ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Speaking Activities in Turkish and English Language Teaching Coursebooks Regarding Self-Assessment Grid of CEFR
Author: Tüm, Gülden
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Course Descriptions,Textbook Selection,Language Fluency,Textbook Evaluation,Guidelines,Foreign Countries,Communicative Competence (Languages)

Since most class activities revolve around the utilization of textbook, selecting an appropriate basis for teaching is one of the most important decisions a teacher is liable to make in shaping the content and nature of teaching and learning. While the quality of textbooks has improved dramatically in recent years, the process of selecting an appropriate textbook has not become any easier for most teachers and administrators. The past decade has also seen considerable changes in the use of English that present new challenges for ELT as well. Since speaking fluently and accurately has become the most expected result in language learning, speaking sections of the course books have been basis for course book selection. Since a criterion is needed to evaluate course books, the Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe (CoE, 2001). It also describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. In this study, two course books, Yeni Hitit 1 and Success in TFL and EFL context respectively have been evaluated in the way it handles and practices speaking skill across self-assessment of CEFR. It is found that these books give priority to different issues.
Collaborative Teaching from English Language Instructors&apos; Perspectives
Author: Tasdemir, Hanife
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Second Language Programs,Second Language Instruction,Team Teaching,Teacher Collaboration,Beliefs,Focus Groups,Educational Practices,Barriers,Semi Structured Interviews,Teacher Attitudes,Group Dynamics,Qualitative Research

Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or departments to be involved in collaboration in many ways ranging from co-planning to coconstructing and co-teaching their language classes. The present study concentrated on collaborative practices of English language instructors planning the EFL program together at a private university in Istanbul, Turkey. It aimed to elaborate on the ways they were engaged in collaboration in language teaching, their beliefs on it, and which conditions they perceived as necessary to sustain successful collaboration. The results gained from written pre-interview protocols, focus-group and individual interviews shed light on the characteristics of collaborative teaching practice for the participants, the factors that might foster or hinder successful collaboration in teaching English, and the ways to improve collaborative teaching for all parties involved in such an experience of teaching.
Classroom Assessment Practices of English Language Instructors
Author: Özdemir-Yilmazer, Meryem
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,High Stakes Tests,Alternative Assessment,Decision Making,Language Tests,Private Colleges,State Universities,Questionnaires,Language Teachers,Classroom Techniques,Statistical Analysis,Higher Education,College Faculty,Teacher Attitudes,Formative Evaluation,Educational Policy,Foreign Countries,Student Evaluation

Assessment of students is an essential part of instruction in both teaching and learning. With the recognition of alternative assessment methods, classroom assessment has gained attention focusing on learning of students. However, high-stakes testing turns classroom assessment into teachers' high stakes decisions, ignoring the development of learners. In the context of language teaching at tertiary level, school of foreign languages serves as a gatekeeper by deciding on whether new students are proficient enough to start their professional education. Therefore, these schools impose a proficiency exam whose impact is relatively high-stakes. Thus, this study aims to have a descriptive investigation of the classroom assessment practices of instructors by considering the purpose, methods, and procedures of assessment and compares the context between state and private universities. The data was collected through survey questionnaire which includes both multiple choice and open-ended questions. Based on the quantitative and qualitative data, the results depicted that uniformity regarding classroom assessment practices of the instructors was observed; however, to what extent this uniformity embraces formative assessment practices needs to be further explored. The study also implies instructors' need for such training that involves theoretical and practical aspects of classroom assessment at both pre-service and in-service level.
Deontic Modals in RP-US Visiting Forces Agreement (VFA): A Corpus-Based Analysis
Author: Dela Rosa, John Paul Obillos
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Armed Forces,Power Structure,Verbs,Discourse Analysis,Language Usage,Foreign Countries,English,Laws

