ethanporcaro/eric-fulltext-meta huggingface dataset:
Misunderstandings of Communicative Language Teaching
Author: Wu, Wen
Date: 2008-06-00
Type: Journal Articles
Subjects: Misconceptions,Teaching Methods,English (Second Language),Semantics,Error Analysis (Language),Speech Skills,Listening Skills,Native Language,Educational Practices,English Instruction,Communicative Competence (Languages),Foreign Countries

Although Communicative Language Teaching is accepted by many English teachers in China as one of the most effective approach in English language teaching, there are still a number of misunderstandings about it. By comparing Johnstone; Sato and Kleinsasser and Thompson as well as Spada, this article focuses on four of the main misunderstandings, which are commonly held by the language teachers and researchers.
Influence of Planning on Students' Language Performance in Task-Based Language Teaching
Author: Wang, Yingli
Date: 2008-06-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,Lesson Plans,Language Acquisition,Language Proficiency,Instructional Effectiveness,Academic Achievement,Educational Practices,Task Analysis

Task-based language teaching (TBLT) is an important second language teaching method. Planning is one of the significant factors in the studies of TBLT. This paper will mainly discuss the influence of planning on students' language performance in TBLT.
The Role of Online Collaboration in Promoting ESL Writing
Author: Choi, Jessie Wai-ching
Date: 2008-06-00
Type: Journal Articles
Subjects: Foreign Countries,Community Colleges,College Students,English (Second Language),Writing Instruction,Collaborative Writing,Web Based Instruction,Computer Mediated Communication,Electronic Learning,Electronic Mail,Revision (Written Composition),Writing Evaluation,Peer Evaluation,Questionnaires,Interviews,Reflection,Student Attitudes,Writing Attitudes,Writing Improvement,Learning Motivation,Educational Benefits,Outcomes of Education,Data Analysis,Stress Management

The study examined an ESL writing class, which consisted of 36 students, at a community college of Hong Kong. The students took part in three online collaborative writing tasks by sending drafts to peers who gave them suggestions and comments for improvement and working together on the completion of the writing tasks via email. The 36 students worked in small groups of four to six. They wrote, responded and revised using the email system offered by the WebCT interface of their course book. The results were evaluated by means of questionnaire, interview with participating students, report of the peer observer, written work, e-responses and reflective summaries of students. The overall results suggest that students generally enjoyed the supportive atmosphere created by online collaborative tasks and regarded the use of online collaboration as a means of improving their writing by enhancing their motivation, awareness of the audience and the importance of revising, and by reducing their stress and cultivating their positive attitudes towards writing. The data show that the inclusion of the online component has potential in supporting learning and bringing about positive learning effects on writing as learners were found to enjoy the benefit of interacting with the other learners both in-class and out-of-class in the study.
Higher Agricultural Universities Serve for &quot;Sannong&quot; by Offering English Human Resources Support System
Author: Yuan, Youqin
Date: 2008-06-00
Type: Journal Articles
Subjects: Agricultural Education,English Curriculum,English (Second Language),Educational Development,Rural Development,English for Special Purposes,Higher Education,Labor Force Development,Educational Change,Foreign Countries

This paper puts higher agricultural English education how to serve for &quot;Sannong&quot; construction as priority, combining the actual market demand, based on teaching reform in the past few years, tries to explore English nurturing model and curriculum system for real delivery the agriculture-related qualified foreign language professionals. The purpose is to improve agriculture-related quality of personnel, expand the &quot;Sannong&quot; development as well as to reform the Agricultural Universities English subject training objectives, and explore new ways in the solutions on &quot;Sannong&quot; issues.
The Understanding of Metaphor in &quot;Lives of Girls and Women&quot;
Author: Li, Xiaoxi
Date: 2008-06-00
Type: Journal Articles
Subjects: Figurative Language,Literary Styles,Literature Appreciation,Literary Devices,Literary Genres,Foreign Countries

As the best writer of short stories in Canada, Alice Munro has consistently produced work in which precise social observation and penetrating psychological insight are expressed exactly with remarkable narrative strategies. Though my thesis is informed by my reading of Munro's published books, this study does not attempt to analyze the whole stock of her literary work. I concentrate on my discussion on one of her stylistic narrative techniques--metaphor in &quot;Lives of Girls and Women,&quot; which is considered her most representative. With the understanding metaphor in the novel, readers know well the character's complex patterns of existence and the suppression endured by the female characters in a patriarchal society.
Thematic Progression Analysis in Teaching Explanation Writing
Author: Yang, Xueqian
Date: 2008-06-00
Type: Journal Articles
Subjects: Lesson Plans,Writing Instruction,Teaching Methods,Class Size,Difficulty Level,Course Descriptions,English for Academic Purposes,Second Language Learning,Second Language Instruction,Higher Education,Foreign Countries

