ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?
Author: Burchell, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Grade 2,Elementary School Students,French,Immersion Programs,Second Language Learning,Second Language Instruction,English,Native Language,Benchmarking,Comparative Analysis,Foreign Countries,Receptive Language,Vocabulary Skills,Narration,Conventional Instruction,Listening Skills,Evaluation Criteria,Scores,Language Tests,Student Evaluation

This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (1) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English; and (2) to explore the applicability of the Canadian Language Benchmarks/&quot;Niveaux de compétences linguistiques canadiens&quot; (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.
&quot;Thriving through Reflecting&quot;: Current Perspective on Teacher Professional Development Research in Asia Context
Author: Diasti, Krismalita Sekar
Date: 2020-10-00
Type: Journal Articles
Subjects: Reflective Teaching,Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Journal Articles,Language Teachers,Asians,Teaching Methods,Teacher Collaboration,Computer Mediated Communication,Peer Relationship,Technology Integration,Feedback (Response),Foreign Countries

Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers' professional development (TPD). Generally speaking, the reflective practice provides abundant merit for teachers, namely, evaluating teachers' teaching quality, enhancing teachers' professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers analyzed several research journal articles using a document analysis method. The current contributions of the reflective practice present the significance of reflective practice. It involves why and how English teachers should employ the reflective practice in their daily teaching processes. This study provides future research direction as well, specifically on how to equip teachers to become reflective practitioners in their teaching practices, how to provide a supportive environment for reflective practitioners, and how to enhance the implementation of reflective practice through online platforms.
The Philippine Online News Headlines on COVID-19 Pandemic: An Interpersonal Metafunction Analysis
Author: Kabigting, Ryan P.
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,News Media,COVID-19,Pandemics,Electronic Publishing,Discourse Analysis,Language Usage,Journalism,Phrase Structure

This paper carries on a tentative interpersonal metafunctional analysis of the interpersonal metafunction online news headlines about COVID-19 pandemic. The analysis involved the differences in the mood type distribution, polarity, modality and other lexical characteristics. The findings reveal the dominance of the declarative mood texts tells the particular function of the online news headlines. It's informing the readers, rather than questioning or demanding them. Positive declarative clauses should convey information and convince readers with positive facts. A negative polarity does not imply a negative impression but confirms that a certain issue is inconsistent with what has become apparent. The use of 'must' indicates that the speaker has a firm and strong conviction about a particular issue and that the readers are obliged to take the necessary steps in connection with what is believed. Word choices and the clause structure reflect the context of the texts and not the mood adjuncts or the modal verbal operators. Analysis of the functional structural mood text is very useful for understanding the interpersonal relationships between participants.
A Bibliometric Analysis of Lexical Bundles Usage in Native and Non-Native Academic Writing
Author: Akbulut, Fatma Demiray
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,Native Speakers,Faculty Publishing,Academic Language,College Faculty,English (Second Language),Second Language Learning,Authors,Research Reports,Computational Linguistics,Language Usage,Nouns,Form Classes (Languages),Grammar,Contrastive Linguistics,Verbs,Writing (Composition),Periodicals,Turkish,Native Language,Foreign Countries

Over the last few decades, it has become obligatory to publish academic research to survive in the academic world. In academic writing skill, lexical bundles (LBs) usage is marked as a master ability to build well-organized paragraphs or essays and are essential instruments to sound more natural and be fluent in English. The current study aimed to search the usage of LBs by non-native and native English academic writers and comparing the profiles of LBs in terms of the function, structure, and frequency. A corpus of 257 articles written by native and non-native academic writers was organized and multi-word LBs were identified using AntConc 3.2.4w. Written texts are collected from Journal of Language and Linguistic Studies (JLLS) by non-native speakers (NNSs) and Linguistics and Education Journal (LINGED) by native speakers (NSs). The findings suggest that non-native writers generally use more lexical bundles but fall into more repetitions. Besides, there are some substantial differences in the frequencies of structural and functional usage of LBs. In structural category, NNSs used Noun Phrase (NP) and Prepositional Phrase (PP)-based LBs and Conjunction at a lower rate, and Verb Phrase (VP) and Clause-based LBs at a higher rate than NSs. In terms of functional category, research-oriented LBs are more frequently used by NSs while text and stance-oriented LBs are more frequently used by NNSs. As a conclusion, it is stated that, the lexico-grammatical difference between two languages and the NNSs' tendency to write result-oriented article revealed distinct features of LB usage.
A Comparative Sociopragmatic Analysis of the Dialogues in Turkish and Azerbaijani B1-B2 EFL Textbooks
Author: Bababayli, Isgandar
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Social Distance,Power Structure,Speech Acts,Pragmatics,Intercultural Communication,Instructional Effectiveness,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Dialogs (Language),Textbooks,Public Schools,Language Usage,Comparative Education,Speech Communication,Linguistic Input,Rating Scales,Guidelines,Cross Cultural Studies

