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Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

Abstract

Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

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Cultural responsiveness in EFL teaching: reflections from native instructors

References ALPTEKIN, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143. http://doi.org/10.1093/elt/47.2.136 AYERS, W. (1995). To Become a Teacher: Making a Difference in Children’s Lives. New York: Teachers’ College Press. CANAGARAJAH, S. (2010). Linguistic imperialism. The Routledge Handbook of Applied Linguistics. http://doi.org/10.4324/9780203835654.ch27 CASTRO, A. J. (2010). Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications

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Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

Abstract

To predict syntactic complexity in second/foreign language writing, some studies have advocated the use of T-unit and clausal subordination measures while others have argued for the use of phrase-based measures. This study seeks to identify syntactic features that can be regarded as discriminators among different levels of writing quality. For this purpose, a corpus of argumentative essays by EFL learners was compiled and then the essays were rated and placed into three groups of high-rated, mid-rated, and low-rated essays. The corpus was then coded and analysed for both phrasal and clausal features. The phrasal features were manually coded based on the development scheme hypothesized by Biber, Gray and Poonpon (2011) for academic writing, and the clausal features were analysed using the online L2 Syntactic Complexity Analyzer developed by Lu (2010). A separate ANOVA test was used to compare the three groups of essays for each of the phrasal and clausal features. The findings of the current study demonstrated that subordination and dependent clauses were not good indicators of different writing qualities in our corpus. Also, the pattern of noun phrase complexity predicted by Biber et al. (2011) was not observed across argumentative essays from three different levels of writing quality.

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General and Specific Culture Learning in EFL Textbooks Aimed at Adult Learners in Spain

, teaching, assessment. Cambridge: Cambridge University Press. Cerezal, Fernando. 1999. La transmisión de valores genéricos discriminatorios en libros de texto de inglés (Instrumentos didácticos 11). Alcalá de Henares: Servicio de Publicaciones, Universidad de Alcalá. Cheng, Ching-Mei. 2012. The influence of college EFL teachers’ understandings of intercultural competence on their self-reported pedagogical practices in Taiwan. English Teaching: Practice and Critique 11 (1). 164-182. Göbel, Kerstin & Andreas Helmke. 2010

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Why Do Students Plagiarize? Efl Undergraduates’ Views on the Reasons Behind Plagiarism

, Christine Pearson. 2012. “Two first-year students' strategies for writing from sources: Patchwriting or plagiarism?” Journal of Second Language Writing 21(2):165-180. Li, Yongyan. 2013. “Text-based plagiarism in scientific publishing: Issues, developments and education”. Science and Engineering Ethics 19(3): 1241-1254. Liao, Ming-Tzu and Tseng, Chiung-Ying. 2012. “Students' behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting”. Journal of Pan-Pacific Association of Applied Linguistics 4(2): 187

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EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

postsecondary EFL classrooms. TESOL Quarterly , 31 (3), 451–486. Fichtner, F., & Chapman, K. (2011). The cultural identities of foreign language teachers. L2 Journal , 3 (1), 116–140. Grandey, A. A., & Gabriel, A. S. (2015). Emotional labor at a crossroads: Where do we go from here? Annual Review of Organizational Psychology and Organizational Behavior , 2 (1), 323–349. Heller, M. (1987). The role of language in the formation of ethnic identity. In J. Phinney and M. Rotheram (Eds). Children’s ethnic socialization (pp. 180–200). Newbury Park, CA: Sage

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Affix Acquisition Order in Serbian EFL Learners

of English derivational morphology in Serbian EFL learners” in ELLSIIRproceedings: English Language and Literature Studies: Image, Identity, Reality . Nenad Tomović and Jelena Vujić (Eds.). Belgrade: Faculty of Philology (Vol. 1), pp. 427-436. Hayashi, Yuko and Murphy, Victoria. 2011. “An investigation of morphological awareness in Japanese learners of English.” Language Learning Journal 39(1):105-120. Klajn, Ivan. 2002. Tvorba reči u savremenom srpskom jeziku 2 [Word formation in the contemporary Serbian language 2]. Beograd

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Effects of two teaching methods of connected speech in a Polish EFL classroom

Lake City: Lingual Arts. Lyster, R. 2001. Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms. Language Learning 51 (Suppl. 1). 265-301. Morley, J. 1988. How Many Languages Do You Speak?: Perspectives on Pronunciation Speech-communication in EFL/ESL. Nagoya Gakuin Daigaku Gaikokugo Kyoiku Kiyo 19. 1-33. Munro, M. J. 2011. Intelligibility: Buzzword or Buzzworthy? In. J. Levis and K. LeVelle (eds.), Proceedings of the 2rd Pronunciation in Second Language Learning and Teaching

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Taking a literature circles approach to teach Academic English

References BROWN, H. & IYOBE, B. (2014). The growth of English medium instruction in Japan. In Sonda, N. & Krause, A. (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT. COUNCIL OF EUROPE. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Available online at: http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp FURR, M. (2004), Literature circles for the EFL classroom. In Proceedings of the 2003 TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia

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