Thematic Progression theory explains textual meanings of how experiential and interpersonal meanings are organized in a linear and coherent way. Employing the rationale of T-P theory, this article analyses a lesson plan of teaching Explanation, and shows that T-P analysis can be employed in teaching writing.
Implication of IL Fossilization in Second Language Acquisition
Author: Wei, Xueping
Date: 2008-06-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Problems,Interlanguage,Classification,Definitions,Attribution Theory,Asians,Foreign Countries,Second Language Instruction,Transfer of Training,Learning Strategies,Communication Strategies,College Students

Since the phenomenon of fossilization in interlanguage is proposed by Selinker in 1972, it has drawn much attention and commonly acknowledged at home and abroad. This paper introduces the definition, classification, presentation, and causal factors of fossilization in an attempt to help Chinese students better understand the phenomenon and avoid its influence by the proposal of some suggestions.
Implementing Communicative Activities in English Reading Class
Author: Gao, Yonghong
Date: 2008-06-00
Type: Journal Articles
Subjects: Teaching Methods,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Instructional Effectiveness,Teacher Role,Role Playing,Drama,Teacher Student Relationship,Foreign Countries

This paper aims to analyze and expound the implementing of communicative activities in English Reading classroom. It is mainly taken from these aspects: 1) polishing teacher's role in communicative activities; 2) Specific communicative activities in classroom; 3) Teacher's questions; 4) Teacher's evaluation. It is believed that communicative activities in classroom is an effective way both for teachers' reading teaching and for students' reading learning if they are properly implemented.
A Review of English Learning Strategy in China
Author: Shen, Yanxia
Date: 2008-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Teaching Methods,Reliability,Foreign Countries,Educational Research

With the attention paid to the English learning strategy training in China, more and more researchers and experts conduct empirical experiments in English classroom to test the reliability or apply the language learning strategies into learning and teaching practice. In this study, it shows distributing research on English learning strategy training with detailed data and resources. This paper analyzes the collected data and gets some findings. Some possible reasons are put forward in this research field; meantime, some implications in the research of English language learning are given in the conclusion.
Students' Use of Modals in Narrative Compositions: Forms and Functions
Author: Vethamani, Malachi Edwin
Date: 2008-06-00
Type: Journal Articles
Subjects: Verbs,Writing (Composition),English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Discourse Analysis,Computational Linguistics,Foreign Countries,Statistical Analysis,Qualitative Research,Secondary School Students

This article presents the findings of a corpus based research that investigated Malaysian ESL learners' use of modals in two written tasks. The aim of the study was to investigate the distribution and functions of modals used in the students' writing. The research design comprised a qualitative technique through discourse analysis supplemented with some descriptive statistics derived from a concordancer which identified modals used by the students at two different levels. The findings showed that the preferred modals for the two levels are modals &quot;can&quot;, &quot;will&quot; and &quot;could&quot; which were used to express ability and certainty. Modals of probability/possibility showed lower frequencies of use in the writing. Also, students at the lower level were less competent in using past form modals as compared to those at the higher level. This study indicates that the students were able to perceive the conceptual meaning of each modal and their communicative function.
A Study of an ESP Curriculum for Airline Agents in China
Author: Shen, Qi
Date: 2008-06-00
Type: Journal Articles
Subjects: English for Special Purposes,Air Transportation,Second Language Learning,Second Language Instruction,Course Descriptions,Employees,Foreign Countries,International Trade,Intercultural Communication,Language Skills,Skill Development,Asians,Classification

English for specific purpose (ESP) has for about 30 years been a separate branch of English language Teaching (ELT). Recent years in China, with the development of international trade and foreign exchange, more and more in-service and pre-service staffs are expected to learn practical al and useful English language in order to adapt to the new situation. A course design in this case is initiated for a group of service agents from the airline. The aim of this course is to help the airline agents, whose services will inevitably involve communications with foreign guests in English, develop their language skills in air transport profession.
Talking Terms: Choosing and Using Terminology for EFL Classrooms
Author: Berry, Roger
Date: 2008-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Verbs,Grammar,Language Usage,Vocabulary,Evaluation Criteria,Decision Making,Teaching Methods,Case Studies

