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Developing Multiple Identities in the EFL Class: A Study on Romanian Highschool Students

and Education: Creative Ways into Languages Conference Proceedings, Vol. A, Theoretical and Research Papers. Argyriou, M. and Kambylis, P. (eds.). Athens: GAPMET and University of Athens, pp. 11-15. Kramsch, C. 2013. “Culture in foreign language teaching”. Iranian Journal of Language Teaching Research 1(1): 57-78. Lee, K. Y. 2009. “Treating Culture: What 11 high school EFL conversation textbooks in South Korea do”. English Teaching: Practice and Critique 8(1): 76-96. Obee, B. and Evans, V. 2003. Upstream Upper

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Anxiety in Spanish EFL University Lessons: Causes, Responsibility Attribution and Coping

Linguarum 14. 181-196. Atkinson, Rita L., Richard C. Atkinson, Edward E. Smith, Daryl J. Bem & Susan Nolen- Hoeksema. 1994. Pszichológia. Budapest: Osiris-Századvég. Brown, James D. 2001. Using surveys in language programs. Cambridge, UK: Cambridge University Press. Burden, Peter. 2004. The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal 8. 3-18. Chastain, Kenneth. 1975. Affective and ability factors in second language acquisition. Language Learning 25(1). 153

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Profiling the Cambridge Preliminary Candidate. A British Council Open Centre Case Study in Western Romania

Abstract

The study analyses the profile of the potential candidate sitting the Cambridge Preliminary Test. It joins a research trend focused on understanding the role of and attitudes to the Cambridge examinations in Romania.

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The relationship between receptive and productive vocabulary of Slavic EFL learners

European framework of reference for languages: Learning, teaching, assessment. Retrieved August 10, 2010, from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf DALLER, H., MILTON, J. and TREFFERS-DALLER J. eds., 2007. Editors' introduction. In: Modelling and assessing vocabulary knowledge. Cambridge: Cambridge University Press, pp. 1-32. DALLER, H. and PHELAN D., 2007. What is in a teacher’s mind? Teacher ratings of EFL essays and different aspects of lexical richness. In: H. Daller, J. Milton and J. Treffers-Daller, eds

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Unidimensionality and construct validity of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL context: item-level responses versus item parcels

Abstract

This study investigated the psychometric properties of self-regulating capacity in vocabulary learning scale (Tseng, Dornyei, & Schmitt, 2006) in the Iranian EFL context. For this purpose, a sample of 1167 high school students completed the Persian SRCvoc in the main phase. The internal consistency reliability of the scale was examined using Cronbach’s alpha. It showed acceptable reliability in both piloting and main phases. The results of exploratory factor analysis (EFA) showed that the SRCvoc is composed of three factors. However, confirmatory factor analysis (CFA) on the three-factor model of the SRCvoc and Tseng et al.’s (2006) five-factor model of the SRCvoc with item-level indicators showed that both models did not fit the data. The findings of this study imply that the item-parcels in Tseng et al. (2006) may have masked the nature of the factor structure of the self-regulating capacity in vocabulary learning scale. It should therefore be re-theorized.

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Ten Fundamentals for Novice CLIL Teachers

Abstract

The main aim of this paper is to provide novice CLIL teachers with advice on key areas related to the implementation of this approach. This is done through the presentation of ‘ten fundamentals’ with their corresponding literature review, activities and suggestions contextualised within the framework of a defined Teaching and Learning Unit, and a final tip, all of which, it is hoped will empower future CLIL teachers in their classroom practice. Materials have been designed by the authors according to the Spanish National Curriculum and the textbook selected to use as an example is: Natural Science 6. In Focus for 6th year at Primary School Level with content designed by Spencer and published by Anaya.

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in e-TEALS
English Pronunciation Teaching at Different Educational Levels: Insights Into Teachers’ Perceptions and Actions

the Periphery: A Survey of Greek State School Teachers’ Beliefs. TESOL Quarterly 39(3), 467-488. Sobkowiak, W. and L. Piasecka. 2014. Phonolapsology of graded readers in EFL: theory, analysis application. Poznań: Wydawnictwo Naukowe UAM. Szpyra-Kozłowska, J. 2006. Phonetic instructions in English pronunciation teaching materials - how useful are they? In W. Sobkowiak and E. Waniek-Klimczak (eds.), Dydaktyka fonetyki języka obcego w Polsce. Referaty z szóstej konferencji naukowej. Mikorzyn, 8-10 maja 2006, 216-230. Konin: Wydawnictwo

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Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language

References Beglar, D., Hunt, A, & Kite, Y. (2012). The Effect of Pleasure Reading on Japanese University EFL Learners’ Reading Rates. Language Learning, 62(3), 665-703. Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Furukawa, A., Kanda, M., Komatsu, K., Hatanaka, Nishizawa, H. (2005). Eigo tadoku kanzen bukkuguido [Complete book guide for extensive reading in English]. Tokyo: CosmoPier. Furukawa, A., Nishizawa, H

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Linguistic complexity in high-school students’ EFL writing

Abstract

This study examined the syntactic and semantic complexity of L2 English writing in a Bosnian-Herzegovinian high school. Forty texts written by individual students, ten per grade, were quantitatively analyzed by applying methods established in previous research. The syntactic portion of the analysis, based on the t-unit analysis introduced by Hunt (1965), was done using the Web-based L2 Syntactic Complexity Analyzer (Lu, 2010), while the semantic portion, largely based on the theory laid out in systemic functional linguistics (Halliday & Matthiessen, 2014), was done using the Web-based Lexical Complexity Analyzer (Ai & Lu, 2010) as well as manual identification of grammatical metaphors. The statistical analysis included tests of variance, correlation, and effect size. It was found that the syntactic and semantic complexity of writing increases in later grades; however, this increase is not consistent across all grades.

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in ExELL