ethanporcaro/eric-fulltext-meta huggingface dataset:
Speakers&apos; Identities in Online Interaction
Author: Alenazi, Oudah S.
Date: 2019-03-00
Type: Journal Articles
Subjects: Self Concept,Computer Mediated Communication,Intercultural Communication,Communication Strategies,Pronunciation,Intonation,Phonology,Syllables,Discourse Analysis,Audio Equipment,English (Second Language),Second Language Learning

Computer-Mediated Communication (CMC) is acknowledged to represent a social space where people interact with others who may not necessarily know them. They can also recreate their own identities in the course of their interaction. This study investigates ways in which the identities of speakers can be revealed by their use of language in multiple-participant conversations. In particular, the study aims to elicit the strategies that speakers employ the most by analysing the way they talk at a micro-analytic level, and the ways in which they organise and sequence their turns at talking. The results show that the processes of turn-taking and topic development are subject to distraction and breakdown in computer-mediated environments. There are many instances of pauses caused by frequent overlaps between participants. The accents of participants are considered the main feature which can constitute one's identity in voice-based chat-rooms. Other factors such as communication and technical skills, systems and server speeds could also have an effect on such communication. Additionally, the participants seem to employ certain strategies to overcome interactional limitations of CMC systems, such as the use of pauses, quiet and loud intonation, and stress of particular syllables of some words. These strategies can contribute to determining the speaker's identity.
Teaching Arabic as a Second Language (TASL): Simulation of the Canadian/American Exemplary TESL Models. a Feasibility Study in Promoting a Saudi-Owned TASL Programme
Author: Alshahrani, Abdulaziz
Date: 2019-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Semitic Languages,Teaching Methods,Evaluation Methods,Language Proficiency,Cultural Influences,English (Second Language),Cultural Context,Instructional Effectiveness,Work Environment,Foreign Countries,Language Tests,Testing Problems,Standardized Tests

Given that teaching Arabic, as a second language has become increasingly significant in the present context, it follows that there is an urgent and pressing need to develop efficient learning tools as well as adequate measuring tools for testing the learner's development. There are numerous problems associated with measuring a learner's proficiency in Arabic in the context of Western cultures. These problems are related to the non-adaptability of measuring tools from one setting into another without taking cultural factors into account. The difficulties faced by scholars in adapting Teaching English to Speakers of Other Languages (TESOL) tools to the Saudi context is an example. However, the problems associated with such an adaptation indicate the need for context-specific language acquisition measuring tools. Either currently existing tools such as TESOL need to be radically altered to fit Saudi contexts and requirements, or entirely new tools must be created in order to test the efficacy of language learning in Saudi Arabia. This study aims at a close examination of ways in which existing tests such as TESOL may be adapted or modified to suit the requirements of teachers and learners in the Saudi context. A survey and evaluation of existing tools was followed by developing new tools specifically for Arabic language. It concludes by giving recommendations for proposed modification of existing strategies for Arabic learners that associates the language more directly with functional workplace contexts.
The Concept of &quot;Money&quot; in the Context of National Linguocultures
Author: Zalavina, Tatiyana Yu.
Date: 2019-03-00
Type: Journal Articles
Subjects: Monetary Systems,Linguistics,Russian,English,German,French,Comparative Analysis,Cultural Differences

This paper presents an analytical review of scientific works devoted to one of the topical studies in cognitive and cultural linguistics, to the concept of &quot;money&quot; that is included in the corpus of basic concepts of European civilization. The framework consists of systematization of most of existing scientific results of verbal representation, structuring of the concept of &quot;money&quot; in the context of Russian, English, German, French languages. A comparative analysis of the ways and means of language representation of the concept &quot;money&quot; in Russian, English, German, French, sets the combination of versatile and specific features that embody the nature of the concept of &quot;money&quot; in these national languages. The obtained scientific findings represent the opportunities of an embodiment of the general cultural concept of &quot;money&quot; in national linguocultures. The practical value is determined by the fact that the obtained structured scientific data in the specified conceptual field can be used by scientists when developing linguoculturological dictionaries of basic concepts of European culture, as well as in the development of training courses, for which these dictionaries will become a content database.
The Effectiveness of E-6tslearning in Teaching Reading for Academic Purposes to the Students with Different Learning Styles
Author: Permanasari, Pradnya
Date: 2019-03-00
Type: Journal Articles
Subjects: Cognitive Style,Reading Ability,Electronic Learning,Reading Instruction,Instructional Effectiveness,College Students,Foreign Countries,Second Language Instruction,Second Language Learning,English for Academic Purposes,Reading Skills,Visual Learning,Aural Learning,Kinesthetic Perception,Learning Modalities