This paper discusses the use of grammatical terminology in English language teaching. Accepting that it is a common feature of many classrooms, the paper attempts to help teachers understand the role and nature of terminology. A distinction is made between terms which are transparent (e.g. &quot;countable&quot;), opaque (e.g. &quot;verb&quot;) or iconic (e.g. &quot;-ing form&quot;). A number of criteria for evaluating the suitability of terminology for classroom use are also offered. In this way it is hoped that teachers will be better equipped to make well-informed decisions about the terms they choose to use in the classroom.
Reading from the Wordless: A Case Study on the Use of Wordless Picture Books
Author: Arif, Marina Mohd
Date: 2008-06-00
Type: Journal Articles
Subjects: Reading Instruction,Picture Books,Story Telling,Illustrations,Case Studies,Young Children,Males,Foreign Countries,Emergent Literacy,Urban Schools,Public Schools,Preschool Children,Cues,Prior Learning,Comprehension,Perspective Taking,Play,Reading Processes

For centuries people have conveyed meaning through the use of visual images, without the aid of written text. Consequently, wordless picture books have become a distinct genre within the world of literature. The wordless book is unique in that its content must be communicated solely through the use of illustrations. The reading of wordless picture book is an open-ended process in which viewers read stories by bringing their background experiences and personal histories to bear on the visual images they encounter within the text. This study looks at the use of wordless picture books on a seven-year old male nonreader. The investigation focuses on the exploration of the child's responses to a selection of narrative wordless picture books. This study suggests that wordless picture books are a good source for analyzing a child's early and emergent literacy. Acknowledging the importance of wordless picture books may deepen the definitions of emergent literacy and broaden our approaches to the teaching of reading.
&quot;Facebook&quot; for Informal Language Learning: Perspectives from Tertiary Language Students
Author: Alm, Antonie
Date: 2015-09-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Second Language Learning,Social Networks,Informal Education,Native Speakers,Questionnaires,College Students,Student Attitudes,Multilingualism,Learning Experience,Chinese,German,French,Japanese,Spanish,Language Proficiency,Likert Scales,Translation,Writing (Composition)

This paper investigates the use of &quot;Facebook&quot; for out-of-class, informal language learning. 190 New Zealand university language students (Chinese, German, French, Japanese and Spanish) completed an anonymous online questionnaire on (1) their perceptions of &quot;Facebook&quot; as a multilingual environment, (2) their online writing practices and (3) their views on the educational value of their experiences. Findings indicate that language students are using a range of &quot;Facebook&quot; features to expose themselves to the languages they study (L2) and to communicate in their L2 with native speaker &quot;Facebook&quot; friends. The use of the social networking site varied according to proficiency-levels of the participants (beginner, intermediate and advanced levels), strength of social ties with native speaker &quot;Facebook&quot; friends and personal attitudes towards the site. Learning experiences on &quot;Facebook&quot; were not perceived as useful for the formal language learning context which suggests the need for bridging strategies between informal and formal learning environments.
Building a Vibrant Honors Community among Commuter Students
Author: van Ginkel, Stan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Commuting Students,College Students,Discovery Processes,Mixed Methods Research,Interviews,Case Studies,Interdisciplinary Approach,Social Networks,Student Motivation,Sense of Community,Educational Attitudes,Interpersonal Relationship,Communities of Practice,Program Implementation

Research has shown that honors programs often provide active networks of students that contribute to the development of the students' talents (De Boer &amp; van Eijl; van Eijl, Pilot &amp; Wolfensberger). These contact networks are also described as &quot;learning communities&quot; (Wilson et al.) and &quot;honors communities&quot; (van Eijl, Pilot &amp; Wolfensberger). Such communities foster productive interaction among students, teachers, and other professionals during their affiliation with the program and beyond. As a result of such connections, students discover new learning opportunities and gain experience in organizational and leadership skills. In honors programs, in particular, these contacts are an essential component of what defines and separates honors activities as special enhancements of a student's overall educational experience (van Eijl, Wolfensberger &amp; Pilot). Our study focuses on design principles, key characteristics, strategies, and successful examples that characterize the development of honors communities. We focus particularly on commuter students because they comprise the majority of honors students in the Netherlands. Nearly all universities in the Netherlands are city universities, where students either rent rooms in the neighborhood or live at home. One of the challenges for an honors director is to create a vibrant honors community within this specific context. We make the assumption that for commuter students a more careful and intentional implementation of an honors community is necessary because most students leave campus when classes are finished (Jacoby). And, as Kuh, Gonyea and Palmer found in their research, commuter students are overall less engaged than students who live on campus. Extra activities have to be organized and strategically timed to suit these students, and the challenge is complicated by competition with numerous other events taking place in the city. Our study analyzes five different honors communities of commuter students in order to suggest some best practices for creating maximum benefits for students.
Selecting for Honors Programs: A Matter of Motivational Awareness
Author: Weerheijm, Ron
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Selection Criteria,Student Recruitment,Academic Achievement,Academic Persistence,Grade Point Average,Case Studies,Competence,Models,Success

