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English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

classroom. Metodički obzori 2(1): 91-101. Ellis, Rod (1985). Teacher-pupil Interaction in Second Language Development. Gass, Susan M., Carolyn Madden G., eds. Input in second language acquisition . Rowley, MA: Newbury House, 69-88. Ellis, Rod (1994). The Study of Second Language Acquisition . Oxford: OUP. Ellis, Rod (2000). Instructed Second Language Acquisition: Learning in the Classroom . Oxford UK & Cambridge USA: Blackwell Publishers Ltd. Ferrer, Vincent (2002). The mother tongue in the classroom: Cross-linguistic comparisons, noticing and

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Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

References Aitchison, Jean (2012). Words in the Mind (4th edn.). Oxford: Wiley-Blackwell. Aitchison, Jean, Diana Lewis (1995). How to handle wimps: incorporating new lexical items as an adult. Folia Linguistica 29.1-2: 7-20. Bachman, Lyle F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Berko Gleason, Jean (1993). Language development: an overview and preview. Jean Berko Gleason, ed. The Development of Language (3rd edn.). New York: Macmillian, 1

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Linguistic complexity in high-school students’ EFL writing

writing development? TESOL Quarterly 45(1): 5-35. Byrnes, Heidi (2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education 20: 50-66. Cohen, Jacob (1988). Statistical Power Analysis for the Behavioural Sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates. Cooper, Thomas C. (1976). Measuring written syntactic patterns of second language learners of German. The Journal of Educational Research 69(5): 176-183. Halliday, M. A. K., & Christian M

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From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

Abstract

The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

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The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

types: Do they make a difference? RELC Journal 23: 103–110. Sternberg, Robert, Elena Grigorenko (1997). Are cognitive styles still in style? American Psychologist 52: 700–712. Wolfe-Quintero, Kate, Shjunji Inagaki, Hae-Young Kim (1998). Second language development in writing: Measures of fluency, accuracy and complexity (Technical Report No. 17). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.

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Teaching materials for ESL distance learning

Abstract

Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is very challenging, primarily in terms of overcoming the main gap – lack of direct contact between teachers and learners. This paper focuses on the aspect of teaching materials used for ESL in a distance learning system.

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Rouhani’s and Obama’s Persian New Year messages: A systemic functional grammar perspective

Abstract

This study investigated Nowruz (Persian New Year) messages by Presidents Hassan Rouhani and Barack Obama in March 2016. The study critically analyzed the discourse of these two presidential messages and uncovered the hidden aspects of their ideologies, policies, and background worldviews. In doing so, an integrated version of Halliday’s systemic functional grammar (SFG) and critical discourse analysis (CDA) was used. The analysis of data included various linguistic dimensions (e.g. processes, modality, transitivity) of the messages and their statistics. Although results suggested that Obama intended to build a more intimate situation, both presidents tried to inspire a spirit of action, development and effort in their respective governments. The messages did not reveal considerable thematic differences, except some discoursal religious features expressed in Rouhani’s message.

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Examining validity in computerized dynamic assessment

References Aljaafreh, Ali, James P. Lantolf (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal 78: 465–483. Chapelle, Carol A. (2003). English Language Learning and Technology: Lectures on Applied Linguistics in the Age of Information and Communication Technology . Philadelphia, PA: John Benjamins. Chapelle, Carol A., Dan Douglas (2006). Assessing Language Through Computer Technology . Cambridge: Cambridge University Press. Birjandi, Parviz, Saman Ebadi

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Collocational competence of primary and secondary school students

). Second Language Lexical Acquisition. A study of the Development of Collocational Knowledge . San Francisco: International Scholars Publications. James, Carl (1998). Errors in Language Learning and Use: Exploring Error Analysis . Harlow: Pearson. Koya, Taeko (2005). The acquisition of basic collocations by Japanese learners of English. Unpublished doctoral dissertation, Waseda University, Japan. Available on-line at http://dspace.wul.waseda.ac.jp/dspace/bitstream/2065/5285/3/Honbun-4160.pdf Laufer, Batia, Tina Waldman (2011). Verb-noun collocations

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