ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping up with ELF: An Analysis of Erasmus Students&apos; Attitudes
Author: Jokic, Nikola
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Usage,Foreign Students,Study Abroad,Foreign Countries,College Students,Student Attitudes,Student Adjustment,Barriers,Pronunciation,Language Proficiency

The aim of this paper is to give an insight into the perspectives of Erasmus students. The focus is on their experience, in particular, and how and to what degree ELF speakers in the study became accustomed to a new educational environment, and whether any obstacles materialised in the process. The goal is to demonstrate the significance of ELF-awareness and the role of English in this particular speech community. Qualitative methods were deployed to obtain the research results i.e. semi-structured, informal ELF conversations between Erasmus exchange students at a university in Austria were tape-recorded and transcribed accordingly. During the interviews, students were asked questions about English as spoken at the university, and were instructed to compare and contrast the experiences gained at a university in Austria with those at their primary universities of instruction. The analysis will show the extent to which a new surrounding can influence the attitudes of Erasmus students.
The Representation of Migration in the Hungarian Context
Author: Illés, Éva
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Issues,Political Attitudes,Vocabulary,Core Curriculum,Social Discrimination,Social Attitudes,Political Campaigns,English (Second Language),Second Language Learning,Immigration,Federal Legislation

Despite the decreasing number of immigrants and their negligible presence, migration has dominated Hungarian public discourse. The article investigates issues related to migration in three contexts. First, samples from the government's immigration discourse, including a legislative package proposal and billboards, are subjected to critical discourse analysis to establish what terminology and rhetorical devices are used to evoke particular kinds of emotion in the readers. Second, the billboards of a counter-campaign organised by a Hungarian joke political party are explored to examine how they managed to turn around the message of the official campaign. Third, the paper investigates whether state education in Hungary can establish the golden mean and provide a balanced view of migration. For exploring the latter question, documents, such as the Hungarian National Core Curriculum in general and the section on the teaching of foreign languages in particular are analysed. The findings of the analyses show inconsistencies in the use of the relevant terminology and a predominantly biased view of migration in Hungary.
Looking through the Multicultural Glass: Re-Examination of Syrian Refugee Children Education in Turkey
Author: Ünal Gezer, Melike
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Access to Education,Cultural Differences,Cultural Pluralism,Language Usage,Student Needs,Teacher Education,Literacy Education,Culturally Relevant Education,Multiple Literacies,Cultural Awareness,Childrens Literature,English (Second Language),Second Language Instruction,Bilingualism,Acculturation

Turkey presents a unique picture as the host of the highest number of Syrian refugees after the outbreak of civil war in Syria in 2011. According to United Nations High Commissioner for Refugees (2018), Turkey has more than 3.5 million Syrian refugees half of whom are school-aged children. These children have limited access to their basic human right: receiving quality education. Fewer than half of approximately one million school aged (ages 5 to 18) Syrian refugee children could receive regular education services in Turkey (Directorate General of Immigration Affairs, 2016). Turkey welcomed a large number of Syrian refugees without taking necessary steps in its education system. Embracing cultural diversity via multiculturalism, and multilingual education, one needs to direct the attention of the audience to the long-term struggle of refugee children in Turkish education system and draw a conceptual framework for quality education and excellence in teacher education. The present paper is an attempt to highlight the role of multicultural education; more specifically through the lens of multicultural literacy practices. Highlighting the contributions of various genres of different ethnic and racial backgrounds such as songs, poetry, fiction, (auto)biographies, multicultural literacy could increase cultural awareness and understanding of pupils, teachers, administrators and the communities, and could help establish enriching learning experiences for Turkish and Syrian children. Multicultural literature provides a meaningful platform affirming differences and showing cultural connections, revealing social issues, necessitating action against injustice, and embracing diverse cultures. When implemented with care, multicultural literacy could increase academic achievement of ethnic minority and at-risk students, heighten cultural awareness and understanding of all students, and provide meaningful learning opportunities for all. The present paper aims to delve into the relationship among English as a lingua franca, Syrian refugee children education, and the theoretical underpinning of multicultural and multi-ethnic education in relation to English language instruction in Turkey.
&quot;It Was Found That&quot;…: Introductory It Patterns by Native and Non-Native Authors
Author: Güngör, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Patterns,Academic Language,Native Language,Native Speakers,Research Reports,Journal Articles,Authors,English for Academic Purposes,Discourse Analysis,Foreign Countries

