THEORETICAL FOUNDATION Sample Clauses

THEORETICAL FOUNDATION. Interactive resources are a major new contribution, which allows educators to strengthen the learning process and raise pupils' motivation to learn while they discover. Through educational bingos, crossword puzzles, word search, etc., we can get great results. It is no reason to doubt the importance of knowing how to read, or write in English. But before that, the key is motivation and joy when we are acquiring this knowledge. The material resource to teach has a great consideration for the student; therefore, the deal between the tool and the user is given in a very positive way. This is essential for the next academic steps and stay on that line. Using interactivity involves more than speed learning, as extrapolated to the sense of what it means to learn and teach. The fundamental key to have a good effect is taken into account the different levels of intelligence, because some of the students learn faster than others, or their time for a better learning process there are doing actually has to do with identity and a good sense of personality. Also, this is how children learn how to appreciate an interactive learning process; it is much more open and engaging The interactive resources strategy is increasing more fans and followers who are willing to discuss their relation and observations with them. This awakening to a resource that is seen as very important, has raised concerns to see how far we can develop this kind of positive encouragement to children Considering that we live in a world of increasing technology, didactic interactive resource has added new opportunities to strengthen its mission. Computers have adapted in a very positive way, creating new programs, being able to provide a positive stimulus media that stimulate children's creativity. Music and the ability to navigate in a web text, clearly expands the possibilities and achievements that can be achieved with this new way of generating educational materials for preschool. Children also have a very good relation with this type of technological content, because they enjoy the proximity and dynamism that produce computers. Interactive education has successfully integrated with new ages, but it never loses the heritage of its past and its mission for students. On the other hand, taking what is already known, according to several studies, resources for the seventh grade is defined as a major new opportunity for a respectful and clear evolution

THEORETICAL FOUNDATION. The main purpose of the using of audiovisual resources in English is improving teaching-learning process getting new strategies and method´s management; this will be possible by exploiting teachers creativity and imagination to identify their needs, objectives and interests to use them as a tool to teach establishing different kind of activities that help students cultivate their skills through the use of audiovisual resources. Taking this into account it will be possible to demonstrate that with the application of using audiovisual resources, the set up goals, are reachable; and achieve students goals like appreciate socio cultural contexts, to understand and write some expressions, to recognize when someone talks to them in English, to be able to express feelings is likely to develop vocabulary building by making connections with students’ socio cultural context setting up this way a solid base to build further knowledge by adapting the language learning socio cultural environment in the classroom. Teaching materials is considered as instruments to access the target language. They are a means of dealing with grammar, syntax, phonetics, and cultural matters among others. They are perceived as instrumental objects to inform students and help teachers deal with the curricular aspects. Didactic materials as audiovisual resources are essential because they function as stimulus to promote learning. The significance of teaching materials has been mostly associated to the issue of motivation because they activate students’ affectivity towards academic performance and the competence of the language in study. This idea of the material-stimulus is strongly supported on Xxxxxxx Xxxxxx’x hierarchy of needs. All materials must be organized by skill and level of the students for quick and easy access making them able to adapt and fit individual classrooms and students. It is taken in consideration the age, course, objectives and the students learning purposes. Materials faithfully follow the content targets, objectives, language function, evaluation criteria and the cultural view of the English language. Language functions should include a critical view of cultural practices, values and attitudes; and teaching materials as textbooks, songs, videos etc, should also respond to students’ interests and needs.

THEORETICAL FOUNDATION. Various metaphors have been used to describe the phenomenon of strategic alliances. According to Xxxxx, Xxx and Xxxxxx (1996) the arguments in favour of corporate alliances fall into various schools of thought. Three schools of will be utilized in this study: resource based theory and dynamic capability theory.