This research was done to have the answers of these main questions; 1) what learning style dominates the reading ability?; 2) how is the implementation of E-6tslearning?; and 3) how is the effectiveness of E6tslearning in teaching reading for academic purpose?. The objectives of this study are 1) to explain the learning style dominates the reading ability; 2) to explain the implementation of E-6tslearning in teaching reading for the academic purpose; 3) to explain the effectiveness of E-6tslearning as the method in teaching reading for academic purposes. The research design used was 2x3 ANOVA factorial designs. The subject of the study was forty-four third semester students of the English Department of Pekalongan University, Indonesia. Twenty-two students became an experimental class, and twenty-two students became control class. The experimental was treated by using the E-6tslearning method, and the control class was given the lecturing. The result shows that the visual learning style dominated the reading ability. The dominant reason was that seeing the text and images make them focused. The E-6tslearning method was applied well online by the lecturer. It was done in and out of the class so that the students have more time to read and write. The use of 6TS method was effective to teach reading proven by the increased score of the experimental class. It was increased to 77.1 for the visual; 71.4 for the aural; and 65 for the kinesthetic group.
The Views of Teacher Candidates on the Educational Qualification of Faculty Teachers
Author: Demirel, Ihsan Nuri
Date: 2020-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Preschool Education,Teacher Educators,Teacher Qualifications,Teacher Competencies,Teacher Effectiveness,Student Attitudes,Role Models,Time Management,Communication Skills,Foreign Countries

In this study, it was observed that teacher candidates who study at Agri Ibrahim Çeçen University in the Faculty of Education Preschool Department responded to the statements written below with different rates. Faculty members reinforce the emphasis they place on the important parts of the subject they are focusing on, so that teacher candidates, who are the target group in the education management organization, can comfortably be able to comprehend. The Faculty Members manage to control the teacher candidates even though they turn their faces on the board and teach lessons because they significantly affect the teacher candidates in the education management organization. In addition to making a successful eye contact with the teacher candidates in the education management organization; faculty members do not neglect to have self-control skills that will strengthen the seriousness in communication. Faculty Members do not judge the teacher candidates according to their gaze, clothing, old-new; quality or poor quality; political icon-social icon etc. In order to set an example for the teacher candidates in the education management organization, the Faculty Members pay attention to show every care to ensure that their clothing (upper heads) are clean, tidy, harmonious and free from exaggeration.
Intelligibility of L2 Speech in ELF
Author: Lochland, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Classification,Pronunciation,Phonology,Speech Communication,Language Styles,Native Speakers,Mandarin Chinese,Japanese,German,French,Auditory Perception,Language Variation,Tone Languages,Official Languages

This paper investigates the phonology of L2 speech and its impact on intelligibility in English as a Lingua Franca (ELF) contexts. Many studies have considered speaker-related characteristics, such as speech styles and pronunciation features, that influence the intelligibility of L2 speech for both nonnative speakers (NNS) and native speakers (NS). However, only a handful of studies have considered what impact listener-related conditions, such as a shared first language (L1) background or L1 typology between NNSs, may have on the intelligibility of their speech. Therefore, an online survey was used to study the intelligibility of Mandarin-English, French-English, Japanese-English, and German-English from the perspective of 100 NNSs. It was hypothesized that a shared L1 or shared L1 typology between two NNSs will enhance the intelligibility of their speech. However, the findings did not support this supposition. For example, the Mandarin speakers did not find Mandarin-English to be more intelligible than Japanese-English or any of the other two accent types. Similarly, the results indicated that a shared L1 typology between two NNSs does not improve the intelligibility of their speech. The data did suggest however that a listeners' familiarity to one accent type may improve the intelligibility of a typologically related novel L2 accent. The limitations of the findings are discussed along with their implications for future research directions.
Teaching Semantic Considerations of Ablative and Locative Cases in Turkish-to-English Translated Texts
Author: Demir, Cüneyt
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,English (Second Language),Translation,Language Processing,Taxonomy,Syntax,Semantics,Error Patterns,Teaching Methods,Error Analysis (Language),Undergraduate Students,Grammar,Morphemes,Morphology (Languages),Foreign Countries,Contrastive Linguistics

