ethanporcaro/eric-fulltext-meta huggingface dataset:
A New Approach to Public Speaking Course in ESL Classroom
Author: Hou, Minghua
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Public Speaking,Oral Language,Instructional Design,College Faculty,College Students,Student Attitudes,Teacher Attitudes,Feedback (Response),Student Surveys

This paper is a project report on the experiment of an English public speaking and debating course with advanced level English majors in College of Arts and Science, Yangtze University. The paper analyzes the validity of the course, introduces the design rationale, the design and experiment process, and students' responses. The paper suggests that with further development, English public speaking and debating course could be considered as a basic oral training course for advanced-level English majors.
Analogous Study of the Linguistic Knowledge between Monolingual and Bilingual Students in the Minority Region of Northwestern China
Author: He, Hao
Date: 2008-12-00
Type: Journal Articles
Subjects: Bilingualism,Language Minorities,Sino Tibetan Languages,Ethnic Groups,English (Second Language),Second Language Learning,Grammar,Vocabulary Development,Geographic Regions,Chinese,Reading Skills,Second Language Instruction,Multilingualism,Monolingualism,Foreign Countries,Age Differences,Psycholinguistics,Sociolinguistics,Questionnaires,Language Skills,Teacher Education,Language Teachers,Teacher Educators,Preservice Teachers

Minority students' English learning is a special and an indispensable component of English education system in China. This article studies students' linguistic knowledge that live in Northwestern China--Gan Nan Autonomy State of Gan Su Province with majority population of Tibetan, mixed with Chinese and some Muslim. An analogous analysis is conducted between L2 students (Chinese students who learn English as a second Language) and L3 students (Tibetan Students whose first language is Tibetan, second language is Chinese, and third Language is English) in English Linguistic Knowledge. The linguistic knowledge is constituted of vocabulary, grammar and reading skill. (Raykov, T, &amp; Marcoulides, G.A, 2006) The paper concludes the remarkable difference exists between the Tibetan Students and Chinese students in Linguistic Knowledge, especially on vocabulary and grammar. The difference on reading skill is apparent, but not significant. The reasons that caused these distinctive or non-dramatic differences are explored and further discussed respectively.
China English and ELT for English Majors
Author: Zhang, Mingjuan
Date: 2008-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Asians,Foreign Countries,Language Variation,Language Research,Standard Spoken Usage,Language Attitudes,Language Role,Asian Culture,Language Teachers,Self Concept,Teacher Attitudes

This paper is a general study of one of varieties of English--China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form, which include many varieties of English with nativized cultural, political and economical characteristics. Researchers in China believe that China English as a variety of English has been objectively in existence and become a lingua franca. It consolidates the cultural identity of the Chinese speakers of English, enriches the multiple identities of English and plays an important role in promoting Chinese culture internationally. For teachers of English majors, it presents challenges to their traditional view of language teaching.
Essay Topic Writability Examined through a Statistical Approach from the College Writer's Perspective
Author: Huang, Harry J.
Date: 2008-12-00
Type: Journal Articles
Subjects: Essays,Writing (Composition),Statistical Analysis,English (Second Language),Second Language Learning,College Students,Interviews,Comparative Analysis,Language Tests,Test Validity,Writing Tests,Native Speakers,Foreign Countries,Student Attitudes,Difficulty Level

No published studies have sufficiently focused on essay topic writability from the perspective of college writers of the new millennium including native English speakers and ESL speakers. In this study, 500 college writers in Metro Toronto in Canada were interviewed to uncover if they found some essay topics easier than other topics. The results indicate that over 90% of them did. The interviewees explained that factors determining the writability of an essay topic include knowledge, interest, experience, and data availability. The positive responses are examined along with the negative ones. Cross-comparison confirms consistency between the two groups. In agreement with previous studies, through a statistical approach and by focusing on essay topic writability, this study alerts frontline teachers as well as language testing administrators to the issue of consistency of difficulty of essay topics in examinations, which can lead to improved validity of such writing tests and examinations across disciplines.
Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms
Author: Amirkhiz, Seyed Yasin Yazdi
Date: 2008-12-00
Type: Journal Articles
Subjects: Interaction,Scaffolding (Teaching Technique),Reading Programs,Learning Activities,Control Groups,Experimental Groups,Interaction Process Analysis,Hermeneutics,Constructivism (Learning),Pretests Posttests,Classroom Environment,Classroom Techniques,Class Activities,Educational Practices,Foreign Countries,Statistical Analysis