The marriage between language and the law is apparent in any legal document of whatever purpose. Hence, at present, studies on the language of the law are definitely in vogue. Grounded on Quirk et al. (1985) and Matulewska's (2010) description of deontic modality, this corpus-based linguistic study aimed at analyzing the use of deontic modals in the 1998 Visiting Forces Agreement (VFA) between the Philippines and the United States of America (USA). The study also delved deeper into the presentation of deontic meanings in the agreement by illustrating how power is promoted and relegated in the distribution of the two countries' respective privileges and obligations. The results revealed that the most frequently appearing modal auxiliary in the document is &quot;shall,&quot; while the deontic meanings of permission and obligation outnumbered prohibition and volitional values in the VFA. As regards power distribution, the VFA gives more privileges to the United States, while posing more obligations or duties to the host country, the Philippines. In the end, it was concluded that analyzing deontic modals could provide an easier way of interpreting and describing the directives and provisions of the Visiting Forces Agreement (VFA) as a legal document.
Competence in Lexical Boosters and Nativeness in Academic Writing of English: The Possible Relation
Author: Demir, Cüneyt
Date: 2017-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Writing (Composition),Correlation,Teaching Methods,Second Language Learning,Statistical Analysis,Statistical Significance,English (Second Language),Comparative Analysis,Research Reports,Native Language,Second Language Instruction,Writing Instruction,Language Usage,Form Classes (Languages),Computational Linguistics,Periodicals

Boosters are an important metadiscourse device for writers because it creates an emphatic impression in the reader. In addition, the competence of metadiscourse devices such as boosters is crucial in having native-fluency in academic writing. Therefore, this avoidance of using boosters may spawn foreignness in non-native writers' academic texts. The present study has four-fold aims to accomplish: (1) whether there is a statistically significant difference between native and non-native writers of English in terms of the number of boosters and lexical diversity of boosters; (2) whether there is a correlation between a writer's competence of boosters and native fluency in academic writing; (3) to suggest pedagogical implications for writers regarding the use of boosters; and (4) to create a list of boosters that may be used by writers in their prospective studies. Accordingly, the present study investigated 200 articles written in English by Anglophone and non-Anglophone writers. The results provided partly statistically significant differences. Another significant result which may be a reference point for further research is that Anglophone writers are prone to writing their academic texts with a higher lexical variety when compared to non-native writers.
Comparison of Chinese and Turkish EFL Learners on the Use of Compliment Responses
Author: Istifci, Ilknur
Date: 2017-00-00
Type: Journal Articles
Subjects: Turkish,Chinese,English (Second Language),Second Language Learning,Classification,Pragmatics,Protocol Analysis,English,Contrastive Linguistics,Writing (Composition),Phrase Structure,Humor,Transfer of Training,Native Language,Speech Acts,Foreign Countries,College Students,Statistical Analysis,Cross Cultural Studies

This study aims at investigating compliment responses of Turkish and Chinese EFL learners by collecting data via a Discourse Completion Test. The participants of the study are Lower-Intermediate and Intermediate Level Chinese and Turkish EFL learners and native English speakers. The first purpose of the study is to compare Turkish and Chinese EFL learners' responses and find whether their cultures have an effect on their use of compliment responses. Another purpose of the study is to compare Turkish EFL and Chinese EFL learner data with native English speaker data. The participants were given a discourse completion test that consisted of 10 different compliment situations related to appearance/attire, possession and performance/ability and they were asked to write suitable compliment responses. The data were analyzed according to Chen &amp; Yang's (2010) categorization by calculating the responses, finding their frequencies and coding every category in SPSS. Findings revealed some similarities and statistically significant differences between the responses of Turkish EFL learners and Chinese EFL learners. When Turkish and Chinese EFL learner data were compared with native English speaker data, it was found that in using some strategies Turkish and Chinese learners transferred some formulaic expressions, jokes and cliches they used in their native language. However, in using some other strategies they can be said to approach native English speaker norms.
EFL Teachers&apos; Conceptualizations of Their Roles through Metaphor Analysis
Author: Asmali, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Teacher Role,Figurative Language,Task Analysis,Classification,Content Analysis,Educational Philosophy,Teaching Methods,Foreign Countries