Translation aims to transmit the original tone of the source text both syntactically and semantically accurate without losing the intent of a message. However, some syntactic considerations such as cases may pose a problem particularly if the source and target texts belong to different language typologies. Accordingly, this study investigated the translation of ablative and locative cases in Turkish-to-English studies to find out and analyse erroneous samples. The population of the study is composed of 131 students at the department of translation and the 360 pages data were gathered through different translation activities. Taxonomy with three categorizations was constructed for the identification and classification of the data, which are inaccurate cases, redundant cases, and case-missing. Results showed that ablative and locative cases had a similar number of errors in translation from Turkish to English, and inaccurate cases made up of the large proportion of these errors. This study concluded that there are a few considerations regarding ablative and locative cases that need to be taken into account while rendering a text. At last, some pedagogical implications aiming at lowering students' errors of translation relating to ablative and locative cases were suggested.
Mediation in Writing Skills and Teaching Turkish as a Foreign Language
Author: Tüm, Gülden
Date: 2020-11-00
Type: Journal Articles
Subjects: Turkish,Writing Instruction,Alphabets,Writing Skills,Second Language Learning,Second Language Instruction,Teaching Methods,Writing Processes,Writing Difficulties,Vocabulary,Language Usage,Grammar,Student Attitudes,Student Needs,Writing Strategies,Morphology (Languages),Morphemes,Teacher Characteristics,Language Teachers,Foreign Countries

Writing is the most difficult language skill to be learned and applied by learners of Turkish as a foreign language (TFL) because their native, foreign, and target language(s) might have different linguistic properties and even alphabets. Even they may come from different language families that influence TFL learners to have syntactic, lexical, and morphological problems during their writing process. Descriptor of mediating text regains importance in writing since it is beyond interpreting knowledge and is constructing meaning. In order to shed light on the problems occurring in written texts, this study focuses on mediation and possible mistakes/errors done by TFL learners in terms of alphabet, vocabulary, word order, paragraph and mechanics in addition to their perceptions for Turkish language instructors, teaching materials and assessment. This study draws attention to the importance of mediation for specific needs of TFL learners by exemplifying statements produced in Turkish. The findings reveal that foreign learners could overcome problems in case they are exposed to mediation strategies, mediating text and concepts in addition to morphological guidance at the initial stages.
The Effect of Blended Learning on EFL Students&apos; Grammar Performance and Attitudes: An Investigation of Moodle
Author: Al Bataineh, Khaleel Bader
Date: 2019-03-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Grammar,Student Attitudes,Integrated Learning Systems,Foreign Countries,Instructional Effectiveness,Student Motivation,Graduate Students

Empowering new generations with technology through employing blended learning approach to teach English as a Foreign Language has been recently investigated by many researchers in various contexts. This mixed-methods study aimed at examining the effects of the blended learning approach on Jordanian EFL learners' grammar performance. The study also aimed at investigating the attitudes of Jordanian EFL learners toward blended learning. To achieve the objectives of the study, it employed a quasi-experimental design (pre and posttests) followed by qualitative interviews. The participants were divided into two groups: experimental and control groups. Among the 28 students in the sample, those in the experimental blended learning group (n=13) were taught using Moodle while those in the control group (n=15) were taught using conventional methods. All the 13 participants in the experimental group were interviewed. The results of the posttest revealed that students in the experimental group outperformed students in the control group. Furthermore, the qualitative analysis results showed that blended learning had a positive impact on the learners' English grammar performance and that they were strongly satisfied and motivated to learn English using similar methods. It is concluded that blended learning could be used as an effective method of teaching English grammar in EFL settings. It is hoped that these results will help the university, faculty, and students to develop the skills necessary for blended learning.
The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers&apos; Expectations and Teachers&apos; Obstacles
Author: Baghoussi, Meriem
Date: 2019-03-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Competency Based Education,Student Centered Learning,Cooperative Learning,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Secondary School Teachers,Curriculum Design,Curriculum Implementation,Barriers,Knowledge Level,Professional Development,Textbook Content,Crowding,Class Size,Foreign Countries

