ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Teachers' Perception of the Efficacy of ELT in Iranian Public Schools and Private Language Institutes
Author: Aliakbari, Mohammad
Date: 2014-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Private Schools,Public Schools,Preferences,Language Teachers,Foreign Countries,Questionnaires,Statistical Analysis,Comparative Analysis

This paper intended to compare teaching English in private language institutes and public schools in Iranian Education system from the viewpoint of the English teachers who practice in both systems. It also aimed at examining teachers' preference to teach-in either place. 15 English teachers in Ilam city participated in the study and data were collected through a researcher-made questionnaire, including 60 Items through which respondents were asked to express their dis/agreement on 5 subscales. The results showed that better management, better fulfillment of the educational needs, and better teaching environment were among the reasons why the teachers preferred to teach in private language institutes. The study then, provides suggestions for improvement of ELT in the public system.
Thomas Hardy's Notion of Impurity in &quot;Far from the Madding Crowd&quot;: The Tragic Failure of a Ruined Maid or The Blessed Life of a Fallen Lady
Author: Saleh, Nafiseh Salman
Date: 2014-06-00
Type: Journal Articles
Subjects: English Literature,Nineteenth Century Literature,Novels,Females,Failure,Literary Devices,Victorian Literature,Sex Role,Femininity,Social Status

As a prolific nineteenth-century novelist, Thomas Hardy witnessed how women were treated as well as the dreadful conditions in which they lived. Well aware of the nineteenth-century limitations on femininity, Hardy stood for women's downtrodden rights. Henceforth, so as to examine Hardy's personal thoughts and impressions towards the prevailing perceptions of the nineteenth-century femininity, Hardy's &quot;Far from the Madding Crowd&quot; (1847) has been explored with focus upon the Victorian femininity in contrast with Hardy's fictional heroines. &quot;Far from the Madding Crowd,&quot; as a typical example of his fiction, is representative of Hardy's vision towards the Victorian ideal of femininity, particularly the notion of impurity. This paper is an attempt to re-read Hardy's &quot;Far from the Madding Crowd&quot; to explore the discrepancy between Hardy's notions of impurity in accordance with the Victorian ideal perceptions of femininity to the Victorians' extreme rigidity to the idea of impurity. This paper also concludes that despite his genuine commiseration towards women, Hardy was in line with the Victorian conservative view of sex where his fallen heroine--Fanny-- is doomed to ignominious failure in the course of her life while Bathsheba's fall is redeemed through a conventional marriage trial.
Ideologies in the Thematic Slogans of the 1984-2012 Olympic Games
Author: Cuihua, Wu
Date: 2014-06-00
Type: Journal Articles
Subjects: Ideology,Athletics,Thematic Approach,Discourse Analysis,Language Styles,Language Usage,Phrase Structure,Surface Structure,Advertising,Comparative Education,Foreign Countries

This paper spotlights the twelve slogans of the Olympic Games in order to critically analyze the ideologies underlying the discourse. By taking the principles of critical discourse analysis (CDA) and Halliday's (1994) systemic-functional grammar (SFG) as analytical tools, the paper endeavours to reveal the ideology that predominates in the ruling class and that may impinge on the ways in which the slogans are constructed and elucidated. Furthermore, the images of the host countries manifested in the slogans and their attitude towards and enthusiasm for the Olympic Games are construed. Last but not least, with the rapid development of political and economic globalization, the enhanced call for friendliness and harmony is clearly shown in the linguistic structures of these slogans by analyzing them diachronically.
The Potential of Incorporating Computer Games in Foreign Language Curricula
Author: Mukundan, Jayakaran
Date: 2014-04-00
Type: Journal Articles
Subjects: Computer Games,Second Language Instruction,Second Language Learning,Educational Change,Educational Practices,Educational Strategies,Teaching Methods,Integrated Curriculum,English (Second Language),Learning Theories,Teacher Role,Educational Opportunities

There is ample evidence that technology-enhanced instruction could result in students' learning. With the advancement and ever-increasing growth of technology, the use of educational electronic games or computer games in education has appealed to both educators and students. Because of their potential to enhance students' interest, motivation and creativity, computer games can be used to teach various skills and strategies to different types of students, particularly schoolchildren. These games have also made inroads into language learning classrooms as they provide language learners with a rich learning context to engage in authentic and meaningful learning experiences. This paper reviews the potential of integrating computer games into second/foreign language syllabi and curricula by offering a synopsis of the assumptions, prior studies and theoretical background in support of these games in language education. At the end, the paper touches upon the role of teachers and the likely inhibiting factors affecting the integration of computer games into English language programs.
Researching Aptitude in a Process-Based Approach to Foreign Language Writing Instruction
Author: Zare-ee, Abbas
Date: 2014-10-00
Type: Journal Articles
Subjects: Writing Processes,Writing Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Language Aptitude,Correlation,Undergraduate Students,Protocol Analysis,Scores,Questionnaires,Native Language,Writing (Composition),Teaching Methods,Student Attitudes,Aptitude Tests,Language Tests,Foreign Countries,Statistical Analysis,Indo European Languages,Writing Strategies

