ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of the English Tense System: Decoding Dichotomies and Restructuring Instructional Practice
Author: Thakur, Vijay Singh
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Morphemes,Grammar,English,English (Second Language),Second Language Learning,Second Language Instruction,Verbs

As far as the main purpose of teaching and learning of the Grammar of a language is concerned, it should tell the teachers and learners the principles and parameters of sentence construction in the given language, i.e. English Language in the context of the discussion in this paper. Incidentally, the grammatical device of tense becomes more important and relevant at the level of discourse and communication. However, a predominantly common approach to teaching and learning of the system of tense in English language has been to understand it in synonymous terms with the notion of three timelines of present, past and future, which poses situations of systemic difficulties and makes it confusing and misleading to comprehend and communicate sentences and utterances in terms of communicative clarity within the parametric confines of the linguistic system of the English Language. Focusing on this issue, this paper demonstrates the ways to unfold the dichotomies involved in the traditional ways of teaching and learning of the grammar of tense, times and aspects of verbal action in English Language and suggests an instructional framework to resolve the related pedagogical issues of concern.
The Future of English and Its Varieties: An Applied Linguistic Perspective
Author: Salih, Abdelrahman Abdalla
Date: 2021-00-00
Type: Journal Articles
Subjects: Futures (of Society),Language Variation,English (Second Language),Second Language Learning,Cultural Context,Applied Linguistics,Language Attitudes,Language Usage,Language Role,English,Diachronic Linguistics

In recent years, the rapid growth and unprecedented dominance of the English language has transformed the world's linguistic ecology and promoted anxiety and debates about its future. The language has developed into a leading international lingua franca used by millions of speakers in different linguistic and cultural contexts worldwide. This paper examines an applied linguistic conceptual interest concerning the future of English and its varieties in light of its current status, the challenges it experiences, and the conspicuous threats to half of the world's languages. The paper draws on the significance of broadening the study of the English language history by examining the linguistic consequences associated with its changes and the users' experience, expectations and attitudes. The study also calls for a better understanding of the features of lesser-known English varieties and the less researched domains of its use.
The Impacts of a Face-to-Face Training in Combination with Line Application and Professional Learning Communities on English Teacher Development
Author: Mejang, Areerug
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),National Curriculum,Video Technology,Teacher Education Programs,Reading Instruction,Pretests Posttests,Teacher Attitudes,Faculty Development,Likert Scales,Lesson Plans,Pedagogical Content Knowledge,Positive Attitudes,Scores,Communities of Practice,Program Effectiveness

This study examines the impact of a teacher-training program on the development of teachers' knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers' participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers' satisfaction with the training program, and an observation form of the teachers' level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants' post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.
Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers&apos; Accounts
Author: Çapan, Seyit Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Preservice Teachers,Undergraduate Students,Student Attitudes,Public Colleges,Underachievement,Problem Solving,Student Role,Teacher Role,Social Influences,Teacher Qualifications,Instructional Materials,Instructional Effectiveness,Learning Motivation,Negative Attitudes,Foreign Countries

Foreign language education is a highly controversial issue in the Turkish educational system. Despite innovative educational reforms done in the last three decades, achievement in foreign language education is far from yielding the expected results. It is of grave importance to seek for reasons underlying the underachievement in foreign language education in Turkey. Henceforth, the present study aimed at investigating pre-service English language teachers' perceptions about possible problems factoring into the underachievement in foreign language education. Adopting a qualitative methodology, the present study also intended to formulate insider suggestions to possibly fix the perceived problems. The present study employed content analysis to analyze the data obtained through group interviews and a structured form. Results pointed to the role of learners, teachers, curriculum and social factors as the prominent reasons triggering the well-established underachievement of foreign language education in the Turkish context. The study offered various implications for refinement of foreign language education in Turkey.
Characteristics of Pronoun &quot;Who and Its Concordance&quot; in Chinese College Students&apos; English Narrative Writing from the Perspective of Corpus-Based Method -- A Case Study of Series of Compositions of &quot;The Most Unforgettable Person I Ever Know&quot;
Author: Li, Xi-ping
Date: 2021-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Writing Improvement,Contrastive Linguistics,College Students,Writing Evaluation,Foreign Countries,Computational Linguistics,Sentence Structure,Case Studies,Language Usage,Writing Instruction,Grammar,Computer Software,Word Frequency

