Related Papers
Different communicative purposes produce texts with different organisational structure and register of language use. Among the academic genres, oral conference presentations have been less studied compared to research articles and expository texts. This study examined the structure of introductions in paper presentations for conferences held in Malaysia and abroad. The focus was on the staging before the main content was presented. The data were collected from 200 presentations in 15 conferences in the fields of applied linguistics, humanities and language teaching. The conference paper presentations were audio-taped for analysis. Results showed the title of the paper was included in nearly all the conference presentations but inclusion of greetings, acknowledgement, research context and presentation outline was variable, subject to the influence of the presenters’ background. The conference presentation genre is situated in the broader framework of oral presentations but the move structure characteristics is a function of the discipline specific nature of the content and the expertise of the audience. The findings suggest that the structuring of introductions to conference presentations reflects extent of socialisation in the research discourse community.
This teaching aid is for doctoral students that want to learn how to present at international conferences
The primary objective of seminar presentation is to enhance presentation skills when persuading, educating, or informing an audience. Specifically, it provides a focus on the fundamental aspects of a quality academic, professional and business communications including structure, preparation and strategy for delivery, using visual aids, and handling question and answer sessions. The presenter/student practices by preparing and delivering an ideal real-life academic/business presentation. Strict adherence to the instructions outlined allows the presenter to evaluate his/her progress and alter any distracting behaviours before and during presentation. It also enables the participant to learn by doing. The aim of this paper is to introduce students to simple principles on how to plan, writs and present their findings as technical conference papers, then act as the mini-conference programme committee members in reviewing each other's submissions. Finally, in addition to the model itself, description of some variations in instantiation and an assessment of the benefits of this general approach and recommendation for adoption by faculties and educators are proffered. Introduction Rarely are the three pillars of academia-research, teaching and service-addressed together, within one intellectually cohesive context in the graduate curriculum. Such a context is important for exposing students to the interrelationships among these facets. Oftentimes, people are confused what a seminar, workshop or conference means. They are sometimes considered to mean the same thing. However, workshop is a brief intensive educational programme for a relatively small group of people that focuses on techniques and skills in a particular field. Seminar on the other hand is a meeting of a group of advanced students studying under a professor/officer with each doing original research and all exchanging results of their findings through reports and discussions. A conference is a meeting of two or more persons/bodies organized for the benefit of discussing matters of common concern, which usually involves formal interchange of views.
The classroom environment should support students' autonomy through teaching and assessment methods. This article highlights students' perceptions about the value of implementing seminars as a teaching and an assessment method in a children's literature course in a college of applied sciences (XCAS). Additionally, preparation considerations and limitations of such implementation are discussed. Findings indicted the positive effects of seminars in enriching classroom learning and students' responsibility for their own learning which can be achieved through training for teachers and students. Practical implications of seminar implementations for future use are outlined and a conceptual framework is suggested based on the findings.
The purpose of this book is to examine the importance of seminar as an educational tool to connect students to classroom concepts. Experiential learning at formal seminar venues increases student interest, knowledge and motivation. The teacher's role in preplanning, planning, implementation, and reflection, assessment and evaluation often dictates the impact that the seminar presentation will have on students both in the classroom environment and at the world of work. Agricultural economics and extension education programmes like any other academic programme requires that students at the higher national diploma and degree levels are prepared to develop, present and defend their scientific work before they graduate. Traditionally, lecturers have to plan, instruct and coordinate a seminar for students. Once the students are empowered to learn how to develop and orchestrate a successful seminar, they will be enabled to develop interest in science, research investigation, and reporting and this may lead to improved learning or improved science literacy and contribution to knowledge.
2016 •
In the academic English courses, oral presentation can be considered as an integral part for developing the language proficiency of EFL 1 learners. English is taught as a foreign language in a developing country like Bangladesh and in the 21st century this language is given priority at almost every sector of this country. However, presenting a topic in English facing the audience in the class, especially classmates and teachers is a challenging issue, particularly for the students at tertiary level in Bangladesh. The current study analyses those distinctive challenges in oral presentation by systematic scrutiny of class presentation performance of a renowned Bangla-deshi university students. The researchers mainly highlighted some striking features in formal oral presentation following class observation, formal assessment in different presentation sessions and then tried to demonstrate the problems faced by the first semester students at undergraduate level. Some experts in the respective field were also interviewed to investigate the challenges deeply in oral presentation and find the possible solutions. It is expected that the particular guidelines provided in this study can be effective for the future presenters and prospective ELT practitioners to overcome those challenges, especially, in formal oral presentation.
2018 •
Higher education Schools, Colleges, Universities, are the most open and one of a natural first targeted domain for users information targeted by cyber hackers, with millions of hacking attempts every day
Journal of Geography in Higher Education
2005 •
