ethanporcaro/eric-fulltext-meta huggingface dataset:
The Workshop in the Multilayered Peer Coaching Model for Tertiary EFL Teachers' In-Service Professional Development
Author: Meng, Junyi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Workshops,Coaching (Performance),Peer Teaching,College Faculty,Faculty Development,Inservice Teacher Education,Program Effectiveness,Program Evaluation,Measures (Individuals),Observation,Interviews,Models,Check Lists

When English becomes the international language with the globalization of the world, it is not surprising that EFL teachers are pushed to the front of TEFL (Teaching English as a Foreign Language) because teacher quality is thought to be the factor that matters most for student learning. EFL teachers are expected to be more knowledgeable and competent. So their in-service professional development seems to be indispensable to help them reach higher professionalism. This study aimed at investigating the activities and effectiveness of the workshop that is an important element of the Multilayered Peer Coaching Model (the MPC Model) developed for tertiary EFL teachers' in-service professional development. Twelve EFL teachers from Guiyang University in China participated in this study, and such instruments as observation, teachers' log and interview were employed for data collection. The results showed that this workshop was effective and could smoothly lead the participants to the follow-up teaching practice which is another critical element of the MPC Model.
Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective
Author: Al-Khairy, Mohamed Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Majors (Students),Undergraduate Students,Academic Discourse,Writing Difficulties,College Faculty,Interviews,Likert Scales,Questionnaires,Writing Skills,English Teachers

This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and d) the solutions to overcome Saudi English-major undergraduates' writing problems. To collect data for this purpose, senior faculty members were interviewed and a 32-item structured Likert-scale questionnaire was developed that was administered to 75 English-major students (sophomores, juniors &amp; seniors) studying at foreign languages department, Taif University. Data generated through the questionnaire were subjected to descriptive analyses and mean and standard deviation were recorded using SPSS. The findings of this study reveal that Saudi English-major undergraduates are very weak in writing skills and commit lots of errors in their academic writings and are usually engaged in sentence-level or at the maximum at paragraph-level academic writing and they do not consider it important at this level to write different kinds of essays. It has been strongly recommended that the language courses should be increased to strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers as well as with each, introduce modern and novel teaching techniques, equip the classrooms with necessary audio-visual aids, diagnose students' writing problems in the beginning of their studies at university, tailor the course contents according to their needs, introduce group/pair work, peer correction, use dictionaries frequently, etc.
Teaching English Idioms as Metaphors through Cognitive-Oriented Methods: A Case in an EFL Writing Class
Author: Chen, Yi-chen
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Figurative Language,Native Language,Transfer of Training,Psycholinguistics,Metalinguistics,Concept Formation,Cultural Differences,Cultural Awareness,Case Studies,Concept Mapping,Essays,Instructional Effectiveness,College Students,Foreign Countries

Idioms have long been regarded as problematic for L2 learners due to the arbitrariness of their meanings and forms. Traditional methods of teaching idioms focus on rote learning and memorization. Recent developments in cognitive linguistics research have considered idioms as analyzable expressions which are motivated by conceptual metaphors and whose meanings can derive from associations between source and target concepts. Believed to be imageable and comprehensive, idioms should be learned through the process of raising L2 learners' awareness of conceptual metaphors behind these expressions. Nevertheless, these methods fail to notice culture entailments embedded in conceptual metaphors. Especially for FL learners who share neither common cultural background nor living environment with the target language users, difficulties resulting from transferability between L1 and L2 idioms owing to cultural similarities and differences may be serious. To bridge the gap between idioms and conceptual metaphors caused by cross-cultural differences, this study suggests a teaching method by incorporating the idea of metaphoric mappings. A case study was conducted in an EFL writing class to investigate the effect of the methods. Essays written by the students before and after the instruction were analyzed. Results showed that the students increased frequencies of using not only common idiomatic expressions but also creative analogies comprising vivid images based on the conceptual metaphors taught. Additionally, they used L2 expressions whose conceptual metaphors also existed in L1 more often then expressions whose conceptual metaphors were exclusive in L2. Such findings affirm the importance of culture and provide valuable insight to EFL teachers in adopting cognitive-oriented method to teach English idioms.
Strategies of Repair in EFL Learners' Oral Discourse
Author: Rabab'ah, Ghaleb
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Story Telling,Error Correction,College Students,Literary Genres,Repetition,Discourse Analysis,Pragmatics,Statistical Analysis

