• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • The Pennsylvania State University CiteSeerX Archives (7)
    • Ni Lar Thein (4)
    • South, Ashley (4)
    • Soe, Hnin Pwint (3)
    • Tin Myat Htwe (3)
    • Unitec Institute of Technology (3)
    • Bernot, Denise (2)
    • Bertrand, Jacques (2)
    • Edwards, Penelope (2)
    • Hall, Elizabeth (2)
    • Khine, Su Mon (2)
    • Kirkpatrick, Andy (2)
    • Malgorzata E. Cavar, Director of Linguist List (2)
    • Okell, John (2)
    • Tanasevitch, Andrei V. (2)
    • Thinn Thinn Wai (2)
    • Vittrant, Alice (2)
    • Yadana Thein (2)
    • Ahmed, Irfan (1)
    • Anui (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 21 – 40 of 62 21 Personal Pronoun Systems In The Languages Of The Greater Burma Zone ... Müller, André; Weymuth, Rachel. - : Zenodo, 2017 BASE Show details 22 Oedothorax myanmar Tanasevitch, 2017, new species ... Tanasevitch, Andrei V.. - : Zenodo, 2017 BASE Show details 23 Oedothorax myanmar Tanasevitch, 2017, new species ... Tanasevitch, Andrei V.. - : Zenodo, 2017 BASE Show details 24 On the Linguistic Affiliation of 'Tai Loi' 2017 BASE Show details 25 Shwe U Daung and the Burmese Sherlock Holmes: To be a modern Burmese citizen living in a nation-state, 1889 -1962 Takahashi, Yuri. - : The University of Sydney, 2017. : Department of Southeast Asian Studies, 2017. : Faculty of Arts and Social Sciences, School of Languages and Cultures, 2017 BASE Show details 26 Les Archives Sonores de Denise Bernot (Birmanie/Burma) ... : Sound archives of Denise Bernot (Burma/Myanmar) ... Vittrant, Alice; Bernot, Denise. - : Laboratoire de langues et civilisations à tradition orale; Dynamique du langage, 2016 BASE Show details 27 Relocating the interlocuteur: Taw Sein Ko (1864-1930) and the itinerancy of knowledge in British Burma Edwards, Penelope In: South East Asia Research (2015) BASE Show details 28 Relocating the interlocuteur: Taw Sein Ko (1864-1930) and the itinerancy of knowledge in British Burma Edwards, Penelope In: South East Asia Research (2015) BASE Show details 29 MYANMAR WEB PAGES CRAWLER ... Khine, Su Mon; Yadana Thein. - : Zenodo, 2015 BASE Show details 30 MYANMAR WEB PAGES CRAWLER ... Khine, Su Mon; Yadana Thein. - : Zenodo, 2015 BASE Show details 31 Palaungic Linguistic Bibliography with Selected Annotations Hall, Elizabeth; Cheeseman, Nathaniel; Gordon, Darren. - 2015 BASE Show details 32 ‘It depends on us’: The experiences of fifteen young Burmese migrants living in the border town of Mae Sot, Thailand Ross, Rebecca Helene. - : Victoria University of Wellington, 2015 BASE Show details 33 Perceptions of students and teachers on the role of extracurricular activities at a private university in Myanmar Soe, Hnin Pwint. - 2014 BASE Show details 34 Perceptions of students and teachers on the role of extracurricular activities at a private university in Myanmar Soe, Hnin Pwint. - 2014 BASE Show details 35 Perceptions of students and teachers on the role of extracurricular activities at a private university in Myanmar Soe, Hnin Pwint. - 2014 BASE Show details 36 Sanskrit and Pāli influence on languages and literatures of ancient Java and Burma Zakharyin, Boris In: Lingua Posnaniensis. - Poznań : PTPN 55 (2013) 2, 151-158 BLLDB OLC Linguistik Show details 37 Investigating students’ experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan Ahmed, Irfan. - 2012 Abstract: The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students’ learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students’ learning experiences, as well as teachers’ perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students’ learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP’s policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students’ gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP’s institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities’ high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students’ English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university’s treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students’ roles and their relationship with teachers and peers in the classroom. Teachers’ pedagogic strategies and large classes were found to be influential factors affecting students’ participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students’ full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students’ participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students’ gender identities; units which are based on exclusively Western, urban contexts conflict with students’ rural-ethnic identities, and units that are based on graph-comprehension conflict with students’ identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students’ gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students’ learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers. Keyword: LB Theory and practice of education; LG060 India. Pakistan. Bangladesh. Burma (Republic of the Union of Myanmar). Sri Lanka. Nepal URL: http://sro.sussex.ac.uk/id/eprint/43289/1/Ahmed,_Irfan.pdf http://sro.sussex.ac.uk/id/eprint/43289/ BASE Hide details 38 The language difference : language and development in the Greater Mekong sub-region Djité, Paulin G.. - Bristol [u.a.] : Multilingual Matters, 2011 BLLDB UB Frankfurt Linguistik Show details 39 English as a lingua franca in ASEAN : a multilingual model Kirkpatrick, Andy. - Hong Kong : Hong Kong University Press, 2010 BLLDB UB Frankfurt Linguistik Show details 40 Perceptions of Tuberculosis among the Karen-Burmese Population in DeKalb County, Georgia Peterkin, Renée In: Public Health Theses (2009) BASE Show details Page: 1 2 3 4

Mobile view All Catalogues UB Frankfurt Linguistik 7 IDS Mannheim 0 OLC Linguistik 2 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 2 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 9 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 50 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0