In the study reported here, we explored writing processes employed by 70 undergraduate learners of English as a Foreign Language (EFL) through questionnaires and think-aloud protocols. Then we looked for possible differences in the writing processes employed by high- and low-aptitude learners. We observed that learners with higher aptitude scores devoted more attention to clausal complexity than those with lower levels of aptitude. Moreover, they resorted less frequently to their mother tongue while writing texts in English. High-aptitude EFL learners also used more global planning strategies than their low-aptitude peers and edited while writing much more frequently. Our review showed that even though aptitude has been extensively researched in second language acquisition and shown to correlate with the level of success in different skills, it has rarely been considered in relation to writing processes. We suggest that, as classroom teachers, EFL writing instructors accumulate and incorporate knowledge of their students' aptitude in deploying their teaching strategies.
A Linguistic Analysis of Errors in the Compositions of Arba Minch University Students
Author: Tizazu, Yoseph
Date: 2014-06-00
Type: Journal Articles
Subjects: Error Analysis (Language),Second Language Learning,Undergraduate Students,Morphology (Languages),Syntax,Semantics,Grammar,Writing (Composition),Language Usage,Second Language Instruction,Mastery Learning,Contrastive Linguistics,Foreign Countries,Computational Linguistics,Statistical Analysis,Morphemes,English (Second Language),Form Classes (Languages)

This study reports the dominant linguistic errors that occur in the written productions of Arba Minch University (hereafter AMU) students. A sample of paragraphs was collected for two years from students ranging from freshmen to graduating level. The sampled compositions were then coded, described, and explained using error analysis method. Both quantitative and qualitative analyses showed that almost all components of the English language (such as orthography, morphology, syntax, mechanics, and semantics) in learners' compositions have been affected by the errors. On the basis of surface structures affected by the errors, the following kinds of errors have been identified: addition of an auxiliary (*I was read by gass light), omission of a verb (*Sex before marriage ^ many disadvantages), misformation in word class (*riskable for risky) and misordering of major constituents in utterances (*I joined in 2003 Arba minch university). The study also identified two causes which triggered learners' errors: intralingual and interlingual. The majority of the errors, however, attributed to intralingual causes, which mainly resulted from the lack of full mastery on the basics of the English language.
The Effect of Incorporating the Extensive Reading Approach into Vocabulary Instruction on Learners' Lexical Depth in an EFL Context
Author: Jafarpour, Mohsen
Date: 2014-06-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Associative Learning,Pretests Posttests,Statistical Analysis,Foreign Countries,Reading Comprehension,Reading Processes,Language Tests,Control Groups,Experimental Groups,Outcomes of Education

Inspired by current issues in lexical depth and previous extensive reading (ER) investigations, this study examined the effectiveness of ER approach in lexical depth of young EFL students in Iran. In the present study, two male classes were formed. One of these two classes was randomly selected as a treatment group and another one as a control group. The treatment group was provided with vocabulary instruction through the ER approach. However, the control group was taught traditionally and without the ER approach. Students in the treatment group were provided with ER approach for 17 weeks. At the end of the study, a test of lexical depth was administered to both groups and a &quot;t&quot; test was used to compare means of test scores between groups. The results indicated that ER is an effective approach to improve students' lexical depth.
Terms of Address in the Chinese Business Enterprise
Author: Huang, Xiaoyan
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Business,Language Usage,Gender Differences,Geographic Location,Institutional Characteristics,Hypothesis Testing,Semantics,Vocabulary,Social Influences,Cultural Influences,Questionnaires,Employees,Statistical Analysis