Metaphors reflect the way people think and know the world. When they are considered within teaching profession, they can be strong agents revealing teachers? beliefs about their profession. They may also explore the meaning that teachers attach to themselves. Despite their strength to shed light on how teachers conceptualize themselves, metaphor studies seem to be limited. For this reason, this study set out to reveal what EFL teachers think about their roles through metaphorical representations. 24 EFL teachers, with varied experience in teaching, responded to a metaphor elicitation task through the statement &quot;An English teacher is like …………… because………………….. .&quot; The data were analyzed with reference to the ESL teachers? role categorization provided by De Guerrero and Villamil (2000). Thus a theory-driven, deductive content analysis was employed. The analysis revealed that the data only matched with 6 out of 9 categories of De Guerrero and Villamil. Therefore, for the metaphors that did not fit in their categorization, a new category was emerged. Revealing the teachers? interpretations and philosophies regarding teaching, the metaphors within the dominant categories showed that the teachers? conceptualizations regarding their roles were more traditional and teacher-centered. The variety in metaphors suggests the multi-dynamic nature of teaching.
Factors Impeding the Learning of a Second Language in Spanish School System: Valladolid University Sample
Author: Kocaman, Orhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Barriers,Questionnaires,Semi Structured Interviews,Performance Factors,English (Second Language),College Second Language Programs,Student Surveys,School Support,Instructional Effectiveness,Affective Objectives,Educational Resources,Language Skills,Student Teacher Attitudes

The aim of this study is to determine the factors which harden learning English as a foreign language in the classes of the Faculty of Education in the University of Valladolid, Spain. As it is unquestionable today, English plays a significant role in the field of education as a Lingua Franca. Yet, learners of English experience various kinds of difficulties because of several reasons in the process of learning a foreign language. Hence, a descriptive study was conducted to bring about the problems students face while learning English in the educational system of Spain. A hundred and twenty (87 female and 33 male students) university students (1st, 2nd, and 3rd grade) participated in the study from different departments of Palencia Education Faculty of the University of Valladolid in the academic year 2015-2016. The data were collected through an open-ended questionnaire and semi-structured interviews. The data were analysed and classified thematically. The results revealed that university students experience linguistic, instructional, and affective barriers along with the lack of assistance. Considering the findings, some underlying factors and suggestions were provided to serve as a guideline for teachers and learners to overcome the difficulties in learning and teaching English as a foreign language in Spain.
Investigating Collocational Priming in Turkish
Author: Cangir, Hakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,Turkish,Priming,Language Processing,Psycholinguistics,Native Language,Regression (Statistics),Correlation,Linguistic Theory,Predictor Variables,Language Usage,Item Analysis,Reaction Time,Undergraduate Students,College Faculty,Foreign Countries,Cognitive Tests,Short Term Memory,English (Second Language),Contrastive Linguistics,Scores,Language Tests,Statistical Analysis

Several attempts have been made to illustrate the organization of the monolingual mental lexicon and each model proposed so far has highlighted different aspects of lexical processing. What they have in common is the fact that their depictions rely on single lexical items and paradigmatic relations come to the fore in their explanations. Hoey's lexical priming theory (2005) tries to shed light on the issue of collocational processing in the internal lexicon from a cognitive and psycholinguistic perspective and its importance for our overall creative language production. A number of psycholinguistic studies have tested Hoey's theory as it relates to English, but work in other languages is limited. The present study broadens the scope of work in this area by investigating whether collocational priming also holds for speakers of Turkish. Furthermore, the possible influence of frequency and part of speech on collocational priming is scrutinized by exploring the correlations between response times in the priming experiment and these independent variables. The findings revealed a significant collocational priming effect for Turkish L1 users, in line with Hoey's claims. The regression analysis indicated frequency and part of speech as important predictors of processing duration. The correlation analysis also showed significant correlations between the response times and both word and collocational frequency. A tentative mental lexicon framework is proposed based on the findings of this research.
International Students&apos; Challenges in Academic Writing: A Case Study from a Prominent U.S. University
Author: Cennetkusu, Nazmiye Gürel
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Students,Academic Discourse,Barriers,English (Second Language),Interviews,Student Surveys,Student Needs,Student Attitudes,Graduate Students,Questionnaires,Online Surveys,Semi Structured Interviews,School Support,Learning Strategies,Learning Problems,Mixed Methods Research