Introductory &quot;it&quot; pattern, as in &quot;it was found that,&quot; is of significance in academic writing but the use of introductory &quot;it&quot; might be challenging especially for native- and non-native students and non-native academic writers. However, few studies have been conducted to compare the use of introductory &quot;it&quot; pattern by native and non-native scholars. This study investigates the frequencies, variability and functions of the introductory &quot;it&quot; patterns in the research articles of native and non-native academic professionals. The study uses data from the MCRA-L1 and MCRA-L2 corpora of MCRA (Multilingual Corpus of Research Articles) corpus. The size of each corpus was one million words. In order to extract introductory &quot;it&quot; patterns, four-word lexical bundles were searched for through WordSmith Tools with a cut-off point of 5 times per million words for 4-, 5- and 6-word bundles. The results revealed that there were 38 different introductory &quot;it&quot; patterns in the MCRA-L1 and 66 in the MCRA-L2, and the frequency and percentages showed the tendency of the Turkish authors to overuse the introductory &quot;it&quot;-structures in their research articles.
The Role of Vocabulary vs. Syntactic Knowledge in L2 Reading Comprehension
Author: Susoy, Zafer
Date: 2019-00-00
Type: Journal Articles
Subjects: Syntax,Second Language Learning,Vocabulary Development,Reading Comprehension,Role,Scores,English (Second Language),Prediction,Foreign Countries,Second Language Instruction,College Students,Majors (Students),Teacher Education Programs,Reading Tests,Associative Learning

Research in literature reports the importance of L2 vocabulary and syntactic knowledge on the learners' reading comprehension. In this regard, the current study investigated the role of vocabulary knowledge that is disunited into depth and breadth dimensions and syntactic knowledge in the reading comprehension scores of an advanced cohort of English as a Foreign Language (EFL) learners. In particular, this study examined the relationship of vocabulary knowledge (with its two dimensions) and syntactic knowledge with reading comprehension scores of 30 Turkish EFL learners and the extent to which these knowledge types explain the variance in reading comprehension scores. Measures of vocabulary breadth, vocabulary depth, syntactic knowledge and reading comprehension were used. The data analysis procedure included the descriptive statistics, Pearson product-moment correlations and multiple regression analysis. The results showed that the depth of vocabulary knowledge predicts the L2 reading comprehension the best when the effect of vocabulary size and syntactic knowledge is controlled. These findings are discussed at the end of the study with future research suggestions and limitations.
Using Humor in Language Classrooms: Greasing the Wheels or Putting a Spanner in the Works? A Study on Humor Styles of Turkish EFL Instructors
Author: Solhi Andarab, Mehdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Learning Processes,Personality Traits,Language Teachers,Language Usage,Questionnaires,Age Differences,Gender Differences,College Faculty,College Students,Teacher Attitudes

Humor has often been seen as an important element in the learning process, facilitating both teaching and learning. Nevertheless, the utilization of humor in the educational setting has had its opponents. In recent years, many attempts have been made to conceptualize the various forms of humor implemented in the practice of education. Despite a myriad of studies aimed at linking humor with personality traits, there seem a dearth number of research studies addressing the multifaceted humor styles of EFL instructors while interacting with the students in the classroom. There have been a number of scales thought-up in order to best assess the humor styles of the individual. However, the one identified by Martin et al. (2003) attempts to deal with the functions of humor, rather than particular personalities it may or may not represent. The four specific humor styles identified in this scale encompass two benign (affiliative and self-enhancing), and two injurious (aggressive and self-defeating) humor styles. The present study seeks to examine the humor styles adopted by English language instructors in Turkey by investigating (1) whether there is a difference between male and female instructors with regard to employing humor, (2) whether the educational level of the participants influences their tendency to use humor while interacting with the students in the classroom, and (3) whether the age of the instructors is an influential factor in adopting various styles of humor. A total of 64 English language instructors working at private and state universities in Turkey completed a standardized form of the Humor Styles Questionnaire (HSQ) online. Results indicated no significant difference between male and female instructors with regard to adopting humor styles in the classroom. Nor were there any differences between instructors of varying educational level in terms of the use of humor styles. In addition, no differences were seen according to age.
English Language Teachers&apos; Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts
Author: Bayyurt, Yasemin
Date: 2019-00-00
Type: Journal Articles
Subjects: Official Languages,English (Second Language),Second Language Learning,Teaching Methods,Multilingualism,Cultural Pluralism,Language Attitudes,Teacher Attitudes,Second Language Instruction,Foreign Countries,Teacher Education Programs,Cross Cultural Studies,Cultural Awareness,Metalinguistics,Language Variation

Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an &quot;English as a lingua franca&quot; (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers' beliefs about ELF in pedagogical practice in three different countries -- Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers' awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.
Processing Instruction Revisited: Does It Lead to Superior Performance in Interpretation and Production?
Author: Farahian, Majid
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Language Processing,Comparative Analysis,Second Language Instruction,Teaching Methods,Grammar,Pretests Posttests,Task Analysis,Foreign Countries,Secondary School Students

There have been plenty of research studies which have demonstrated the efficacy of focus on form (FonF) approach in language teaching. However, processing instruction as a kind of FonF approach has not been given due attention. As such, the present study is an attempt to shed more lights upon the effects of the processing instruction (PI) on EFL (English as a Foreign Language) learners' acquisition of passive voice by comparing PI to dictogloss and an output instruction. The participants recruited for the study were 51 pre-intermediate level EFL students. The pretest revealed that there was no significant difference between the groups regarding passive voice knowledge. As to the treatment, the first group (n=17) received processing instruction, the second group (n=17) was exposed to dictogloss tasks, and the third (n=17) was given meaningful output instruction. In the immediate posttest, two types of tasks (interpretation and production) were used to assess the participants' English passive voice comprehension and production. The findings indicated that the processing instruction group outperformed dictogloss and meaningful output instruction in both tasks, and thus it had a significantly positive effect on the comprehension and production of the English passive voice.
Cross-Cultural Mediation in ELF Migration Contexts: Pedagogical Implications on ELT Multilingual Settings
Author: Sperti, Silvia
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Intercultural Communication,Immigration,English (Second Language),Second Language Learning,Paralinguistics,Schemata (Cognition),Correlation,Pragmatics,Native Language,Transfer of Training,Syntax,Intonation,Vocabulary,Role,Language Variation,Trauma,Heuristics,Teacher Education,Second Language Instruction,Language Role,Refugees,Foreign Countries,Interviews,Audio Equipment

ELF cross-cultural interactions and mediation processes in specialized migration settings are often characterized by 'gatekeeping' asymmetries between the participants involved challenging a successful meaning negotiation (Guido, 2008). The exploration of migration encounters (Sperti, 2017) is particularly useful in the analysis of naturally occurring dialogues among ELF users, since it shows how ELF speakers, engaged in intercultural interactions, appropriate the English language according to their own native linguacultural and paralinguistic schemata, and to specific pragmalinguistic purposes and processes. The multimodal investigation of the occurring hybridization processes is focused on (i) ELF redefinition of existing native paralinguistic correlates in the pragmalinguistic use of an ELF variation; and (ii) resulting L1 transfers affecting the performing of speech acts and the conversational composition and progress. The analysis reveals (a) the mediation of meaning, experience and intentionality in terms of resulting lexical, syntactical, and register performance; and (b) the role played by prosody and paralanguage in the mutual acceptance of speakers' intentions, attitudes, and cognitive schemata, in spoken specialized discourse related to medical and legal integration, mediated migration narratives, cross-cultural conceptual representations and reception of traumatic experience. The heuristic approach applied to the analysis of data derived from the exploration of real plurilingual cross-cultural exchanges is particularly useful in the promotion of the conscious use of cross-cutting strategies as powerful learning tools embedded in the language learning process, with the ultimate aim of (i) investigating the possible impact of migration on teacher education, (ii) defining an ELF-aware pedagogical framework in plurilingual educational settings, and (iii) enhancing the development of learners' skills in intercultural communication.
Reflections of Incoming Erasmus+ Exchange Students at a Turkish University Context
Author: Sener, Sabriye
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Attitudes,Student Exchange Programs,Preferences,Cultural Differences,Expectation,Student Mobility,College Students,Decision Making,College Choice,Barriers

