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

to correct their most serious and frequent errors? CATESOL Journal 8.1: 41–62. Gatbonton, Elizabeth, Norman Segalowitz (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review 16.3: 325–353. Habibić, Ajša, Vildana Dubravac (forthcoming). Grammar acquisition in Bosnian EFL context. Pismo . Han, Youngju, Rod Ellis (1998) Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research 2: 1–23. Housen, Alex, Folkert Kuiken (2009). Complexity

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

language acquisition. Bilingualism: Language and Cognition 10(1): 7-21. Dickson, Peter (1996). Using the Target Language: A View from the Classroom . Slough, Berkshire: National Foundation for Educational Research. Donaghue, Helen (2003). An instrument to elicit teachers' beliefs and assumptions. ELT Journal 57(4): 344–351. Duff, Patricia A., Charlene G. Polio (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal 74(2): 154-166. Dujmović, Mauro (2007). The use of Croatian in the EFL

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Motivation in foreign language learning: a look at type of school environment as a contextual variable

, 69–90. Mihaljević Djigunović, Jelena (1996). Learner motivation as a source of variance in attitudes, effort and achievement. Studia Romanica et Anglica Zagrabiensia 41: 211-223. Mihaljević Djigunović, Jelena (1997). Research on the affective domain in EFL learning: a study of motivation. Studia Romanica et Anglica Zagrabiensia 42: 257-268. Mihaljević Djigunović, Jelena (1998). Uloga afektivnih faktora u učenju drugoga jezika [ Role of Affective Factors in FLL ]. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu. Noels, Kimberly A

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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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A Contrastive Analysis of Persian and English Vowels and Consonants

References Bartholomae, C. (1883). Handbuch der altiranischen Dialekte . Leipzig: Druck und Verlag von Breitkopf &Härtel. Brown, H.D. (2000). Principles of language learning and teaching . London: Longman. Catford, J.C. (1988). A practical introduction to phonetics. Oxford: Oxford University Press. Chang, F.C. (2004). Chinese-speaking EFL learners’ performances of processing English consonant clusters. In International conference on English instruction and assessment , 2004, National Chiayi University, p. 49-60. Cheng, S. (2018

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Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

−169. Diab, Rula L. (2005). EFL university students’ preferences for error correction and teacher feedback on writing. TESL Reporter 38.1: 27−51. Ellis, Rod, Younghee Sheen, Mihoko Murakami, Hide Takashima (2008). The effects of focused and unfocused written feedback in an English as a foreign language context. System 36.3: 353-371. Elwood, James A., Jeroen Bode (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System 42: 333−343. ESLP 82 Questionnaire: Self-assessment of

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The diachronic development of combining forms in scientific writing

Abbreviations CF – combining form CQP – Corpus Query Processor EFL – English as a foreign language OED – Oxford English Dictionary RSC – Royal Society Corpus SciTex – Scientific Text Corpus References A thesaurus of English word roots. (2014). Danner, H.G. (ed.) Lanham: Rowman & Littlefield. Amiot, D. & Dal, G. (2007). Integrating neoclassical combining forms into a lexeme-based morphology. In Proceedings of the 5 th Mediterranean Morphology Meeting (MMM5), Fréjus, 15-18 September 2005, p. 322-336. Ayers, D.M. (1965

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English language students’ productive and receptive knowledge of collocations

References Aghbar, Ali-Asghar (1990). Fixed expressions in written texts: Implication for assessing writing sophistication. Paper presented at a meeting of the English Association of Pennsylvania State System Universities, October 1990. Bäcklund, Ulf (1973). The Collocations of Adverbs of Degree in English. Studia Anglistica Upsaliensia 13 . Uppsala: University of Uppsala Bäcklund, Ulf (1976). Frozen adjective-noun collocations in English. Cahiers de Lexicologie 28.1: 74–88. Bahns, Jens, & Moira Eldaw (1993). Should we teach EFL

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Examining validity in computerized dynamic assessment

. Communication Disorders Quarterly 22: 217–226. Lantolf, James P., Matthew E. Poehner (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics 1: 49–74. Lantolf, James P., Steve L. Thorne (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press. Lin, Zheng (2010). Interactive dynamic assessment with children learning EFL in kindergarten. Early Childhood Education Journal 37: 279–287. Loevinger, Jane (1957). Objective tests as instruments of

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The learner’s own language

(2014). Translation and Language Education . Abingdon: Routledge. Lee, Jang Ho (2012). Reassessment of English-only approach in EFL context in view of young learners’ attitudes, language proficiency, and vocabulary knowledge. Multilingual Education 2: 5. http://www.multilingual-education.com/content/pdf/2191-5059-2-5.pdf last accessed 02.10.15. Littlewood William, Baohua Yu (2011). First language and target language in the foreign language classroom. Language Teaching 44.1: 64–77. Macaro, Ernesto (1997). Target Language, Collaborative

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