This study aims to translate tenets of social constructivism into practice via a scaffolded modality of learning. It is hypothesized that hermeneutical nature of passage interpretation could create &quot;affordances&quot;, Van Lier's (2000) term, or &quot;interactional opportunities&quot; which are psycholinguistically and developmentally valuable crucibles for &quot;negotiated interaction&quot; and subsequently enhancement of reading comprehension. To this end, 24 randomly-selected intermediate-level English learners, having been divided into two equal homogeneous scaffolded (experimental) and non-scaffolded (control) groups, were subjected to 15 half-an-hour reading activities. Whereas the non-scaffolded group proceeded individually, the scaffolded groups did reading tasks interactively; they read the passages for themselves, publicized their reading problems, discussed the difficulties with each other, and wrote a joint summary. On the 15th session a post-test (unseen texts) was administered. Pretest and posttest results were compared using Wilcoxon Match Pairs Signed Ranks Test, indicating that scaffolded reading enhanced the reading ability of the readers.
An Exploration of Schema Theory in Intensive Reading
Author: Shen, Yanxia
Date: 2008-12-00
Type: Journal Articles
Subjects: Second Language Learning,Schemata (Cognition),Reading Instruction,Language Processing,Psycholinguistics,Familiarity,Prior Learning,Reading Processes,English (Second Language),Second Language Instruction,Teaching Methods,Prereading Experience,Text Structure

Considering the difficulties in understanding the global meaning of texts, this paper intends to give some suggestions on how to help students reach a deeper understanding of texts in intensive reading classroom within the framework of schema theory. The purpose of this paper is expressed in three ways. The first is to give a brief overview of some of the literature that deals with schema theory as part of a reader centered psycholinguistic processing model for both native and non-native readers. The second goal is to show how familiarity with the subject matter in terms of schema theory affects L2 understanding about the text. The third one is to discuss the implications of schema theory in L2. The conclusion can be made that texts become easier to understand when the teacher enhances the students' prior knowledge. Background knowledge is a bridge connecting existing knowledge in mind with the new text.
Radical Changes and Shifting Paradigms in Intercultural Communication: With Special Reference to Gender
Author: Thakur, Anita
Date: 2008-12-00
Type: Journal Articles
Subjects: Intercultural Communication,Gender Differences,Business,Cross Cultural Studies,Cultural Differences,Ethnocentrism,Business Communication,Barriers,Work Environment,Nonverbal Communication,Social Change,Role,Cultural Background,Intonation,Oral Language

Today most of the organizations are operated at global level. Thus undeniably there is an overwhelming influence of culture on business. To promote healthy business, study of culture and its relation with language is inevitable. A thorough understanding of cultural differences will pave way for effective transaction at work places and this in turn would lead to organizational effectiveness and subsequent growth. With this main objective, the paper elaborates the cross-cultural study with special reference to gender. The paper extends valuable suggestions to overcome the barriers arising out of ethnocentrism so that communication at workplace could be improved, involving people from culturally diverse backgrounds. Non-verbal communication and gestures that contribute to lack of understanding of the speaker's intent is also critically examined. As compared to yesteryears, the world is changing with tremendous pace and radical changes are observed in every walk of life and language development and its contribution to these changes is no exception.
The Impact of Strategies-Based Instruction on Listening Comprehension
Author: Li, Yucheng
Date: 2008-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Learning Strategies,Majors (Students),Asians,Scores,College Students,Language Tests,Teaching Methods,Skill Development,Foreign Countries,Questionnaires,Pretests Posttests

This paper aims at providing some information concerning the impact of strategies-based instruction on listening comprehension. First the author briefly reviews some literature relating to this issue, and then focuses on a study conducted in English major at Jiangsu University of Science &amp; Technology. This study is set out to examine the contribution that formal strategies-based instruction might offer learners to their improving listening proficiency. 44 senior students in English major, varying in performance in English learning (with the consideration of students' scores in TEM-4), are sampled. The Microsoft Excel is undertaken to analyze sample materials and data. Despite the limitation of the study, the final results indicate that strategies-based instruction plays a positive role in determining students' improvement in listening comprehension. The pedagogical implication of the study is that: if the instructors systematically introduce and reinforce strategies that can help students to improve listening competence and that are specially designed for any given test, their students may well improve the performance on language tasks. The study also seems to endorse the notion of integrating strategy training into the classroom instructional plan and embedding strategies into daily language tasks.
Hemingway's Language Style and Writing Techniques in &quot;The Old Man and the Sea&quot;
Author: Xie, Yaochen
Date: 2008-12-00
Type: Journal Articles
Subjects: Authors,Language Styles,Writing Processes,Writing Skills

