Chandler, Jean. 2003. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12(3). 267-296.
Colpitts, Bradley D. F. 2016. Japanese Students’ Perceptions of Peer Corrective Feedback in an EFL Classroom. Acta Humanistica Et Scientifica Universitatis Sangio Kyotiensis 49. 345-358.
Diab, Nuwar M. 2016. A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System 57. 55-65.
It seems that there are very few research themes in sociolinguistics that have been as thoroughly explored as gender representation in educational materials (notably in E FL textbooks). However, relatively little attention has been paid to how learners themselves perceive the images of men and women in teaching resources. T he present contribution has been written in an attempt to fill this gap. Drawing on the findings of two small-scale survey studies conducted among Polish university students, it addresses two major issues. T he first one concerns the extent to which the choice of male or female-gendered sentence subjects in E FL grammar course books matches the learners’ associations and expectations. The other one, focusing specifically on attitudes to gender representation, seeks to demonstrate how the students view the ways male and female characters are portrayed in constructed examples of usage and practice sentences from English grammar textbooks. Both studies provide some indications of how E FL learners’ needs and expectations can be better addressed in teaching materials
For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.
Craig Gamble, Michael Wilkins, Jonathan Aliponga, Yakuko Koshiyama, Keiko Yoshida and Shirley Ando
Adamson, John. 2004. Investigating college student attitudes towards learning English and their learning strategies: Insights from Interviews in Thailand. Journal of Asia TEFL 1(2). 47-70.
Aliponga, Jonathan & Koshiyama, Yasuko & Gamble, Craig & Yoshida, Keiko & Wilkins, Michael & Ando, Shirley. 2015. Learner autonomy in Japanese high schools: An exploratory study. International Journal of Self-Directed Learning 12(1). 29-40.
Atsuta, Hiromi. 2003. Improving the motivation of unsuccessful learners in the Japanese high school EFL
The use of ergative verbs results in the agent being backgrounded in an English sentence, and it is often used in the media together with other means such as the use of intransitive verbs, passives, and nominalized nouns to achieve the pragmatic purpose of accusation avoidance. A great deal of research has been done on the role of ergative verbs in media discourse in English as well as the acquisition of ergative verbs by learners of English as a Foreign Language (EFL). However, it remains unclear how EFL Chinese learners of advanced levels of competence, such as postgraduates of translation majors and professional translators, use ergative verbs when translating newspaper editorials from Chinese into English. Nor is it clear whether learners have acquired the requisite knowledge of ergative verbs in order to use them effectively so as to avoid blaming the agent of an action or process in translation. This study recruited 30 native Chinese-speaking translators who fell into three categories: undergraduate translators, graduate translators, and professional translators. A small parallel translation corpus was built, which consisted of 150 English translations of 5 Chinese editorials produced by the translators. Accusation-avoidance expressions in the source text and their translations were then extracted and input into an SPSS spreadsheet. The results show that the use of ergative verbs in translations by undergraduate translators is significantly higher than in translations by graduate and professional translators in terms of quantity. The results of the study may be useful for translation teaching and learning.
, Tatsuya, Michael Magid and Mostafa Papi. 2009. ‘The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study’, in Zoltán Dörnyei and E. Ushioda (eds.). Motivation, language identity and the L2 self . Bristol: Multilingual Matters, 66-97.
Ushioda, Ema. 2012. ‘Motivation: L2 Learning a Special Case?’, in: S. Mercer, S. Ryan, and M. Williams. Psychology for Language Learning . Basingstoke: Palgrave Macmillan.
Yashima, Tomoko. 2009. ‘International posture and the ideal L2 self in the Japanese EFL Context’, in
The present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.
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