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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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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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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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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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in ExELL
Why Do Students Plagiarize? Efl Undergraduates’ Views on the Reasons Behind Plagiarism

, Christine Pearson. 2012. “Two first-year students' strategies for writing from sources: Patchwriting or plagiarism?” Journal of Second Language Writing 21(2):165-180. Li, Yongyan. 2013. “Text-based plagiarism in scientific publishing: Issues, developments and education”. Science and Engineering Ethics 19(3): 1241-1254. Liao, Ming-Tzu and Tseng, Chiung-Ying. 2012. “Students' behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting”. Journal of Pan-Pacific Association of Applied Linguistics 4(2): 187

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Affix Acquisition Order in Serbian EFL Learners

of English derivational morphology in Serbian EFL learners” in ELLSIIRproceedings: English Language and Literature Studies: Image, Identity, Reality . Nenad Tomović and Jelena Vujić (Eds.). Belgrade: Faculty of Philology (Vol. 1), pp. 427-436. Hayashi, Yuko and Murphy, Victoria. 2011. “An investigation of morphological awareness in Japanese learners of English.” Language Learning Journal 39(1):105-120. Klajn, Ivan. 2002. Tvorba reči u savremenom srpskom jeziku 2 [Word formation in the contemporary Serbian language 2]. Beograd

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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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in ExELL
A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

References: Alptekin, C. & Alptekin, M. 2013. The question of culture: EFL teaching in non-English-speaking countries. Oxford Journals, October 28, 2013. Ariffin, S. 2006. Culture in EFL Teaching: Issues and Solutions. HPU TESOL Working Paper Series 4(1) , 75-78. Retrieved on December 15, 2013 from http://www.mendeley.com/profiles/aunurrahman-aunurrahman/publications/journal/ Cambridge English for Teaching 2010) CELTA: Syllabus and Assessment Guidelines . 3 rd Edition. University of Cambridge, ESOL Examination. Retrieved on January 2, 2014

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Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes

and post-verbal particles . Cambridge: Cambridge University Press. Collins, Peter. 2008. The progressive aspect in World Englishes: A corpus-based study. Australian Journal of Linguistics 28 (2): 225–249. Crawley, Michael J. 2007. The R book . Chichester: Wiley. Deshors, Sandra C. 2014. A case for a unified treatment of EFL and ESL: A multifactorial approach. English World-Wide 35 (3): 277–305. Deshors, Sandra. C. 2017. Zooming in on verbs in the progressive: A collostructional and correspondence analysis. Journal of English Linguistics

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The Problem of Synforms in Serbian Efl Learners Revisited

Abstract

This paper will explore the issue of similar lexical forms (Laufer 1991) as a potential problem in vocabulary acquisition of Serbian EFL learners. Building on previous research (Kocić 2008), we collected data from two groups of undergraduate students at the Faculty of Philology and Arts in Kragujevac (lower- and upper-intermediate), and attempted to identify the factors that contribute to synform confusions.

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