Among many great American writers, Hemingway is famous for his objective and terse prose style. As all the novels Hemingway published in his life, &quot;The Old Man and the Sea&quot; typically reflects his unique writing style. The language is simple and natural on the surface, but actually deliberate and artificial. Hemingway's style is related to his experience as a journalist. The influence of his style is great all over the world. &quot;The Old Man and the Sea&quot; is full of facts, most of which comes from Hemingway own experience. In the forepart of the novel, they are used to show the quality of Santiago's life, and are narrated simply and naturally; while in the latter part of the novel, they are used from inside Santiago's own consciousness and form part of a whole scheme of the novel.
Probing EFL Students' Language Skill Development in Tertiary Classrooms
Author: Wang, Hong
Date: 2008-12-00
Type: Journal Articles
Subjects: Higher Education,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Asians,Foreign Countries,Student Motivation,Correlation,Reading Skills,Writing Skills,Listening Skills,Skill Development,Teaching Methods,Language Teachers,Statistical Analysis

Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students' reading, writing, and listening development by examining their test scores on the College English Test Band 4. The findings showed that the resultant correlation coefficients between reading and writing and between reading and listening were low and not statistically significant. However, there was a significant relationship between listening and writing. It was suggested that factors such as the homogeneous sample selected, students' motivation, and teaching methodology might affect the outcome of the research. The perceived implications of the research point to the importance of drawing close attention to teachers' efforts in cultivating and developing students' language skills evenly in the EFL context of China.
An Evaluation of the English Immersion Approach in the Teaching of Finance in China
Author: Zhou, Ruiqi
Date: 2008-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Immersion Programs,Language Proficiency,Majors (Students),Foreign Countries,Business English,Teaching Methods,Finance Occupations,Asians,Business Administration Education,Higher Education,Program Descriptions

The English immersion teaching approach adopted by SEIB of GDUFS in China was developed on the basis of the immersion theory which was originally developed in North America. Its purpose is to create a learning environment in which the students acquire knowledge in business with English as the main carrier. The adoption of this approach aims to cultivate students with qualifications in both English language proficiency and business knowledge and skills. EDIF is one of the departments within SEIB that has implemented this approach since its establishment in 2001. The paper analyzes the implementation of English immersion teaching approach in the teaching of finance in EDIF from the perspectives of curriculum design, teacher training and recruitment, textbook selection and compilation and classroom teaching. Finally by comparing the results of language proficiency tests of EDIF students and those of the English majors of other colleges in China and by analyzing the employment situation of EDIF graduates, this paper concludes that students of EDIF outperform the other college students in both English language proficiency and employment competitive advantage. This indicates that English immersion teaching approach adopted by EDIF is effective and successful in the cultivation of students in both English proficiency and business knowledge.
The Technological Diegesis in &quot;The Great Gatsby&quot;
Author: Zhang, Mingquan
Date: 2008-12-00
Type: Journal Articles
Subjects: Literature,Second Language Learning,Figurative Language,Literary Devices,Technology,Telecommunications,Motor Vehicles

This paper explores the technological diegesis in &quot;The Great Gatsby.&quot; In the novel, Fitzgerald cleverly integrates the technological forces into his writing. He particularly relies on the two main props of automobile and telephone to arrange his fragmented plots into a whole. By the deliberate juxtaposition of men and women and machines and repeated appeal to the automobile as both carrier and destroyer and the telephone as both communicator and informer, the technological diegesis in the novel is fully established. Moreover, the technological forces in this particular novel are metaphorically constructed into the whole discourse of it.
Technology-Enhanced EFL Syllabus Design and Materials Development
Author: Nguyen, Long V.
Date: 2008-12-00
Type: Journal Articles
Subjects: Course Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Information Technology,Internet,Material Development,Influence of Technology,Language Teachers

