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This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.

Teaching --- Didactics of languages --- Educational sciences --- Linguistics --- onderwijs --- talenonderwijs --- linguïstiek --- opvoeding

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This book focuses on appropriate English for Academic Purposes instructional concepts and methods in the Japanese context. It investigates a variety of pedagogical techniques, addressing the fundamental academic English skills – listening, speaking, reading and writing – as well as assessment and materials development. All the research included was conducted in Japanese university settings, thus shedding new light on the effective implementation of EAP teaching and learning activities with Japanese learners of English. This book is of interest to anyone working in an EAP context at the secondary or tertiary level, especially those which include Japanese learners.  .

Teaching. --- Education. --- Language and education. --- Higher education. --- Language Education. --- Learning & Instruction. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Educational linguistics --- Education --- Language and languages --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Language and languages. --- Education, Higher. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Learning. --- Instruction. --- Learning process --- Comprehension

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This book investigates the current EFL market in East Asia, focusing on K-12, university, and cram school English education in Japan, China, and Korea. It explores prevailing educational practices by both Asian learners and teachers of English, contrasting them with Western practices, and illuminating why Western pedagogical methods have often encountered tremendous resistance from teachers, administrators, parents, and students in the East Asian classroom context. After establishing this cultural contrast of pedagogical norms, the book presents a series of practical means for adapting Western teaching practices and philosophies to better suit the learning styles of East Asian students and the cultural context and practical realities of the East Asian classroom, offering both Western teachers working in East Asia and native East Asian teachers realistic plans for turning theory into successful practice. These plans are divided by subsections, focusing on the linguistic subskills being taught: listening/speaking, reading, and writing. Each section includes two contrasting lesson plans to demonstrate how the educational theories and practices promoted by the author can often be implemented by making relatively simple changes to existing practices that incorporate a fuller understanding of how to actively assist students in developing new learning styles and behaviors. .

Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- East Asia --- Japan

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The MoDELS (Model Driven Engineering, Languages, and Systems) conference is a continuation of the successful series of UML conferences. This volume contains the ?nal versions of the technical papers presented at MoDELS 2005 in Montego Bay, Jamaica, October 2-7, 2005. The UML series began in 1988 at Mulhouse, France when the Uni?ed Modeling Language was relatively new. Since then the conferences have been annually, with an increase in both attendance and the breadth of the work presentedattheconferences.Theappearanceofnewresearchareasandtopicsin prior conferences was the motivation for renaming the conference to re?ect the broadermissiontheconferenceswereenabling.Amongthenewareastakingtheir place alongside UML and related standards, such as Model Driven Architecture (MDA), are model refactoring, aspect oriented modeling, and model quality control. The call for papers for MoDELS 2005 resulted in the submission of 215 abstracts and 166 papers. Each submission was reviewed by at least 3 referees assignedfromthesetof51ProgramCommitteemembers.Afterseveralroundsof discussion within the ProgramCommittee, 46 papers (40 scienti?c papers and 6 experience papers) were selected for publication. The Program Committee also selected a paper for the Best Paper MoDELS 2005 Award. The paper is by Friedrich Steimann and is titled Domain Models are Aspect Free.  The review process was managed using the VirtualChair reviewing system, developed by Vahid Garousi at Carleton University, Ottawa, Canada.

Programming --- Artificial intelligence. Robotics. Simulation. Graphics --- Computer. Automation --- vormgeving --- simulaties --- programmeertalen --- software engineering --- informatica management

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Software engineering. --- Programming languages (Electronic computers). --- Computer simulation. --- Management information systems. --- Computer science. --- Software Engineering. --- Programming Languages, Compilers, Interpreters. --- Simulation and Modeling. --- Management of Computing and Information Systems. --- Model-driven software architecture --- UML (Computer science)