Because of the importance of English as a scientific lingua franca among academic communities, a great emphasis is put on English education--especially in higher education--in countries where English is a second or foreign language. Therefore, the significant productions of graduate studies such as research articles and dissertations are often required to be written in English. This study examines the needs, means, and successful practices of academic writing in English through a comprehensive survey, in-depth interviews, and samples of academic writing. Results indicate that if parties in higher education (students, professors, and instructors) become conscious of each other?s expectations and practices, higher education through second/foreign language would most likely produce successful writers.
Investigating ESL/EFL Students&apos; Approaches in Response to Revision Processes: A Case Study
Author: Alsharif, Amerah Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Semantics,Grammar,Learning Motivation,Revision (Written Composition),Writing Instruction,Structured Interviews,Tutors,Taxonomy,Writing (Composition),Writing Improvement,College Preparation,Foreign Students,Foreign Countries,Student Attitudes,Grades (Scholastic),Statistical Analysis,Qualitative Research,Case Studies,Questionnaires

The issues surrounding giving feedback to second language (L2) learners have attracted the interests of a number of researchers to date. Most continue to wonder how to give L2 students effective feedback. Some studies found that ESL/EFL students focus mainly on surface-level issues, those that relate to grammatical and mechanical aspects of writing, when attending to teacher feedback. Others found that students attend to meaning-level feedback as well, which relates to meaning changes, such as sentence clarification or the request to add a topic sentence. This raises a question: why do some students focus on surface-level issues while others focus on meaning-level issues? This study aimed to identify and understand the revision approach of six highly motivated ESL/EFL learners, analyzing their texts and confirming the results from their own point of view. We employed three data sources: structured and retrospective interviews, the students' written texts, and the tutors' written feedback. The students' revised drafts were analyzed using Faighly and Witte's (1981) taxonomy of revisions, which helped to clarify the dominant features of the students' revisions. Even though the students were at the same proficiency level, half of them focused on broader meaning-level changes (labeled as global-oriented students) and the other half were inclined to focus on surface-level changes (labeled as local-oriented students). Determining whether learners are local or global in their orientation is important in increasing the impact of feedback in perfecting students' writing. Further investigation on this issue may significantly improve the way in which written feedback is provided and utilized.
Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context
Author: Köksal, Dinçay
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Strategies,Second Language Learning,Performance Factors,Personality Traits,Beliefs,Language Proficiency,Multiple Regression Analysis,Semi Structured Interviews,Independent Study,Questionnaires,Student Surveys,College Second Language Programs,Mixed Methods Research

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users, were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use is affected by L2 learners' personality traits, identity, beliefs about L2 learning, and proficiency. This study discusses sociological and psychological aspects of L2 learners apart from investigating their reported self-regulated L2 learning strategy use, and factors affecting their strategy choice. Hence, it is assumed that the study will assist foreign language educators to make better sense of what Turkish L2 learners bring to the foreign language education context.
ELT Teacher Education Flipped Classroom: An Analysis of Task Challenge and Student Teachers&apos; Views and Expectations
Author: Karaaslan, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Teachers,Preservice Teacher Education,Second Language Learning,English (Second Language),Blended Learning,Student Teacher Attitudes,Expectation,Task Analysis,Difficulty Level,Focus Groups,Questionnaires,Likert Scales,Data Analysis,Writing Assignments,Reflective Teaching,Statistical Analysis,Qualitative Research

In this study, we explore the interplay between task complexity, task conditions and task difficulty introduced by Robinson (2001) in flipped classroom instruction at tertiary level through the data we collected from undergraduate English Language Teaching (ELT) department students studying at an English-medium state university. For the participants, we adopted the flipped classroom principle that content attainment largely takes place outside the classroom and application attainment inside the classroom. Following this principle, we systematically designed and sequenced tasks according to their complexity, difficulty, and conditions, and assigned them to the ELT student teachers over an academic semester. Data regarding flipped classroom principle in relation to task design features were collected from the students through a focus group meeting and self-report questionnaires. This paper aimed to link ELT student teachers' opinions of task difficulty, complexity and conditions in flipped classroom principle about content and application attainment and discuss the implications of the findings for ELT teacher education.