Angebote zu "Criterion" (7 Treffer)

Kategorien

Shops

Youtube in the Language Classroom
23,90 CHF *
zzgl. 3,50 CHF Versand

Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning - no matter whether verbal or non-verbal - has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials - such as literature - that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube - such as free accessibility or the possibility to contribute -, in order to work out the advantages these YouTube-specific features additionally offer. The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology. The thesis closes with a summary of the main conclusions of part I and II.

Anbieter: Orell Fuessli CH
Stand: 11.08.2020
Zum Angebot
Bible and Theology in The Netherlands
52,90 CHF *
ggf. zzgl. Versand

Biblical interpretation and theological speculation are inseparable: each has constantly influenced the other for good or for ill. But which of the two is the final criterion? Though universally the church has given lip-service to the Scriptures as the source and norm of its theology, it has nonetheless allowed its theological commitment to shape and at times distort its principles of biblical interpretation. It has used the Bible more as a support for its dogmas than as a basis for testing and correcting them. This has proven to have been truce in liberal as well as in orthodox circles, and nowhere so clearly as in the Dutch modernist controversy of the late nineteenth century. The present study attempts: (1) to outline the major theological movements in The Netherlands previous to and following the crucial year 1850, bringing this forward to the early years of the present century; (2) to enter into a description and analysis of Dutch biblical criticism during this same period, paying special attention to the interpretation of the Old Testament, where the problems have been the greatest and the influence of Dutch scholars has been the most lasting; (3) to draw from this analysis conclusions regarding the relationship between theology and biblical exegesis that are valid not only for theological scholarship in one land and in one particular period but for the entire ongoing theological endeavor throughout the world. The greatest lesson that emerges from this study is that respect for the integrity of the biblical text is an indispensable prerequisite to genuine and lasting theological progress.

Anbieter: Orell Fuessli CH
Stand: 11.08.2020
Zum Angebot
Youtube in the Language Classroom
15,90 CHF *
ggf. zzgl. Versand

Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning - no matter whether verbal or non-verbal - has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials - such as literature - that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube - such as free accessibility or the possibility to contribute -, in order to work out the advantages these YouTube-specific features additionally offer. The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology. The thesis closes with a summary of the main conclusions of part I and II.

Anbieter: Orell Fuessli CH
Stand: 11.08.2020
Zum Angebot
Youtube in the Language Classroom
15,50 € *
zzgl. 3,00 € Versand

Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning - no matter whether verbal or non-verbal - has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials - such as literature - that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube - such as free accessibility or the possibility to contribute -, in order to work out the advantages these YouTube-specific features additionally offer. The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology. The thesis closes with a summary of the main conclusions of part I and II.

Anbieter: Thalia AT
Stand: 11.08.2020
Zum Angebot
Bible and Theology in The Netherlands
38,95 € *
ggf. zzgl. Versand

Biblical interpretation and theological speculation are inseparable: each has constantly influenced the other for good or for ill. But which of the two is the final criterion? Though universally the church has given lip-service to the Scriptures as the source and norm of its theology, it has nonetheless allowed its theological commitment to shape and at times distort its principles of biblical interpretation. It has used the Bible more as a support for its dogmas than as a basis for testing and correcting them. This has proven to have been truce in liberal as well as in orthodox circles, and nowhere so clearly as in the Dutch modernist controversy of the late nineteenth century. The present study attempts: (1) to outline the major theological movements in The Netherlands previous to and following the crucial year 1850, bringing this forward to the early years of the present century; (2) to enter into a description and analysis of Dutch biblical criticism during this same period, paying special attention to the interpretation of the Old Testament, where the problems have been the greatest and the influence of Dutch scholars has been the most lasting; (3) to draw from this analysis conclusions regarding the relationship between theology and biblical exegesis that are valid not only for theological scholarship in one land and in one particular period but for the entire ongoing theological endeavor throughout the world. The greatest lesson that emerges from this study is that respect for the integrity of the biblical text is an indispensable prerequisite to genuine and lasting theological progress.

Anbieter: Thalia AT
Stand: 11.08.2020
Zum Angebot
Youtube in the Language Classroom
12,99 € *
ggf. zzgl. Versand

Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Rüschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning - no matter whether verbal or non-verbal - has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials - such as literature - that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube - such as free accessibility or the possibility to contribute -, in order to work out the advantages these YouTube-specific features additionally offer. The practical part (part II) aims to put theory into practice: I will describe and analyse a lesson that was originally planned for and executed in several tutorials for first semester EFL students. Although YouTube was part of a language course at university, this lesson could as well be adapted for the Oberstufe and is hence an appropriate example within the context of this topic. In the lesson the sketch served as an introduction to the topic Phonetics & Phonology. The thesis closes with a summary of the main conclusions of part I and II.

Anbieter: Thalia AT
Stand: 11.08.2020
Zum Angebot