Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learners’ involvement and motivation and maximise their learning opportunities. The materials integrated the learners’ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved students’ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacher’s questionnaires, learning journals, interviews and classroom observations. In addition to users’ positive comments on the usefulness of strategies, collaborative work, text topic and a variety of learning tasks, analysis of the findings indicated linguistic difficulties, insufficient amount of time and support from the teacher, difficulties in expressing ideas in English and uncertainty about reading purposes and task procedures. This led to two versions of materials revision—text simplification (TS) and procedural modification (PM). In the second cycle, the materials, revised in response to the first-cycle users’ feedback, were re-implemented and re-evaluated through the same procedures, with the addition of pre-and post-tests, by four groups of Thai students taught by two different teachers. Analysis of the learners’ perceptions showed that the second-cycle materials had met their learning needs, in reference to their comments about reading improvements and the usefulness of reading strategies, and that collaborative work helped increase their awareness of strategy use, text understanding and motivation. Classroom variables, particularly teachers’ scaffolding, played a significant role in enhancing learners’ motivation in terms of their perceptions of text difficulty, text understanding, and text and task enjoyment, as well as positively affecting their task performance. There was no significant difference between the students’ perceptions of the TS and PM materials, except that the TS groups had significantly more perceived text understanding, as they found language use in the texts significantly more accessible. In terms of progress, all TS and PM groups made improvements in their post-test, with Group 1 (PM) and Group 4 (TS) gaining significantly higher means in the post-test. These two cycles of implementation and evaluation offer clear evidence that the reading materials featuring explicit strategy training and collaborative work could raise the Thai students’ awareness of reading strategy use, enhance their reading performance and increase the level of task enjoyment. The present study also suggests the benefits of integrating text simplification and the use of L1 in the reading materials and instruction, as these two measures could build up the students’ motivation as well as level of text understanding. Additionally, to increase motivation and involvement, it is worthwhile focusing on the selection of interesting and challenging text topics, on the design of a task response format which does not require grammatical knowledge and on producing materials with colourful illustrations. Teachers’ careful scaffolding and the clarity of task purposes and procedures were shown to be important variables affecting the classroom atmosphere and the students’ level of task achievement, and thus, need to be taken into consideration when planning guidance for teachers involved in teaching reading course such as that investigated in this study.

Thesis (Ph. D.)--Westfälische Wilhelms-Universetät zu Münster, 1983. / List of acronyms: p. [166]-190. Vita. Includes bibliographical references (p. [191]-205).

The dissertation undertakes a loosely chronological examination of Goethe's chief prose and poetic works in four areas of scientific inquiry: geology, botany, anatomy, and meteorology. Through a comparison of the prose essays and thematically related poems, it portrays the evolving relationship between prose and poetry in his scientific writings, explores the nature and scope of his programmatic reflections in regard to scientific language, and discloses underlying motivations which he veiled in his scientific prose. It is found that the union of science and poetry "auf hoherer Stelle" which Goethe envisioned applies not only to his explicitly didactic poetry, but has a germinal presence in the form of a poetic subtext within the related prose treatises. More broadly, the unified statement made by his prose and poetic science lifts it into the context of his entire literary production--a point underscored by his setting of scientific studies in their autobiographical context. This in turn is found to participate in a larger program of raising personal experience to archetypal status and viewing the particular as symbolic of the general. Goethe's demand that the language used to describe each domain be derived from that domain, is found to have implications beyond the striving to create appropriate terminology. The same impulse is reflected in scientific writings which create a formal mimesis of the natural phenomenon under study, or which more broadly reflect, by their tone and imagery, the character he experienced in that realm of nature. Finally, Goethe's freedom in dealing with scientific terminology is found to represent a form of linguistic irony, reflecting his perception that all language is "eigentlich bildlich" and cannot refer directly to reality. His recourse to poetry within science thus represents an epistemological statement.