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above. They reveal that teachers neither master nor use the project-based instruction proficiently in their classrooms despite the guidance provided in the third-year pedagogical documents. Those hindrances are due to the lack of professional training and the insufficient theoretical knowledge on the diverse approaches, methods and strategies related to PBL.
The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature
Author: Suliman, Ashairi
Date: 2019-03-00
Type: Journal Articles
Subjects: Teaching Methods,Comparative Analysis,Learning Processes,Teacher Attitudes,English Literature,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Characteristics,Teaching Experience,Language Proficiency,Teacher Education,Barriers,Foreign Countries,Urban Schools,Rural Schools

Teaching and learning literature could be a daunting task for both instructors and learners. It requires teachers to employ suitable approaches and methodologies to ensure the effectiveness of the lesson. This serves as the main purpose of this study which is to discover the approaches employed by literature teachers. In addition, three significant dimensions will also be scrutinised which are locality, literature training and teaching experience. Utilizing questionnaire as the research instrument, this study involved 271 teachers as the respondents. Comparisons pertaining to the approaches employed based on locality, training and teaching experience were shown in the findings. To note, the majority of the respondents were found to be in favor of using simple terminologies as the most preferred approach. Meanwhile, the least favored approach was eliciting information from students. In addition, out of the three main variables, only teaching experience was found to show no significant difference. To summarise, locality, training and teaching experience may have significantly impacted teachers in selecting the approaches to be employed in a literature lesson. This may also assist in ensuring that the teaching and learning of literature reach its visions.
&quot;This Place Could Be a Paradise&quot;: Snow Days, Blackouts, and the Educative Power of the Anarchist Imagination
Author: Keehn, Gabriel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Imagination,Freedom,Politics,Vignettes,Futures (of Society),Climate,Affective Behavior,Political Attitudes

The world, and the component parts that people generally take for granted about it are those moments put on pause, or, perhaps more accurately, peeled away, revealing something else entirely underneath. The world at the moment of suspension or peeling gives way to another world, or flashes thereof, however brief. To the author, nothing represents this feeling more than the snow day, and it is that feeling that the author will preliminarily explore, particularly with respect to its political and educational implications. The author has come to call this feeling, this sense of briefly and illicitly being able to peek behind the curtain of the real world to see what possibilities might lie behind it, &quot;affective anarchism.&quot; Affective anarchism is the feeling a person gets when they can genuinely see some possible options for desires of connection and fulfilment lived out, if only for a flash. The author argues that politics and education need to be guided by these goals, these desires, these vignettes of possible futures. There is a need to cultivate the radical, utopian, and even seemingly childish impulse within all people that still wants to ask without any hint of irony, &quot;why can't every day be a snow day?&quot;
Teaching Ukrainian Folk Dumas at University: Analysis in Context of Intercultural Communication
Author: Nabok, Maryna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Intercultural Communication,Folk Culture,Student Attitudes,Teaching Methods,Foreign Students,Singing

The article deals with the basic principles of teaching Ukrainian folk dumas in higher educational institutions of Ukraine. Based on the principles of teaching Ukrainian folk dumas in higher educational institutions of Ukraine, we conducted an experimental study with further comparative analysis of the perception of dumas by Ukrainian and foreign students. We used the method of interview (including written feedback from students). The research was conducted in groups of Ukrainian and international students (from Africa and the Middle East) who studied at Sumy State University (Ukraine). 100 respondents aged 19-22 were interviewed. Students listened to audio recordings of Ukrainian folk dumas, analysed texts and gave written feedback about the perception of epic heroes and dumas in general. The results we obtained showed that teaching Ukrainian folk dumas based on the principle of close connection of teaching with the modern life of society and the principle of family-centrism helps students from different countries and cultures to recognise themselves as successors of traditions that form their spiritual world, an active life position and national identity in the context of modern globalisation processes. The use of these principles in teaching dumas promotes the students' individual perception of the learning content, reveals national specifics of the student's world outlook, deeply rooted in the genetic memory of generations and national psychology.