This study examines terms of address currently used by employees of Chinese business enterprises. The authors find that a speaker's address selections are related significantly to the gender of the speaker, the location of the enterprise in Eastern or Western China, and the ownership type of the enterprise; that is, whether the enterprise is state-owned or privately owned. The authors develop hypotheses to explain the social origins of these observations. It is also observed that the semantics of address in the enterprise persist across changes in underlying terminology and are resilient with respect to mandated speech. In examining this subject of persistence, the authors find that the term 'ge/jie' (brother/sister) has replaced the term &quot;tóngzhì&quot; (comrade) as the primary means of expressing solidarity within the business enterprise. The authors consider the question of whether address choices can be predicted based on externally observable situations or whether such choices require knowledge of the speaker's motivations, which are not externally observable. It is concluded that address is most predictable in situations where power is salient and less predictable in other situations.
The Influence of Explicit Cross-Linguistic Consciousness-Raising on the EL Writing of the Iranian English Language Learners
Author: Hosseininik, Seyyed Yavar
Date: 2014-06-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Control Groups,Experimental Groups,Consciousness Raising,Transfer of Training,Teaching Methods,Indo European Languages,Language Tests,Recognition (Psychology),Writing Tests,Grammar,Pretests Posttests,Scores,Instructional Effectiveness,Interlanguage,Form Classes (Languages),Foreign Countries

This study investigates the effects of cross-linguistic consciousness-raising through comparing and contrasting learners' L1 (Persian) and L2 (English) on their L2 written performance. To do this, sixty intermediate language learners, both male and female, learning English at two private institutes in Yasuj, Iran, were chosen as the participants of the study. They were assigned to four groups, two experimental groups and two control groups. Two language items, i.e. subject-verb agreement and adverb position in a sentence were chosen as the materials to be taught in the study. At first, Three kinds of tests, i.e. recognition test, translation test and writing production test checking the participants' recognition of errors, proper use and correct production of the chosen language items respectively, were administered as the pre-tests. Afterwards, the experimental groups were taught through consciousness-raising techniques but the control groups were taught through traditional ways of grammar teaching. After four weeks of instruction, the participants were given post-tests being parallel to the pre-tests. The mean scores comparison and contrast for the pre-tests and the posttests through using Paired T-test revealed a significant improvement in the experimental group's written performance with regard to recognition, proper use and production of the two chosen language items. The findings indicate that cross-linguistic consciousness-raising activities do have a positive effect on the participants' written performance.
The Arabic Hyperbolic Pattern &quot;Fa??al&quot; in Two Recent Translations of the Qur'an
Author: El-Zawawy, Amr M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Semitic Languages,Accuracy,Syntax,Translation,Islam,Morphology (Languages),English,Literary Devices

The present study addresses the problem of rendering the ?? ?? 'fa??al' hyperbolic pattern into English in two recent translations of the Qur'an. Due to the variety of Qur'an translations and the large amount of hyperbolic forms of Arabic verbs recorded in the Qur'an, only two translations of the Qur'an are consulted and analyzed: these two translations, namely Saheeh International Translation (1997) and Prof. Abdel-Haleem's (2004), are distinguished by the fact that they are recent and well-received. Moreover, the investigation of hyperbolic forms is confined to the Arabic form ?? ?? 'fa??al'. The study reveals that the Saheeh translator has applied morphological shifting in many examples while Abdel-Haleem's translation exhibits a considerable amount of syntactic transposition, coupled with paraphrasing. The test of accuracy as administered here is to give a clear picture of the need to pay particular attention to hyperboles of the form examined and other ones not analyzed here for limitations of space.
The Status of Arabic in the United States of America Post 9/11 and the Impact on Foreign Language Teaching Programs
Author: Abu-Melhim, Abdel-Rahman
Date: 2014-06-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Instruction,Terrorism,Higher Education,Political Issues,Course Selection (Students),Geographic Location,Student Interests

This study aims at investigating the status of Arabic in the United States of America in the aftermath of the 9/11 World Trade Center events. It delves into this topic and identifies the main reasons for the increased demand for learning Arabic. It also determines the impact of the renewed interest in Arabic on foreign language teaching programs. Furthermore, the study identifies the main Arabic language programs established in the U.S. after the events of 9/11, 2001 at various institutions of higher education. The process of data collection relied primarily on information and statistics provided by several authorized professional linguistic organizations based in the U.S. as well as a number of telephone interviews conducted by the researcher. Since September 11, 2001, Arabic language teaching and learning has become the focus of much more attention from the educational community in the United States. The study revealed that Arabic is the fastest-growing foreign language taught at U.S. colleges and universities ranking tenth among all other foreign languages during the last decade. Major reasons for the high demand for Arabic including political, family, and linguistic reasons are also discussed. Finally, the impact of this demand on Arabic teaching programs is explained providing a comprehensive list of higher educational institutions that teach Arabic in the United States today.
A Collision of Vice and Virtue in Thomas Hardy's Tess of the D'Urbervilles: &quot;A Pure Woman Faithfully Presented&quot; or a Fallen Angel
Author: Saleh, Nafiseh Salman
Date: 2014-06-00
Type: Journal Articles
Subjects: Nineteenth Century Literature,Novels,Literary Devices,Victorian Literature,Femininity,Fiction,Ideology,Authors,Males

