrospective study was performed at the Instituto do Cancer do Estado de São Paulo. All patients with malignantesophageal strictures who underwent esophageal SEMS placement between 2009 and 2019 were included in the study. Results: Of the 335 patients, 37 (11.0%) developed SEMS-ERF, with a median time of 129 days after SEMS placement. Stent flare of 28mm (hazard ratio [HR], 2.05; 95% confidence interval [CI], 1.15–5.51; p=0.02) and post-stent chemotherapy (HR, 2.0; 95% CI, 1.01–4.00; p=0.05) were associated with an increased risk of developing SEMS-ERF, while lower-third tumors were a protective factor (HR,0.5; 95% CI, 0.26–0.85; p=0.01). No difference was observed in overall survival. Conclusions: The incidence of SEMS-ERFs was 11%, with a median time of 129 days after SEMS placement. Post-stent chemotherapyand a 28 mm stent flare were associated with a higher risk of SEMS-ERF.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
