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Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing

of Applied Linguistics 18(1). 41-62. Hyland, Ken. 2008b. As Can Be Seen: Lexical Bundles and Disciplinary Variation. English for Specific Purposes 27. 4-21. Jalali, Hassan. 2013. Lexical Bundles in Applied Linguistics: Variations Across Postgraduate Genres. Journal of Foreign Language Teaching and Translation Studies. [Online] Available from: http://efl.shbu.ac.ir/efl4/1.pdf. [Accessed: 3rd January 2017]. Jarvis, Scott. 2000. Methodological Rigor in the Study of Transfer: Identifying L1 Influence in the Interlanguage

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The Past Perfect in Corpora and EFL/ESL Materials

English Grammar . Hemel Hampstead: Prentice Hill International. Gibson, William. 2003. Pattern Recognition . New York: Berkley. Hughes, Rebecca and Michael McCarthy. 1998. From Sentence to Discourse: Discourse Grammar and English Language Teaching. TESOL Quarterly 32 (2). Jackson, Howard. 1990. Grammar and Meaning . London: Longman. Liu, Dilin and Ping Jiang. 2009. Using a Corpus-Based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal 93 (1). 61-78. McCarthy, Michael, McCarten

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Internalization and Production of Metaphorical Expressions with EFL Students

Quinn 2002. Qualitative Research and Evaluation Methods . Thousand Oaks, London, New Delhi: Sage Publications. Radić-Bojanić, Biljana. 2011a. “Imagery as a Metaphorical Vocabulary Learning Strategy” in Images in Language. Metaphors and Metamorphoses. Andras Benedek and Kristof Nyíri (Eds.). Frankfurt am Mein: Peter Lang, pp. 5-18. Radić-Bojanić, Biljana. 2011b. “Animal Metaphors in EFL Vocabulary Acquisition” in Proceedings of the First International Conference on English Studies English Language and Anglophone Literatures Today

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Learner Perspective on English Pronunciation Teaching in an EFL Context

Lecumberri 1999. The Acquisition of English Pronunciation: Learners‘ Views. The International Journal of Applied Linguistics 9 (1), 3-17. Cunningham, U. 2009. Models and Targets for Pronunciation of English in Vietnam and Sweden. Research in Language 7 (1), 113-128. Cunningsworth, A. 1984. Evaluating and selecting EFL teaching materials. London: Heineman Educational Books. Dalton-Puffer, C., G. Kaltenboeck & U. Smit 1997. Learner Attitudes and L2 Pronunciation in Austria. World Englishes 16, 115

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Arab EFL Learners' Acquisition of Modals

Arab EFL Learners' Acquisition of Modals

This paper investigates Arab EFL learners' acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students' mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.

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Error Analysis in EFL Classroom of Lower Secondary Students

References Abushihab, I. (2014). An analysis of grammatical errors in writing made by Turkish learners of English as a foreign language. International Journal of Linguistics , 6 (4), 213 – 223. Al-Buainain, H. (2011). Students' Writing Errors in EFL: A Case Study. QNRS Repository , (1), 1 – 37. Ananda, R., Gani, S. A., & Sahardin, R. (2014). A study of error analysis from students’ sentences in writing. Studies in English Language and Education , 1 (2), 82-97. Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter

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Initiative For EFL Teacher Development in Romanian Schools

the United States’ in Peabody Journal of Education. 72/1, pp. 67-88. Vo, L. T. and Mai Nguyen, H. T. 2010. ‘Critical Friends Group for EFL teacher professional development’ in ELT Journal. 64/2, pp. 205-213.

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The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners

and K. LeVelle (eds.), Proceedings of the Second Annual Conference on Pronunciation in Second Language Learning and Teaching , 144-152. Ames: Iowa State University Saito, K. 2007. The Influence of Explicit Phonetic Instruction on Pronunciation in EFL Settings: the Case of English Vowels and Japanese Learners of English. Linguistics Journal 3.16-40. Saito, K. 2011. Examining the Role of Explicit Phonetic Instruction in Native-Like and Comprehensible Pronunciation Development: an Instructed SLA Approach to L2 Phonology. Language Awareness 20. 45

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The effect of incidental learning on the comprehension of English affixes by Arabic-speaking EFL learners: acquisition and application

References Altakhaineh, Abdel Rahman and Hanan Rahrouh. 2015. The Use of Euphemistic Expressions by Arab EFL Learners: Evidence from Al Ain University of Science and Technology. International Journal of English Linguistics 5(1). 14-21. Altakhaineh, Abdel Rahman and Aseel Zibin. 2014. Perception of Culturally Loaded Words by Arab EFL Learners. International Journal of Linguistics 6(3). 1-22. Altakhaineh, Abdel Rahman. 2014. The Interaction between Inflection and Derivation in English and MSA . Germany: LAP Lambert Academic Publishing

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Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors

Abstract

The present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preferences for specific types of corrective feedback and the results indicate that the most frequently employed type of feedback among Serbian EFL teachers is recast, whereas the least preferred one is direct or explicit correction. The total of 55 teachers from primary, secondary schools and colleges participated in the survey.

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