This study examines how EFL learners in the non-English speaking communities (Jordan and Germany) handle communication in story-retelling, and uncovers the repair strategies, which they deploy in order to overcome communication breakdowns and pass comprehensible messages to their interlocutors. The study also analyzes factors governing the EFL learners' preferences for employing repair strategies. It examines two repair strategies used by Jordanian and German EFL learners; self-initiated repair and repetition. The participants of this study were volunteer third-year students enrolled in the Linguistics Department at Chemnitz Technical University (Germany) and the University of Jordan (Jordan). Two short stories, selected from &quot;100 free English short stories for ESL learners,&quot; were used to elicit data. The results of the analysis revealed that both German and Jordanian non-native speakers of English resort to strategies of repair in order to compensate for their lack of linguistic items or to gain time to retrieve linguistic item(s) and maintain conversation. Moreover, the results indicate that the Jordanian Arabic speaking subjects used strategies of repair more frequently, which was attributed to the fact that they produced more story events, which doubled the number of words in their oral production. Another finding was that repetition was used more frequently than self-initiated repair by both groups. The results of this study may provide some useful insights into syllabus design and English language teaching (ELT).
The Effects of Global Education in the English Language Conversation Classroom
Author: Omidvar, Reza
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Critical Thinking,Problem Solving,Communicative Competence (Languages),Course Content,College Students

Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the participant's content as well as task plays an important role in enhancing the learning curve. With the above as a theoretical background, this study puts global issues into practice within the content of a syllabus of English language teaching in an intermediate, multilingual and multi- cultural conversation class at the Institute Of Language Studies (IOLS), India, producing competent students. The effect of integrated global education in teaching English as a second language has been qualitatively evaluated throughout the course of the experiment. Global education issues are investigated, amalgamating the content-based and task-based language teaching methods as offshoots of the communicative approach. At the same time, the learners were also encouraged to think critically. After the instruction of the intended syllabus, participants basically showed a higher degree of awareness of global issues and the ability to analyze problems and apply critical thinking in their environment. They were also more effective and coherent in their class participation than in other classes.
Motivation and Interlanguage Pragmatics in Iranian English Language Learners
Author: Khorshidi, Hassan Rasouli
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Interlanguage,Pragmatics,Transfer of Training,Task Analysis,Learning Motivation,Attitude Measures,Student Attitudes,Correlation,Language Proficiency,Language Tests,Institutes (Training Programs),Statistical Analysis

It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the development of interlanguage pragmatics (ILP) in Iranian English language learners. A secondary goal of this study was to assess the effect of the type of motivation on pragmatic transfer. To this end, the Attitude/Motivation Test Battery (AMTB) developed by Gardner (1985) was given to the students to distinguish learners with integrative and instrumental motivation. Finally, 40 integratively and 40 instrumentally motivated learners were selected as participants. Then, a Discourse Completion Task (DCT) regarding pragmatic transfer developed by the researchers was administered to the two groups. Two weeks later another interlanguage pragmatics Discourse Completion Task (DCT) was administered in order to elicit the required data from both groups. The findings demonstrate that there is a significant relationship between type of motivation and interlanguage pragmatic development and the amount of negative pragmatic transfer as well. More precisely, this study revealed that integratively motivated learners performed significantly better than instrumentally motivated learners in both ILP development and pragmatic transfer.
The Impact of Teachers' Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching
Author: Mahdi, Hassan Saleh
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teacher Characteristics,Age,Sex,Teaching Experience,Computer Uses in Education,Mixed Methods Research,Technology Integration,Teacher Surveys,Interviews,College Faculty,English Teachers,Gender Differences,Foreign Countries