Writing is one of productive skills and a way of conveying information considered to be the most complex and the most challenging skill for EFL English learners to acquire, hence many studies have been conducted on the revelation of the characteristic of writings of EFL learners and how to improve them. Among them, pronoun study has attracted extensive interest and become a hot spot in the second language acquisition and contrastive linguistics. Taking a series of compositions of &quot;The most unforgettable person I ever know&quot; as subject, this study is devoted to reveal the characteristics of &quot;who and its concordance&quot; in Chinese college students` English narrative writing from the perspective of corpus-based method. Result of contrastive analysis of writing from 630 college students of 3 colleges in the past 6 years shows: 1) As a whole, WIC can be regarded as common words for Chinese college students but the distribution of individual word is relatively disproportionate-&quot;who&quot; attracts far more attention while the other 4 words attract little or no attention. 2) In terms of sentence type, the distribution of the 5 types is imbalance with too little use of adverbial clause and too much of attributive clauses. In addition, the learners are used to utilizing simple and identical sentence structure and some of them are highly repetitive. 3) The use frequency of WIC of individual student shows that the majority numbers of learners have formed the habit of using them to depict interpersonal relationship and their distribution is unbalanced too. 4) As to the clusters, the learners have formed the habit of preference use of &quot;who&quot; as a relative pronoun above all. And some clusters are highly identical and simple. 5) To sum up, the majority of learners in this study can employ WIC consciously in their writing, but their usages are confined to simple words and structures. Therefore, the learner`s comprehensive competence of integrated employment of WIC should be improved.
The Effects of Note-Taking Strategy Training on Students&apos; Notes during Academic English Listening Tests
Author: Kim, Junghyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Notetaking,Learning Strategies,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Academic Language,Language Tests,Listening Comprehension Tests,Foreign Countries,Comparative Analysis,Teaching Methods,Correlation

This study explored the effects of note-taking training on Korean college students' notes during academic English listening tests. A total of 61 college students were randomly assigned to two different groups: Group A that later received training in note-taking strategy and Group B that did not. Group A received note-taking strategy training on three separate times, totaling 60 minutes (30 minutes, 15 minutes, and 15 minutes) that spread out over two months. The two groups took listening tests before and after Group A was trained. The results showed the positive effects of the notetaking training in relation with the groups' note-taking behaviors. After training, the trained group used more and frequent notes whereas the untrained group's number of notes decreased. Individual students who drastically increased the number of notes after training (in Test II) showed more systemic framework of notes for Test II than before training (in Test I). The present study is meaningful in that it utilized the different analyzing methods on the quality of notes compared with previous studies.
Parental Language Ideologies and Affecting Factors in Bilingual Parenting in Korea
Author: Seo, Youngjoo
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Beliefs,Ideology,Social Influences,Family Influence,Bilingualism,Child Rearing,Parenting Styles,Language Usage,Socioeconomic Status,Parent Background,Educational Attainment,Parent Child Relationship,Context Effect,English (Second Language),Language Proficiency,Educational Resources,Foreign Countries,Social Capital,Cultural Capital,Korean,Native Language,Family Environment