Different communities assess social distance, social power, rights and obligations, and degree of imposition used in specific speech acts differently. As a result of this difference, foreign language learners are likely to make sociopragmatic failure. This kind of failure is harder to correct because of the learners' justifiable sensitivity in social (or political, religious, and moral) matters. Nevertheless, the research has proven the effectiveness of instruction on development of learners' awareness of sociopragmatic aspects of language use. However, there is almost no investigation on the representation of sociopragmatic variables in second or foreign language textbooks. Considering that textbooks are essential for providing input for the learners in development of their sociopragmatic competence, we compared EFL textbooks designed for and employed in public schools of Turkey with those designed for and employed in public schools of Azerbaijan, to evaluate how sociopragmatic and related variables have been addressed in dialogues present in these textbooks. The results of the investigation revealed that there are some significant differences between Turkish and Azerbaijani textbooks regarding representation of speech acts, vertical distance, and strength of socially defined rights and obligations. These differences, on the other hand, can be accounted for by the inadequate representation of speech situations. By this study, we aspired to draw textbook writers' attention to such inadequacies elimination of which may result in sociopragmatically more adequate textbooks, and attract second- or foreign language teachers and learners' attention on the significance of sociopragmatic competence for appropriate language use.
A Comparative Study of Novice and Experienced EFL Teachers&apos; Codeswitching in Chinese University EFL Classroom
Author: Wu, Yong
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Language Teachers,Teaching Methods,Classroom Communication,Teacher Attitudes,Student Attitudes,Undergraduate Students,Beginning Teachers,Experienced Teachers,Foreign Countries

Scholars have focused on codeswitching problems for more than 50 years and have different voices about using codeswitching in the EFL classroom. This study used mix method to explore the EFL teachers' and students' attitudes towards using codeswitching in their College English classroom and the differences between novice and experienced teachers when they were using codeswitching at their pedagogies activities. 24 EFL teachers and 243 undergraduate students were involved in quantitative research, and 4 EFL teachers took participants in the qualitative analysis. The results showed there is no significant difference between EFL teachers and students' attitudes using codeswitching in the EFL classroom while, experienced and novice teachers have significantly different between novice and experienced EFL teachers by MANOVA. By qualitative analysis, some differences have been found between novice and experienced EFL when using codeswitching at their pedagogical activities. Problems have been discussed, and some suggestions are also put forward.
The Impact of the &quot;I Compete by Reading&quot; Activity on the Reading Success &amp; Attitudes of Middle School Students
Author: Topçuoglu Ünal, Fulya
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Reading Comprehension,Reading Instruction,Learning Activities,Middle School Students,Student Attitudes,Reading Ability,Foreign Countries,Sustained Silent Reading,Grade 5,Pretests Posttests