In this paper, I am going to look at the issues of TESOL from one major critical point of view: How the use of the Internet technology might influence TESOL syllabus design and materials development. The article attempts to investigate some possibilities and opportunities provided by the Internet, focusing on the World Wide Web (WWW) as credible ways to access up-to-date and authentic language resources and materials for language teachers and learners of a foreign language. Besides, some challenges caused by the application of the new technology into language education for Vietnamese syllabus designers are addressed. Accordingly, the Vietnamese context is tentatively kept in view throughout these discussions. It is argued that technology can enhance the quality of syllabus design and material development, and that though the focus of problems and challenges is on the particular Vietnamese social setting, there is no reason in which the concerns considered cannot be shared in other relevant milieu.
ACCA College English Teaching Mode
Author: Ding, Renlun
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,College Second Language Programs,Cooperative Learning,Independent Study,Educational Change,Teaching Methods,Instructional Effectiveness,Educational Policy

This paper elucidates a new college English teaching mode--&quot;ACCA&quot; (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, &quot;ACCA&quot;, which is being developed and advanced in practice as well, is the achievement of college English teaching reform, this new teaching mode will contribute a lot to the reform of college English teaching.
Some Student Teachers' Conceptions of Creativity in Secondary School English
Author: Howell, Beth
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Preservice Teachers,Student Attitudes,Creativity,Secondary Schools,Teaching Methods,Semi Structured Interviews,Teacher Role,Secondary School Students,English Instruction,Secondary Education

This article explores a group of trainee teachers' conceptions of Creativity in Secondary School English. Data was collected by means of questionnaires and interviews. Whilst there are many promising notions of creativity, the results also reveal some evidence of narrow conceptions, inconsistent thinking and some misconceptions. This suggests that there may be significant implications for teacher trainers in universities and schools if we are to equip our students with the knowledge, understanding and skills to teach, support and facilitate creativity in their new careers. Romantic notions of original and innate genius, and a progressive emphasis on boundless, directionless play are two possible sources of misconceived ideas for training teachers of English. Creativity can be supported and developed within pedagogical frameworks and settings. This article, therefore, offers a consideration of how Sternberg's 21 suggested strategies for &quot;Developing creativity as a decision&quot; might be adapted and implemented in the Secondary English classroom. Practical teaching methods and competencies are presented which could be developed and incorporated into graduate trainee teacher programmes.
A Practical English Teaching Mode of Vocational Education: Induction-Interaction Learning Community
Author: Zhang, Yonglong
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Vocational Education,Teaching Methods,Secondary School Students,Student Surveys,Instructional Effectiveness

Secondary Vocational School Students are characterized by the awkward fact &quot;congenital malnutrition&quot; and &quot;acquired development deficiency&quot;, continuously adopting of the current teaching methods and modes of General Education is completely impossible. In this report, a new English Teaching Mode of Induction-Interaction Learning Community (IILC) is explored and the corresponding Teaching Evaluation System is discussed based on comparison of Teaching Mode of Lecture Method and IILC we proposed. This study shows that the Teaching Efficiency by adopting Teaching Mode of IILC is obviously improved.
A Socio-Political View of English Language Teaching in the Chinese Context
Author: Zhang, Yaying
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Cultural Influences,Political Influences,Social Influences,Context Effect,Global Approach

In spite of the urgent need for research into the socio-political contexts of the teaching and learning of English as a second/foreign language, the predominant paradigm of inquiry into EFL in the Chinese context still focuses on the functional aspects of second language education. In order to provide a critical understanding of the larger context of the hegemony of &quot;global English,&quot; this paper examines the teaching and learning of English in China as an integral part of the politics of the global spread of English as well as the political and ideological apparatuses of the third-world/postcolonial culture in China. Informed by Foucault's archaeological/genealogical methods, I trace the history of English language teaching in China, from colonial contexts in the 19th century to postcolonial conditions of English language teaching at the beginning of the 21st century. I argue that the teaching and learning of English in a third-world/postcolonial country is never a simple transparent process with clear-cut meanings. The ambiguous legacy of English language teaching, embedded in colonial/postcolonial relations, defines and complicates the connection between local specificities and the global context of the hegemony of English.
On Differences between General English Teaching and Business English Teaching
Author: Zhu, Wenzhong
Date: 2008-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Business English,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Teacher Role,Student Needs,Instructional Design,Educational Objectives,Intercultural Communication,International Trade,English for Special Purposes

With the accelerating rate of globalization, business exchanges are carried out cross the border, as a result there is a growing demand for talents professional both in English and Business. We can see that at present Business English courses are offered by many language schools in the aim of meeting the need for Business English talent. Many researchers argue that no differences can be defined between Business English teaching and General English teaching. However, this paper concludes that Business English is different from General English at least in such aspects as in the role of teacher, in course design, in teaching models, etc., thus different teaching methods should be applied in order to realize expected teaching goals.