This case study investigated parental language ideologies and the underlying social and familial factors affecting the construction of attitudes toward bilingual parenting and how the parents' ideologies affected the formation of family language policy and home language practices. Numerous familial factors were examined, such as parents' socioeconomic status, educational attainment, and relationships with their children, as well as social context factors. The results of the study suggested the interconnectedness of the parents' beliefs with the status of the English language in Korean society and the role of family capital in supporting English language use at home. Several factors affecting bilingual parenting were also investigated, such as parents' language proficiency, available learning resources, and parents' consistency in parenting, and use of English as the medium of communication at home. The results may resonate with the experiences of many Korean parents who have been practicing home bilingual education or are planning to do so in the near future.
Semantic Prosody and Collocation: A Corpus Study of the Near-Synonyms &quot;Persist&quot; and &quot;Persevere&quot;
Author: Phoocharoensil, Supakorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Semantics,Intonation,Suprasegmentals,Phrase Structure,Computational Linguistics,North American English,Verbs,Language Styles,Definitions,Dictionaries,Language Usage,Grammar,Vocabulary Development,Language Patterns

Near-synonyms in English often cause considerable confusion among EFL students. This study aims to clarify this confusion through a corpus-based investigation of the target synonymous verbs &quot;persist&quot; and &quot;persevere&quot; with focus on distribution across genres, collocations, and semantic preference/prosody. The results, based on the Corpus of Contemporary American English, reveal that &quot;persist&quot; and &quot;persevere&quot; occur with the highest frequency in academic texts and webpages, respectively. Despite similarities in cognitive meanings, the two synonyms co-select different sets of collocations. An analysis of the semantic prosody suggests that while &quot;persist&quot; tends to co-occur with words or phrases that express negative meanings related to continual unpleasant situations, the co-occurring lexical items around &quot;persevere&quot; denote strong determination and great effort in completing a difficult task. Moreover, although it is stated in a learner dictionary that &quot;persevere&quot; is used only as an intransitive verb, corpus evidence proves that this verb can also be used transitively. It is recommended that corpus data be incorporated in vocabulary instruction, alongside learner dictionaries, the former of which can provide more authentic linguistic information on collocational and grammatical patterns.
Intelligibility of Korean-Accented English: Effects of Listener&apos;s Familiarity
Author: Chung, Bohyon
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation,Korean,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Teaching Methods,Cross Cultural Studies,Familiarity,Phonemes,Foreign Countries,Phonology,Language Tests,Listening Comprehension,College Students,College Faculty,Comparative Analysis,Intelligibility

The present study investigated Korean-accented English (KoE) intelligibility and conducted experiments in Korea, Japan, and the USA to test the benefits of listener's familiarity and identify the key phonological features of KoE. In the experiments, the participants were asked to transcribe the target (KoE) of 100 English statements each containing a target word representing one of the nine features. The transcription data were administered to four groups, depending upon the degree of KoE familiarity (length of exposure). The results indicated that KoE was most intelligible to native English speakers with lower familiarity and least intelligible to the Japanese participants with low KoE familiarity. Although the listeners' familiarity did not necessarily either facilitate or impede the intelligibility of KoE, the listeners with higher familiarity with KoE tended to recognize the voiced consonants of KoE better. The findings also indicated which KoE characteristics affected the overall intelligibility level, suggesting ways to prioritize KoE features in English language learning in Korean classrooms.
Stancetaking in Spoken ELF Discourse in Academic Settings: Interpersonal Functions of &quot;I Don&apos;t Know&quot; as a Face-Maintaining Strategy
Author: Çiftçi, Hatime
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,Interpersonal Communication,Pragmatics,Sociolinguistics,Speech Communication,Academic Language,Doctoral Dissertations,Oral Language,Discourse Analysis,Language Usage,Doctoral Students,Teacher Student Relationship,Foreign Countries,Evaluators