THEORETICAL FOUNDATION. The resource-based view suggests that valuable firm resources are usually scarce, imperfectly imitable, and lacking in direct substitutes. Thus, the trading and accumulation of resources becomes a strategic necessity (Xxxxx & Xxx, 2014). When efficient market exchange of resources is possible, "firms are more likely to continue alone" and rely on the market. However, although market transactions are the default mode, efficient exchanges are often not possible on the spot market. Certain resources are not perfectly tradable, as they are either mingled with other resources or embedded in organizations. Hence, mergers, acquisitions, strategic alliances and convergence are variously employed. Thus, the resource-based view considers strategic alliances, mergers acquisitions and convergence as strategies used to access other firms' resources, for the purpose of garnering otherwise unavailable competitive advantages and values to the firm. According to Xxxxxxx and Wild (2014), banks are recognizing the potential of reaching millions of prospective customers, especially the rural population who account for more than 60% of Africa's total population and have no access to banking services. The rural commercial bank branch network is still underdeveloped. However, since more than 50% of the adult population in Africa has access to mobile telephone, mobile banking could enable the rural population to have access to financial institutions and mobile phone service providers are introducing resourceful methods of bringing these unserved populations into the formal economy using mobile phones. For the banks, the main advantages of the mobile phone lie in its capabilities to reach everywhere. Its power is in transforming the economics of service delivery, especially by reducing the costs of financial transactions (Xxxxxxxx, 2013). Mobile banking is a powerful way to deliver savings services to the billion people worldwide who have a cell phone but no bank account. It has a number of advantages over traditional banking methods as it breaks down geographical constraints; it also offers other advantages such as immediacy, security and efficiency.

THEORETICAL FOUNDATION. Cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to improve academic achievement by providing students with increased opportunities for discussion, learning from each other, and by allowing students to divide up tasks in ways that tap into their academic strengths. Cooperative learning promotes some of the most important goals in American education: increasing the academic achievement of all students while simultaneously improving intergroup relations among students of different racial and ethnic backgrounds. With the increasing racial diversity found in America's classrooms, instructional strategies that can achieve these goals must be refined and widely disseminated.

THEORETICAL FOUNDATION. Interactive resources are a major new contribution, which allows educators to strengthen the learning process and raise pupils' motivation to learn while they discover. Through educational bingos, crossword puzzles, word search, etc., we can get great results. It is no reason to doubt the importance of knowing how to read, or write in English. But before that, the key is motivation and joy when we are acquiring this knowledge. The material resource to teach has a great consideration for the student; therefore, the deal between the tool and the user is given in a very positive way. This is essential for the next academic steps and stay on that line. Using interactivity involves more than speed learning, as extrapolated to the sense of what it means to learn and teach. The fundamental key to have a good effect is taken into account the different levels of intelligence, because some of the students learn faster than others, or their time for a better learning process there are doing actually has to do with identity and a good sense of personality. Also, this is how children learn how to appreciate an interactive learning process; it is much more open and engaging The interactive resources25 strategy is increasing more fans and followers who are willing to discuss their relation and observations with them. This awakening to a resource that is seen as very important, has raised concerns to see how far we can develop this kind of positive encouragement to children

THEORETICAL FOUNDATION. This work, tries to emphasize critically the importance developed by video techniques applied to modern language training. It is not a secret that in the last twenty years audiovisuals have become a major part in the learning process offering its users the possibility of enriching their knowledge at a faster speed and in an easier way. In the process of acquiring large groups of lexical items, its results are really striking for both teacher and students, as it is widely proved that experiencing a new concept through the eyes makes the learning process much closer to real life than just suggesting intellectual references. In order to produce suitable and useful works according to a scheduled syllabus, many different aspects in addition to the strictly technical ones must be taken into consideration, namely:  Linguistic level of the students.  Linguistic goals to be achieved.  Achieving that every element in the audiovisual may be closely linked in order to reach the linguistic goals successfully. The means are varied and have different characteristic. Some means are remarkable in the expression of actions, as movies and videos. Some favor that the students observe with attention, such as scale models, drawings. The transparencies highlight in teaching the concepts. Multi-images can cause in the students reactions. The advantages of the system of the interactive video diskette consist on a mutual communication and in the students´ participation.