The aim of this research is to develop a new practice to enhance the success and attitudes of the middle school students. With this in mind, the competition activity was designed by reading. The effect of this activity on secondary school students' reading comprehension success and attitudes towards reading was examined. In this research, quantitative methods and Quasi-experimental model is used. The research has been conducted with 5th grade students in a public middle school in the central district of Kütahya province, in 2018-2019 academic years. The implementation process of the research took 8 weeks. Lessons in the experimental group were taught using &quot;I compete by reading&quot; activity, and continued in the control group according to the Turkish lesson curriculum. Reading-Understanding Achievement Test and Reading Attitude Scale for middle school students were used as data collection tool in the research. In the analysis of the data, the Dependent and Independent Samples test was used. According to the findings obtained in the research, the experimental group, where the reading practice is carried out with the &quot;I compete by reading&quot; Activity, was more successful in understanding than the control group. Again, according to the research findings, it was observed that there was a significant difference between the mean scores of the experimental and control groups from the posttest of the Reading Attitude Scale. As a result, with this research, &quot;I compete by reading&quot; activity has been revealed to be an application that can be used in reading education.
Prosodic Domains in Kisa
Author: Ayieta Ondondo, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Intonation,Suprasegmentals,Syntax,Morphology (Languages),Phonology,Correlation,African Languages,Vowels,Native Speakers,Foreign Countries,Pronunciation

In a language, certain phenomena are sensitive to specific prosodic domains. In a model of morphology-syntax-phonology interaction in which morphological and syntactic structure projects phonological domains belonging to a set hierarchy, each phonological process refers to a specific level of that hierarchy. Therefore, describing a phonological process generally requires specifying the domain within which it applies. In Kisa, a Bantu language spoken in Western Kenya, a sequence of two vowels with different qualities is unacceptable. The ill-formed sequence is repaired through at least one of the vowel processes: gliding, coalescence, raising, assimilation and deletion. These vowel processes involve vowels occurring at different morphological and syntactic boundaries and apply within different prosodic domains in Kisa. Using a descriptive design and basing on data generated by two native speakers of Kisa and verified by the author as a native speaker of Kisa, this paper identifies and describes the boundaries at which and the prosodic domains in which the vowel processes stated above apply. The findings show that unacceptable vowel sequences occur both at morphological and syntactic boundaries in Kisa. The strategies used to repair the unwanted vowel sequences at each boundary differ depending on the combining vowels. Further, the findings of the paper show that the vowel processes attested in the language apply in different domains.
Praxis, Pedagogy and Teachers&apos; Professionalism in England
Author: Raiker, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Professionalism,Democratic Values,Knowledge Economy,Foreign Countries,Political Influences,Competition,Economic Development,Teacher Collaboration,Classroom Research,Outcomes of Education,Teacher Education,Reflection

The article considers current teachers' participation in educational research in England and whether Stenhouse's perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margaret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country's economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has concluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in England. It also explores whether there are alternative practices to create the same, or a similar, outcome.
Effects of Intrinsic Motivation on Teacher Emotional Labor: Mediating Role of Affective Commitment
Author: Töre, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Work Attitudes,Emotional Response,Identification (Psychology),Industrial Psychology,Public Schools,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Predictor Variables,Foreign Countries

Emotions have an important place in the survival of humankind since its existence. Despite the importance of the emotions in human life and it is not taken on the agenda for a long time in working life. This study aims to examine the impacts of intrinsic motivation on teacher emotional labor with mediating effect of affective commitment. In the study, the relational screening model one of the quantitative research methods was used. The research was carried out 345 teachers who work in ten public schools in Istanbul. As the data collection tools three different scales were used. The intrinsic motivation scale was developed by Lawler and Hall (1970) and adapted to Turkish language by Yilmaz (2008). The emotional commitment scale consists of six items as a sub-dimension of the organizational commitment scale developed by Allen and Mayer (1990). Emotional labor scale, by Diefendorff et al. (2005), it was created, and it was adapted to Turkish in the teacher sample by Basim and Begenirbas (2012). Scale has three dimensions as surface acting, deep acting, and natural behaviors. Results of the study suggest that intrinsic motivation has a negative impact on surface acting and has a positive impact on natural behaviors (genius emotions). On the other hand, affective commitment is not mediated this impact. The findings were discussed, and recommendations were made to the practitioners and researchers.
Lexical Measures for Testing Progress in Hebrew as Arab Students&apos; L2
Author: Abu Rabiah, Eihab
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Arabs,Second Language Learning,Second Language Instruction,Essays,Foreign Countries,Computational Linguistics,High School Students,Age Differences,Connected Discourse,Writing Evaluation,National Curriculum,Grade 9,Grade 11,Linguistic Competence,Vocabulary Development,Language Tests,Language Usage,Form Classes (Languages),Native Language,Transfer of Training