The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into language teaching. This study utilized a mixed-method approach of investigation, which applies both qualitative and quantitative methods. The instruments used for data collection were a survey and an interview. The survey was administered to 46 in-service EFL teachers working at Najran University, Saudi Arabia. Ten out of these participants were interviewed. The results indicate that there is no significant difference in using ICT between the two groups of teachers according to their age and experience. However, the results indicate that there is a difference between male and female teachers in using ICT in language teaching. Female teachers reported less use of ICT in their instruction than male teachers. Some suggestions are offered to improve the situation of ICT integration into language learning in EFL contexts.
Emerging Vocabulary Learning: From a Perspective of Activities Facilitated by Mobile Devices
Author: Hu, Zengning
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Handheld Devices,Technology Uses in Education,Learning Activities,Learning Theories,Constructivism (Learning),Teaching Methods,Cooperative Learning

This paper examines the current mobile vocabulary learning practice to discover how far mobile devices are being used to support vocabulary learning. An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities, situated activities, collaborative activities and informal and lifelong activities. Such an approach allows one to reflect on the advantages of L2 vocabulary learning and to hypothesize what features of this technology are likely to change language teaching and learning. The integration of mobile devices and vocabulary learning needs to take into consideration portability, social interactivity, context sensitivity, connectivity and individuality. Insights gained from the categorization of activity type will inform researchers and teachers of the emerging vocabulary learning practice and its potential relevance to the innovation in language language teaching and learning.
The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills
Author: Yunus, Melor Md
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Instruction,Writing Skills,Computer Uses in Education,Secondary School Teachers,English Teachers,Foreign Countries,Interviews,Instructional Effectiveness,Secondary School Students

Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which was conducted in Malaysian secondary schools in five areas of Malaysia. This study focuses solely on the data collected from four English teachers in a secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were reported to be attracting students' attention, facilitating students' learning process, helping to improve students' vocabulary and promoting meaningful learning. Disadvantages found included the difficult class control, distraction and the students' tendency to use short forms in their writing. It was also revealed that teachers are generally weak in managing problems and planning activities involving the use of ICT in the teaching of ESL writing. The results of this study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low use of ICT in teaching ESL writing skills.
The Use of Consciousness-Raising Tasks in Learning and Teaching of Subject-Verb Agreement
Author: Idek, Sirhajwan
Date: 2013-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Consciousness Raising,Scores,Task Analysis,Grammar,Questionnaires,Interviews,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Secondary School Students,Student Attitudes,Educational Benefits,Statistical Analysis,English (Second Language)

This study investigates the use of two types of Consciousness-Raising (CR) tasks in learning Subject-Verb Agreement (SVA). The sample consisted of 28 Form 2 students who were divided into two groups. Group 1 was assigned with Grammaticality Judgment (GJ) tasks and Group 2 received Sentence Production (SP) tasks for eight weeks. Learners were given a pretest before the treatment and a posttest once they completed the tasks. They were also required to answer questionnaires and some were interviewed. The findings show the two CR tasks promote SVA learning among students but SP tasks are descriptively better than GJ tasks in terms of gain scores.
The Motivation of Problem-Based Teaching and Learning in Translation
Author: Yingxue, Zheng
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Grammar,Problem Based Learning,Translation,Problem Solving,Classification,Language Styles,Cultural Awareness

Problem-Based Learning (PBL) has been one of the popular pedagogical strategies these years. PBL is about students connecting disciplinary knowledge to real-world problems--the motivation to solve a problem. To recognize general elements and typological differences of language in translation is the motivation to solve real problems such as diction, grammatical construction, style and culture, conversion etc., which is the most creative point of view in PBL teaching and learning of translation.
Practical Life: The Keystone of Life, Culture, and Community
Author: Ramani, Uma
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Daily Living Skills,Child Development,Educational Philosophy,Culture,Community,Cooperation,Adjustment (to Environment)