Our study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of &quot;I don't know&quot; in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of stancetaking as an intersubjective activity. We have examined 14 interactions of doctoral defense discussions from the ELFA corpus. Our detailed discourse analysis of these doctoral defense discussions has revealed five distinctive interpersonal functions of the stance marker &quot;I don't know&quot; allowing speakers to construct their stance and adopt a face-maintaining strategy in the ongoing spoken discourse: prefacing a suggestion, seeking acceptance, hedging/mitigating, checking agreement, and expressing uncertainty. Considering the highly-context dependent and context-regenerated functions of &quot;I don't know,&quot; our study attempts to delve into the relational and interpersonal aspect of communication, and thus contributes to research in this strand by disclosing the interpersonal functions of stancetaking as an intersubjective activity with a particular focus on ELF academic discourse.
Exploring the Use of Hedges and Stance Devices in Relation to Korean EFL Learners&apos; Argumentative Writing Qualities
Author: Min, Soohyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing (Composition),Advanced Students,Second Language Learning,Second Language Instruction,English (Second Language),Prediction,Teaching Methods,Writing Skills,Language Usage,Writing Instruction,Foreign Countries,Discourse Analysis,Grammar,Vocabulary,Undergraduate Students,Language Tests

In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners' argumentative writing. In this study, hedges and stance devices that are included in 28 advanced Korean EFL writers' argumentative writing were analyzed to identify their potential relation to the overall writing quality. Analyses demonstrated that although hedges and stance devices were related to argumentative writing quality in general, the specific linguistic forms that predicted two different aspects of writing quality -- formal and content quality -- were different. Specifically, hedges played a significant positive role in only content quality of writing, and the specific stance devices that significantly predicted formal quality did not contribute to the content quality, and vice versa. The findings from this study provides important pedagogical implications for EFL writing instruction.
Korean EFL Learners&apos; Processing of English Caused-Motion Construction
Author: Sung, Hakyung
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,High School Students,Second Language Learning,English (Second Language),Language Processing,Motion,Language Classification,Korean,Native Speakers,Verbs,Sentences,Contrastive Linguistics,Language Research

This study explores how Korean English learners process English caused-motion constructions (CMC) through online and offline experiments. The focus was on how Korean learners' processing of English CMC is affected by the typological difference between English and Korean. Of the 77 volunteer participants recruited, 17 were native English speakers and 60 were Korean EFL learners. The experiments included a sentence completion task (SCT) as an online experiment, and an acceptability judgment task (AJT) and a translation (correction) task as offline experiments. The results showed that in the SCT, the Korean learners showed difficulty in combining process and result events with intransitive manner verbs. In the AJT, they rarely accepted the CMCs with intransitive manner verbs, but easily accepted the 'causative verb + by-phrase' structures with the same type of verbs. When the sentences were employed in the AJT were asked to be translated into Korean, the low-intermediate Korean learners were likely to drop the result meaning and interpret the preposition phrase as a locative rather than a goal. In sum, Korean learners showed similar patterns to native English speakers in processing path verbs and transitive manner verbs, but different pattern in processing intransitive manner verbs. These findings demonstrate that Korean learners' processing of English CMC is heavily influenced by their L1 when the construction accompanied intransitive manner verbs.
What if Learners Are Not Involved in Reading? Reading Ability and Reading Motivation of EFL Learners
Author: Chon, Yuah V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Ability,Reading Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Reading Instruction,Foreign Countries,Student Attitudes,Measures (Individuals),Grades (Scholastic),Predictor Variables,College Freshmen,Reading Tests

During reading instruction, sustaining learners' reading motivation (RM) may be a challenge but a requisite when the goal is to keep learners reading. In the context of the present study, it was examined as to how RM may be sustained in a reading course. For this purpose, information on learners' RM was collected in a semester-long university reading course with 118 Korean learners of English at the pre- and post-instructional stages of reading. RM was assessed with &quot;Motivations for Reading Questionnaire&quot; before and after reading instruction. Results indicated that &quot;reading involvement&quot; had decreased for all learners whereas the less skilled learners demonstrated an increase of &quot;reading efficacy&quot; and a drop in &quot;reading for grades.&quot; A linear multiple regression further indicated that &quot;reading efficacy&quot; was a significant predictor of reading proficiency only for the skilled learners. Implications are presented on how reading needs to be conducted by allowing learners to choose their own materials, which in turn may have an effect on developing more robust forms of RM.