Explain how systemic-theoretical instruction avoids stark opposition .pdf

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Explain how systemic-theoretical instruction avoids stark opposition between transmission of knowledge versus spontaneous discovery and invention of knowledge? How can knowledge be an effective, empowering tool? Solution Systemic theoretical instruction is based on the research of galperin it defines L2 development from a socio cultural perspective while teaching appropriate research tools for the study and it also estimate the extent to which this approach helps in grammatical development Alto development is the appropriation understanding and the control of conceptual meaning. he studied on 12th students who are learning the grammar the data was collected over 16 week semester including definitions of grammatical concepts the learners performance and the recordings systemic theoretical instruction leads to internalization of highly developed semantic understanding of the grammatical meaning and thereby helps learners ability to improve In using the grammatical features spontaneously..

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This is unpublished Thesis Research conducted by Amirsam S. Usman and Meralyn S. Roa of Illana Bay Integrated Computer College Inc. Parang Maguindanao, Philippines. Conducted on 2020 at Parang Maguindanao Philippines, with the title "Literature: Uncovering Teacher's Teaching Strategies". This research paper is to know the best of the best teacher's teaching style and strategies in teaching Literature for the next generation teachers.

THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....

AsceAcnologia

English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China

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ABSTRACT: The evolving educational landscape has made it more challenging to create 21st-century learners who are prepared for the future and ready to take on the global competition. Furthermore, due to its themes, goals, and objectives, social studies is mostly necessary in the current world. Additionally, it encourages civic engagement and social interaction. Hence, this study investigated the effects of reflective journal writing (RJW) in improving students' conceptual understanding. The study involved Grade-12 students of a government-owned school in Olongapo, Philippines. The results revealed that the students' level of conceptual understanding is at a developing level before the use of the intervention. After the application and use of RJW, it has been observed that the level of conceptual understanding has improved. This research affirms the positive effects of journal writing on the students’ enhancement of their conceptual understanding. Thus, teachers may consider the strategy for students’ conceptual retention and enhancement. A parallel study may be conducted to validate the effects of the intervention in other contexts. Keywords -Conceptual Understanding, Social Studies, Reflective Writing, Transformative Learning

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The study aimed to understand the language learning in the perspective of Krashen’s SLA Theory and Bandura’s Social Learning Theory as applied in classroom setting. It was bound to develop a language learning model grounded on a theory. The research is a grounded theory design. Classroom activities were conducted casually with themes intended for inquiry and data gathering in form of observation, interview and documentation anchored on Language learning acquisition, Monitor, Natural Order, Input and Affective filter hypotheses, together with the Social Learning Theory of Albert Bandura. All of the five language learning hypotheses of Krashen were affirmed true to the learning experience of the participants. The Social Learning theory of Albert Bandura was also proven to be true as to the participants’ language learning phenomena. It was found that language learners were not given opportunities to connect informal learning and formal learning. Their preferred learning style in the input was not, considered. Learners need social, active and concrete language models to look up.This study has generated theories such as Language learning and language acquisition can come separately and independently Preferred learning styles in the input is causative of positive learning output Physically active language models stimulate attention and imitation. To fill the gaps found in the three generated theories become the grounds to support a developed language learning model called Social, Active and Concrete Language Learning Model SAC LaLeMo The conclusions recommend for informal and informal learning attributes to be connected. Social Media learning attributes maybe provided to consider preferred language learning styles of students in the input. Social Media and other learning modalities may present active and concrete language models for students to imitate. Other researchers may consider the SAC LaLeMo to be validated. Dr. Anibel A. Lamo "Understanding the Language Learning: A Grounded Theory Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61169.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/literature/61169/understanding-the-language-learning-a-grounded-theory-perspective/dr-anibel-a-lamo

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The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.

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Determine whether the following statements about the accumulated eangstax are true or false a. Before the IRS can impose the accumulated earnings tax, it need only show that tax avoidance was one of b. Long-term capital gains are included in the accumulated earnings tax base Select the appropriate answer below the motives for the corporation\'s unreasonable accumulation of earnings Select true/false Each corporate member of a controlled group can claim a separate $150,000 or $250,000 accumulated earnings credit. A dividends-paid deduction can be claimed for both cash and property distributions (other than nontaxableC- stock dividends) made by a corporation. This deduction reduces both regular taxable income and accumulated taxable income c. d. e. The accumulated earnings tax liability cannot be eliminated by paying a deficiency dividend f. f Interest and penalties on the accumulated earnings tax deficiency accrue only from the date the IRS or the courts determine that the tax is owed The accumulated earnings tax is self-reported on Form 1120-AET that is filed along with the corporate tax return g. Choose from any drop-down list and then continue to the next question Solution A. True - It is necessary for IRS to prove that the earnings has been accumulated by corporations for evading tax after analysing and audting the tax return of corporation properly. B. false - net capital gain after deducting related federal income taxes is a considered as a negative adjustment done to get accumulated taxable income C. false - A single AEC statutory exemption must be allocated among the members of a controlled group. D. False - there is no reduction in taxabl income due to dividiend paid deduction E. True - There is not relation between payment of dificiency dividend and AET liability F. false - interst and penalties on the AET come into effect from the date or day the return is due. G false - AET is not self-assessed by filing a tax return..

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