This study aims to shed light on the preferences and problems of Erasmus+ exchange programme students before and during the mobility process. The research was organized in qualitative research method phenomenological design. The participants of the study were 21 incoming Erasmus+ students having studied at a state university in Turkey at 2015-2016 academic year. The required data were collected with a survey in open-ended questionnaire format. The collected data were analyzed with descriptive content analysis technique. Students' answers were described, organized and explained to interpret the context. Participants' preferences gave information about the reasons for choosing the country and the university while their impressions were covering the first impressions after arriving in Turkey, information about Turkey, Turkish culture, Turkish university, and expectations about education. The findings also gave information about the problems or difficulties and previous experiences of the participants. Lastly, some implications and suggestions were derived from the statements of Erasmus+ programme students.
Promoting Responsible Tourism by Exploring Sea-Voyage Migration Narratives through ELF: An Experiential-Linguistic Approach to Multicultural Community Integration
Author: Guido, Maria Grazia
Date: 2019-00-00
Type: Journal Articles
Subjects: Tourism,Migrants,Transportation,Social Responsibility,Experiential Learning,Social Integration,Travel,Foreign Countries,Intercultural Communication,Trauma,Personal Narratives,Translation,Video Technology,Cultural Pluralism,Language Role,English (Second Language),School Community Relationship,Participatory Research,Native Language,Poetry,College Students,Literary Genres,Linguistics

This paper reports on a research project in Responsible Tourism (Prayag, Hosany, &amp; Odeh, 2013) carried out at the University of Salento in collaboration with the local administrations of some seaside resorts in Southern Italy affected by migrants' massive arrivals. This project, which involves tourists, migrants, university students in intercultural mediation and local communities, applies a model of Experiential-Linguistics (Lakoff &amp; Johnson, 1999) to a multimodal Ethnopoetic analysis (Hymes, 2003; Kress, 2009) of (a) non-Western migrants' traumatic accounts of journeys across the sea, reported in their own ELF variations (Guido, 2008, 2018), (b) Western epic narratives of Mediterranean dramatic voyages rendered from Ancient Greek and Latin into modern ELF variations, and (c) multimodal representations of the ethnopoetic rhythms of such ancient and modern sea-journey narratives through the production of a promotional video. The aim is to highlight the experiential common roots shared by classical-epic and contemporary migration narratives. Three main research phases will be explored, which are characterised by pedagogical activities meant to foster an active, multicultural community integration, as well as a view of tourism as an inclusive social experience.
A Proverb Learned Is a Proverb Earned: Proverb Instruction in EFL Classrooms
Author: Can Daskin, Nilüfer
Date: 2019-00-00
Type: Journal Articles
Subjects: Proverbs,Second Language Instruction,English (Second Language),Communicative Competence (Languages),Student Teacher Attitudes,Knowledge Level,Cultural Literacy,Foreign Countries,College Freshmen,Textbook Content,Secondary School Curriculum,Educational Experience,Public Colleges,High School Teachers,Instructional Effectiveness

This study aims to reveal the situation about proverb instruction in EFL classrooms by seeking future English teachers' opinions. It is based on the argument that proverbs are an important part of cultural references, figurative, functional and formulaic language; thereby, they lend themselves well to enhancing communicative competence. This study investigates what EFL student-teachers think and feel about English proverb instruction, how they conceptualize proverbs, how they define their knowledge and use of English proverbs, and what they think about the extent to which their English teachers and coursebooks at high school taught English proverbs. In doing so, a questionnaire was designed and administered to freshman EFL student-teachers and semi-structured interviews were conducted with volunteers. The findings revealed that despite those student-teachers' positive attitudes towards proverb instruction, they did not view their knowledge of English proverbs as well as the teaching of proverbs by their English teachers and coursebooks at high school sufficient enough. Furthermore, traditional definitions were reflected in the participants' conceptualization of proverbs. The study has important implications for curriculum and syllabus design in which knowledge of phraseology in general and proverbs in particular should be incorporated as an important component of learners' language competence.
Childhood Use of Mobile Devices: Influence of Mothers&apos; Socio-Educational Level
Author: Jiménez-Morales, Mònika
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Young Children,Handheld Devices,Parent Background,Mothers,Television Viewing,Computer Use,Video Games,Employment Level

The presence and variety of mobile devices in Spanish homes, regardless of the social and economic con-text, has been widespread for years. Several studies focus on parental mediation in children's consumption of smart devices, however, there is a lack of scientific evidence about how the educational level and the professional profile of parents affect children's digital media consumption. This study analyzes the influence of the socio-educational level of families on the consumption of digital screens. The study deepens the understanding on the educational level of parents, as well as their professional category. A quantitative methodology was applied on a sample of 792 primary school children, between 5 and 9 years of age, in three Spanish cities. The consumption of television, smartphones, tablets, computers and videogames was analyzed. Results indicate that, the lower the level of education and professional category of the mother, the greater the consumption of content through smart devices by children. The study demonstrates, therefore, the importance of considering the educational and professional levels of mothers and fathers for a better understanding of the consumption of digital screens and, at the same time, as an opportunity for designing family strategies that encourage critical thinking and digital media education.