Suchergebnisse

Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners' attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners' reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants' proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants' reading attitudes in comparison with the IR approach.

Frontmatter -- Contents -- Prologue -- Introduction -- Part 1. SPEED AS EXPERIENCE -- 1. Affective Crowds and Making the 24-Hour City -- 2. Intimate Networks -- 3. Passionate Imitation -- Part 2. PROBLEMATIZATION OF SPEED -- 4. Redirecting the Future -- 5. Pacing the Flow -- Conclusion -- Acknowledgments -- Notes -- Bibliography -- Index

AbstractBackgroundStudies have reported difficulties in job acquisition and retention as well as unstable employment status among individuals with intellectual disabilities.MethodChi‐square, one‐way ANOVA, and binary logistic regression analysis were employed to investigate the factors that affect the labour market transition of 374 individuals with intellectual disabilities.ResultsThere were significant differences in sex between the sustained unemployment group and the sustained employment groups; in educational level, between sustained employment and other groups; and in basic living security assistance received, between sustained unemployment and other groups. All psychological factors in the sustained employment group were higher than in the sustained unemployment group. Communication ability significantly affected sustained employment.ConclusionsGreater family support was associated with a lower turnover probability, and a higher educational level and greater family support increased the probability of retention. Developing family support systems may decrease the possibility of turnover and increase retention.

Taking two examples, Sarangbang displays in the National Museum of Denmark (1966) and the British Museum (2000), my research traces the construction and circulation of meaning within permanent Korean art and culture exhibition galleries, as conceptualized by the government of the Republic of Korea (South Korea). By analyzing the visual and textual discourse of displays that reconstruct the sarangbang (scholars' study) of the late Chosŏn period, primarily the 18th and 19th centuries, I seek to explore the communication dynamics employed to deliver knowledge about Korean art to European visitors, to integrate such knowledge within the Euro-centric universal knowledge production system, and to subvert (or to reinforce) the global hierarchies of values applied to non-European and traditional arts.