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Negative Transfer in Lithuanian Students’ Writing in English

–18. Retrieved from . Mede, E., Tutal, C., Ayaz, D. & Akin, S. (2014). The Effects of Language Transfer in Turkish EFL Learners. ELT Research Journal , 3 (2), 70-83. Retrieved from Odlin, T. (2003). Language Transfer: Cross-Linguistic Influence in Language Learning (6th ed.). Cambridge: Cambridge University Press. Rudaitienė, V. (2011). Lietuvių kalba ir sociokultūriniai veiksniai. Žmogus ir žodis , 3, 40–49. Retrieved from

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Thorns and Flowers of Teaching English Literary Criticism to the Speakers of Persian as a Globally Less Widely Taught Language: a Case of MA Students of Translation Studies in Iran


The main aim of this study is to probe into major impediments in teaching literary criticism to the Persian speaking Iranian students of translation studies and to argue in which ways teaching literary criticism may be a successful undertaking in the educational establishments in globally less widely taught and learnt languages like Persian. For this purpose, following a mandatory literary criticism course, 35 male and 65 female graduate students from Fars and Isfahan universities were selected through convenience sampling and encouraged to fill in “record-of-work” forms, including reflection on learning strategies as well as their personal experiences and impressions. Next, to triangulate the results, fifty participants were selected to partake in semi-structured interviews, and findings were sorted and content analyzed based on Oxford’s (1990) dimensions of Strategy Inventory for Language Learning (SILL) and the tenets of grounded theory. It was revealed that there exist major defects with the current socio-pragmatic and pedagogical status of teaching literary criticism to the Iranian MA students and educational gaps are typically ascribed to the learners’ cultural conditions in Iranian EFL context. Results can hopefully provide EFL teachers with ways to recover defects in teaching literary criticism in less widely taught and learnt languages and provide learners with immediate feedback to meet cultural requirements in doing literary criticism.

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Barriers to and Strategies for Sustainable Relationships in Multilingual Campuses

training course for EFL teachers. Debrecen: Debrecen University Press. Retrieved from Emert, H. A. (2008). Developing Intercultural Competence through Teaching Abroad with Fulbright: Personal Experience and Professional Impact. Ann Arbor: Proquest LLC. Farnen, K. (2017). Six Barriers to Intercultural Communication . Our Everyday Life. Retrieved from Hortobágyi, I. (2008). Gateways to

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A Comparative Study of Form-Focused and Communicative Methods of Language Teaching in ESP Courses

from . Davoudi-Mobarakeh, S., Eslami-Rasekh, A., & Barati, H. (2014). Observation and feedback of content specialists versus general English teachers: suggestions to make optimal English for specific purpose courses. Journal of English Language Teaching and Learning , 13. Dujmovic, M. (2007). The use of Croatian in the EFL classroom. Metodicki Obzori , 2(1), 91–100. Retrieved from . Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit

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A Desperate Call for Process and Post-Process Approach in Lithuanian ESL Classrooms

References Asano, E. (2017). How Much Time Do People Spend on Social Media? Infographic. Retrieved from . Atkinson, D. (2016). Second Language Writing and Culture. In R. M. Manchón &P. K. Matsuda (Eds.), Handbook of Second and Foreign Language Writing (pp. 545–566). Arteaga-Lara, H. M. (2017). Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing. Latin American Journal of Content and Language Integrated

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CLIL Approach to Legal English Courses: Analysis of Practice and Experience

Objectives. In D. Marsh (Ed.), CLIL/EMILE: The European Dimension; Actions, Trends and Foresight Potential (pp.27–28). Finland: UniCOM, Continuing Education Centre. Davies, S. (2003). Content based instruction in EFL contexts . Retrieved from . Denisova, N. E. (2016). Проблема использования английского языка как средства преподавания академических предметов (EMI) (на примере внедрения EMI в рамках программы бакалавриата «История искусств») [The Problem of Using English as

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Relationship of Personality Types and Strategy Choices in Foreign Language Learning

–25. Retrieved from . Oxford, R. L. &Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of The Strategy Inventory for Language Learning (SILL). System, 23 (1), 1–23. Retrieved from . Park, Gi-Pyo. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30 (2), 211–221. Retrieved from

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Plurilingual Primary School Students and Their Language Use

. Cambridge: Harvard University Press. Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain Lang , 36(1), 3–15. Gumperz, J. (1982). Discourse Strategies . Cambridge: Cambridge University Press. Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics . Clevedon: Multilingual Matters. Holmes, J. (2000). An Introduction to Sociolinguistics (2 nd ed.). Wellington: Longman. Horasan, S. (2014). Code-switching in EFL classrooms and the

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Advertising As A Reflection of Culture in Foreign Language Teaching

Linguistics, 17 (1), 1–17. Boulder: University of Colorado. Targamadzė, V., Girdzijauskienė, S., Šimelionienė, A., Pečiuliauskienė, P., Nauckūnaitė, Z. (2015). Mokslo studija „Naujoji (Z) karta – prarastoji ar dar neatrastoji? Naujosios (Z) kartos vaiko mokymosi procesų esminių aspektų identifikavimas . Specialiosios pedagogikos ir psichologijos centras, VP1-2.3-ŠMM-04-V-03-002. Tomalin, B., Stempleski, S. (1993). Cultural Awareness . Oxford: Oxford University Press. Tuzi, F., Mori, K., Young, A. (2008). Using TV Commercials in ESL/EFL Classes. The

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