<p> The purpose of this project was to develop modified lessons that integrate FOSS investigations with the California English Language Development Standards with the intent to teach science daily for at least thirty minutes. Teachers will be able to use these lesson plans to modify their own science lessons and integrate them with ELD. The modified lessons were reviewed by three teachers, two professors and a science TOSA. Revisions were made to the modified lessons after careful consideration of the comments and suggestions made by the reviewers.</p><p>

<p> English Language Learners (ELLs) is the fastest growing segment of the public school population. Today&rsquo;s schools face unprecedented challenges in preparing ELLs as they lack instructional supports and fair and valid assessments to support academic learning in classroom settings. This study invokes the principles of design-based research, where both qualitative and quantitative data were triangulated and analyzed to further advance the theory of multimodality and assessment within a sociocultural perspective for linguistically diverse students in two sixth grade classrooms during a unit in photosynthesis. The main research question guiding this study: <i> How do multimodal tasks support science learning in linguistically diverse classrooms?</i> This question leads to three main perspectives, first I examine the two teachers&rsquo; perspectives on the use of multimodal tasks, next the students&rsquo; perspectives on the use of multimodal tasks and finally using a science and language learning rubric, which I created, I examine student learning in the classrooms based on students&rsquo; English learner status and proficiencies in English language arts, science, and vocabulary acquisition and usage. The teachers used some multimodal tasks to communicate ideas and the students created visual diagrams and comic strips to represent their understanding of photosynthesis. Results show the specific scaffolding strategies used by the teachers during the tasks, like analogies, contextualization of vocabulary use, re-representation of ideas through different modes and re-representation of modes in every task were also appropriated by the students. Rubric scoring indicated ELLs had the highest gains in the scores in the visual diagrams, redesignated students had the highest scores in the comic strip and those designated as above proficient in language arts and science had the highest scores in final visual diagram, indicating how ELL status, proficiencies in language arts and science influence the integration of science and language learning. With the advent of Next Generation Science Standards and related assessments, the findings illustrate the importance of aligning the multimodal tasks to learning goals, weaving links amongst the multimodal tasks, modeling the use of representational tasks for ELLs to integrate the understanding of science content and language and assessing students&rsquo; learning over time using visual representational tasks.</p>

Thesis (Ph. D.)--University of Pennsylvania, 1912. / "This dissertation attempts to collect, classify, and publish the two thousand most practical scientific Latin words incorporated in English speech." Bibliography: p. [3].

Thesis (Ph. D.)--University of Pennsylvania, 1912. / "This dissertation attempts to collect, classify, and publish the two thousand most practical scientific Latin words incorporated in English speech." Bibliography: p. [3].

Thesis (Ph.D. (English)) - Rhodes University, 2007.

This thesis deals with the issue of language in order to reach at least halfway through - to the word as word and the crucial role of reading. Therefore I deliberately begin with seemingly unrelated topics such as science, art and technology. This should clear the way to the tongue to be showed at the end that the language is not only in the actual speaking, but primarily lie in such call, which is reading.

O presente trabalho de pesquisa doutoral apresenta uma proposta de leitura e interpretação do Evangelho conforme Marcos, fundamentada nas teorias das Ciências da Linguagem, advindas das elaborações teóricas dos estudiosos Mikhail M. Bakhtin, Erich Auerbach e Northrop Frye e também de perspectivas das novas retóricas e da narratologia, as quais têm em comum a influência de Ernst Cassirer e sua filosofia das formas simbólicas. Segundo a concepção proposta na tese, o discurso religioso da fonte advinda do mundo antigo, que é o objeto da presente pesquisa, é estudado a partir do texto, compreendido como realidade imediata por detrás do qual não se pode sondar a realidade concreta. As investigações realizadas a partir do referencial teórico mencionado conduzem à compreensão de que o Evangelho conforme Marcos é um discurso religioso que se manifesta em linguagem popular, cujo estudo dirigido a um breve trecho de seu conteúdo (Mc 3.20-35) assim nomeado como perícope revela a subversão simbólica que pode ser descrita pelo conceito bakhtiniano de carnavalização. / The present doctoring academic research has a way of reading and interpretation of the gospel based on the Gospel of Mark, mainly based on the theories of the Sciencies of Language, which they have their origins in theorical elaborations of Mikhail M. Bakhtin, Erich Auerbach and Northrop Frye, also, this academic research is based on perspectives from new speeches and the plot theory and they have in common the influence of Ernst Cassirer and his philosophy of the symbolical forms. In the thesis, the religious discourse which comes from the ancient world, and which is the object of this research, is studied through the text, and this text is understood as an imediate reality which it is impossible to scrutiny the concrete reality beyond this text. All investigations done based on these theories lead us to the comprehension that the Gospel of Mark is a religious discourse which comes from the popular speech. This study is based on a brief part of its contents (Mk 3.20-35) and this part of the text is called an excerpt and it reveals the symbolic subversion which can be explained by the bakhtinian concept of carnivalization.