Uma Ramani's characterization of practical life is philosophical and anthropological, suggesting that &quot;human history is the story of the evolution of our practical life activities.&quot; Practical life is a collaborative activity that creates community and culture. One's adaptation to life through the daily work of ordering our environment lends meaning to all learning and to living a good life. [This article is based on a talk presented at the NAMTA conference titled &quot;Whole School Practical Life: A Comprehensive View of Community, the Intelligence, and the Hand,&quot; Dallas, TX, January 17-20, 2013.]
Conundrums Approached from the Cognitive Perspective of &quot;The Impartment and Inheritance of Connotation and Denotation&quot;
Author: Qiu, Jin
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Language Processing,Questioning Techniques,Misconceptions,Pragmatics

The most distinctive feature of conundrum is the deliberate misinterpretation in the course of its application. The present paper attempts a new cognitive approach to the understanding of conundrums. Based on psychological laws of mankind, the conundrum begins with the questioner's leaving a certain linguistic item on purpose, which will definitely cause deliberate misinterpretation. The process of its understanding is the result of the replier's taking advantage of the impartment and inheritance of the connotation and denotation to disguisedly replace another concept.
Movement and Character. Lecture, London, 1946
Author: Montesorri, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Motion,Human Body,Intelligence,Neurological Organization,Individual Characteristics,Physical Activities,Moral Development,Child Development,Values Education

Dr. Montessori's words from the 1946 London Lectures describe principles of intelligence and character, the work of the hand, and movement with a purpose as being integral to self-construction. The perfection of movement is spiritual, says Dr. Montessori. Repetition of practical life exercises are exercises in movement with the dignity of human cooperation and a sense of equality. Her emphasis on exactness and &quot;harmony&quot; between the psychic and motor parts speaks to the importance of practical life. [Reprinted from &quot;The 1946 London Lectures,&quot; pages 158-164, copyright ©2012 by Montessori-Pierson Publishing Company.]
The Social Relevance of Montessori in the First Plane
Author: Andrews, Sarah Werner
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Method,Social Influences,Relevance (Education),Montessori Schools,Social Development,Emotional Development,School Readiness,Well Being,Psychomotor Skills,Cognitive Development,Language Acquisition,Learning Theories,Child Development,Preschool Education,Learning Strategies,Kindergarten,Early Childhood Education,Knowledge Level

This article represents an amazing reversal of linguistic analysis. Usually Montessori language is translated into &quot;state&quot; terminology. In this case, Sarah Werner Andrews puts state quality assessment terms into Montessori language. For example, domains for school readiness include 1) physical wellbeing and motor development, 2) social and emotional development, 3) approach to learning, 4) language development, 5) cognition and general knowledge. Sarah's use of rich Montessori theory and descriptive language brings Montessori to the essential state keys for expected government proof of quality. [This talk was presented at the NAMTA conference titled &quot;The Social Relevance of the Montessori First Plane: Engaging Families, Building Partnerships, and Finding Common Ground with the Wider Early Childhood Community&quot; in Dallas, TX, January 15-18, 2015.]
The Revelation of the Universal Child
Author: Lawrence, Lynne
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Method,Teacher Education,Child Development,Spiritual Development,Global Approach,Citizenship,Constructivism (Learning),Independent Living,Cultural Background,Employment,Human Body,Communication (Thought Transfer),Oral Language,Written Language,Foreign Countries

Lynne Lawrence puts forward the solemn belief that each child is fulfilling the destiny of every human being. As children make their own contributions to their unique family, society, and global life, they are putting the common good above their own needs. Lawrence begins her case for universality with a moving statement from an African teacher in a Montessori training course. She then goes on to observe the human tendencies and constructive energies that every child carries across the planes of development. Lawrence's solid global framework stands as the preface for this journal. [This chapter is adapted from the talk that was presented at the NAMTA conference titled &quot;Fostering Montessori Preparedness for Global Citizenship&quot; in Seattle, WA, November 13-16, 2014.]