Since Ure (1971) and Halliday (1985), different measures have been proposed in the research literature as a proxy for investigating lexicon advances. They are called lexical richness measures and are an important tool in assessing advance of the lexicon (Johansson, 2009). This article evaluates three lexical richness measures of progress in the acquisition of Hebrew by Arab students in Israel: level of abstractness, lexical diversity, and density lexical. The corpus consisted of sixty essays written in Hebrew by 9th and 11th graders. The quantitative analysis reveals several findings. First, abstractness increases with subjects' age, as expected. The density test, however, did not show the expected increase in density with age. A likely reason for this is relatively high density in younger pupils' essays, indicating lack of cohesion rather than high linguistic competence. The national high school language curriculum for eleventh graders focuses on connectivity, which causes a decrease in density. Third, the diversity test also did not yield statistically significant findings, probably because this test is influenced by text length, which in the ninth grade still does not enable a reliable test. In conclusion, the lexical measures can be divided into two types: basic tests, that can be applied at any level of competence; and advanced tests, which require a high level of competence. Level of abstractness is of the first type: it is effective as a measure of progress in L2 acquisition even in the initial stages of acquisition, while diversity and density require a higher competence level.
The Metadiscursive Aspects of Advice Giving: Hedging and Boosting in an Agony Aunt&apos;s Column
Author: Akinci Oktay, Suhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Usage,Speech Acts,Counseling,Computer Mediated Communication,Discourse Analysis,Language Patterns,Pragmatics,Form Classes (Languages),Newspapers,Empathy,Help Seeking,Turkish,Computational Linguistics,Foreign Countries

It is a well-known fact that advice-giving practices may differ from culture to culture. While some societies such as British culture refrain from giving advice, others such as Turkish may prefer to give advice perceiving it as an indication of solidarity. Thus, precautions for preventing this nature of advice is taken by language itself in a systematic way through the employment of metadiscoursive elements. Thus, taking advice as a starting point for understanding metadiscursive aspects of language, this study will observe the tendencies in advice-giving in digital discourse through hedges and boosters. The data were analysed quantitatively and qualitatively, and patterns in the employment of hedges and boosters were uncovered. In addition, contexts in which the use of metapragmatic items were identified and contrasted to find out the functions of hedge and booster preferences in advice-giving. The findings of the study indicate the use of hedges and boosters in speech acts and their interpretation should be evaluated in terms of the use of that specific speech act and the tendencies cultures use in advice-giving is uncovered through this study.
Pragmatic Transfer in Turkish EFL Learners&apos; Compliments and Compliment Responses from L1 Turkish to L2 English
Author: Karagöz Dilek, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Native Language,Second Language Learning,English (Second Language),Turkish,Transfer of Training,College Seniors,Role Playing,Schemata (Cognition),Teaching Methods,Second Language Instruction,Language Usage,Intercultural Communication,Foreign Countries

The present study aimed to figure out whether Turkish EFL learners transfer their L1 Turkish pragmatic norms to their L2 English compliments and compliment responses. Six senior ELT students took part in the study, carried out at a state university in Turkey. An open role play adapted from Tran's study (2006) was used in English and Turkish to elicit the compliment and compliment response data in the given languages. The data analysis was carried out according to two different coding schemas. The compliment strategy framework, used to analyze compliment strategies, consisted of two macro levels as &quot;direct compliments&quot; and &quot;indirect compliments&quot; and subcategories. The second framework that was used to analyze responses to compliments yielded three main categories as &quot;Accept&quot; compliments, &quot;Reject&quot; compliments, &quot;Deflect/Evade&quot; compliments and their sub-categories. The results of the study implied that there was a sign of negative pragmatic transfer from L1 Turkish to L2 English in &quot;Accompanied by Explanations&quot; compliment strategy at the level of direct compliments and the results also suggested that Turkish EFL learners transferred the use of &quot;Deflect/Evade&quot; compliment response strategy especially in the sub-category of &quot;Explanation&quot; from their L1 to their L2 English.