Heralded as a sympathizer with the oppressed nineteenth century femininity, Thomas Hardy adopted an aggressive stance towards the institutionalized codes of the time, particularly the ideal of femininity which results in presenting him as one of the promethean forerunners of &quot;New Woman&quot; fiction. His outspoken attitudes are tangible in his fictional prose where he valiantly tries to challenge the Victorian ideals of femininity. By creating non-conformist heroines, Hardy took the first step to move away from the constitutionalized codes of the time, particularly on behalf of femininity. In effect, Hardy valiantly tries to challenge the Victorian ideological discourse of femininity through spotlighting on his fictional women's flaws which comes into conflict with the time's conception of a pure woman. &quot;Tess of the D'Urbervilles&quot; (1891), as a typical example of his fiction, is representative of Hardy's vision towards the Victorian ideal of femininity through the &quot;Fallen&quot; Tess. This paper is an attempt to re-read Hardy's &quot;Tess of the D'Urbervilles&quot; to explore the Victorian ideal conception of femininity first and, then, an attempt has been made to delineate the discrepancy between Hardy's perceptions of a &quot;Fallen Woman&quot; in contrast with the Victorian's. This paper, finally, concludes that although Hardy's genuine commiseration towards the &quot;Fallen Woman&quot; shows close affinity with the radical feminist notions of the day, Tess's sheer misery and her final tragic death in Stonehenge attest to Hardy's substantial contribution as a Victorian male novelist to the ideologies circulating at the time.
Some Thoughts about Literature as a Means of Advancing Sustainable Unity and Stability in the Contemporary Nigerian State
Author: Anaso, George Nwaorah
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Literature,Literature Appreciation,Sustainable Development,National Security,Nationalism,Didacticism,Social Problems,Story Telling,Citizenship,Conflict,Change Strategies

An in-depth investigation was conducted on the possibility of literature employed to enhance cohesion, sustainable unity, national stability, and security of lives and property in the contemporary Nigeria. These three elements--unity, national stability, and security of lives and property are considered the key pillars of a modern state, the absence of which render the country volatile and uninhabitable. The contemporary Nigeria lacks these elements in a large dose, thereby rendering it a country without peace and security. This has been the root cause of the current nationwide agitation for a national conference required to define the future for a country that has existed for a century, but still grappling unsuccessfully, with the problems of nationhood. This paper identified the cause of the problems to arise from the multi-ethnic composition of the one hundred and seventy million people and over three hundred different ethnic nationals of Nigeria. The fact of uniting so many ethnic groups into one country is not peculiar to Nigeria, as many other countries have a similar composition.
EFL Teachers' Emotional Intelligence and Their Personality Types: Exploring Possible Relations
Author: Razavi, Roya
Date: 2014-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Teacher Characteristics,Language Teachers,English (Second Language),Second Language Instruction,Personality Traits,Correlation,Foreign Countries,Personality Assessment,Questionnaires

The major aim of this study was to examine the relationship between teachers' emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John &amp; Srivastava, 1999) and The Bar-On Emotional Intelligences test (1997). The results showed both negative and positive correlations among different subscales of the variables under study. It was found that among the 15 components of EI, problem solving has the highest positive correlation with personality types (i.e., agreeableness). Also, problem solving was found to have the highest negative significant correlation with personality types (i.e., neuroticism). Pedagogical implications are discussed.
Language Learning Strategy Use among Iranian Engineering EFL Learners
Author: Nahavandi, Naemeh
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Engineering Education,College Students,Questionnaires,Metacognition,Social Influences,Cognitive Processes,Memory,Affective Behavior,Learning Strategies,Gender Differences,Language Proficiency,Measures (Individuals),Second Language Learning,Likert Scales,Statistical Analysis

The present study aimed at understanding the language learning strategy use of Iranian EFL learners' about learning a foreign language. The main purpose of the study was to understand if there was any relationship between proficiency level, gender and extra education in language institutes and strategy use. To achieve this end, 369 engineering students were selected based on random sampling in Azad University of Tabriz, Iran. Data were collected using two questionnaires: a demographical questionnaire and the Strategy Inventory for Language Learning (SILL). ANOVA, LSD &amp; t-test were used for analyzing the data. The results of the study indicated highest mean average of metacognitive (M = 3.57), followed by social (M = 3.27), cognitive (M = 3.12), compensation (M = 3.07), memory (M = 2.89) and affective (M = 2.84) strategies. Furthermore, the results indicated a significant difference among learners' strategy use, proficiency level and extra education in language institutes. Nevertheless, no significant difference was found between learners' strategy use and gender. The study ended with some pedagogical implications.