The honors programs at the Universities of Applied Sciences in the Netherlands were almost all initiated around 2008 and thus so far have yielded few data about outcomes, but we have a broad consensus that the honors programs should provide a better-than-average professional for the workplace and should give students a chance to perform to the best of their abilities. With this shared mission, we have had an ongoing discussion during our recruitment process about what criteria to use in the selection process. In January of 2012, there was an online discussion on the NCHC listserv about the role of the GPA in honors recruitment and retention in the U.S. Because Rotterdam University of Applied Sciences does not use grade-based admission requirements, relying instead on a competence profile that is added onto the existing competence profile the discipline uses, we were asked to provide insight into our methods. This request, combined with the NCHC email discussion, provided a reason to analyze the available literature concerning factors that lead to successful completion of an honors degree and that produce excellent and successful professionals. We have reviewed current selection criteria according to three models of excellence in order to determine the best criteria for accomplishing the mission of honors.
Telecollaboration Insights: Learning from Exchanges That Fail
Author: Turula, Anna
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Instructional Effectiveness,Communicative Competence (Languages),Intercultural Communication,Task Analysis,Program Descriptions,College Students,Universities,Teacher Education,Surveys,Action Research,Video Technology,Cognitive Mapping,Critical Incidents Method,Student Attitudes,Cultural Awareness,Graduate Students,Undergraduate Students,Feedback (Response),Web Sites,Collaborative Writing,Computer Mediated Communication

The article describes action research into a telecollaborative exchange between the Pädagogische Hochschule in Freiburg, Germany and the Pedagogical University in Krakow, Poland, which took place between October 2014 and January 2015. Both groups followed CALL teacher training study programmes and consisted of 16 students. The study aimed at evaluating the telecollaboration with regard to its effectiveness in the attainment of the planned objective which was training the students in designing CALL tasks with focus on intercultural communicative competence (the German group) or &quot;politische Bildung&quot; (the Polish group). The article presents the exchange itself (the tasks, the timeline) and, as well discusses the research data collected by means of surveys and observation in the course of the telecollaboration and upon its completion.
Developing CALL for Heritage Languages: &quot;The 7 Keys of the Dragon&quot;
Author: Revithiadou, Anthi
Date: 2015-09-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Heritage Education,Second Language Learning,Student Motivation,Computer Software,Bilingualism,Uncommonly Taught Languages,Russian,Elementary School Students,Secondary School Students,Role,Teaching Methods,Native Language Instruction,Foreign Countries,Computer Games,Rewards,Cartoons,Task Analysis,Scaffolding (Teaching Technique),Language Tests,Computer Assisted Testing

In this article we present an interactive extensible software, &quot;The 7 Keys of the Dragon,&quot; for the teaching/learning of Albanian and Russian to students that attend primary and secondary education in Greece with the respective languages as their heritage languages. We address the key challenges we encountered during the conceptualization phase of the project development and the specific design choices we implemented in order to accommodate them. Drawing on recent research on the role of Computer-Assisted Language Learning (CALL) applications for young bilingual populations, we aimed at creating a user friendly environment with a clear pedagogical orientation. Furthermore, given that games in language learning are associated with intrinsic motivation and meaningful exposure to the target language, we have integrated a fairy-tale background narrative, a game-inspired reward system, and two cartoon-like assistant characters to stimulate the user's involvement in the learning tasks. Five chapters for each target language were created, each comprising a text, a variety of scaffolding material and quizzes. The software is designed to provide real-time automatic correction of quizzes and allow for easy expansion with additional quizzes and texts. A separate application for teachers facilitates essay correction and commenting on the students' language learning progress and achievements.
Exploring Two Teachers' Engagement with Their Students in an Online Writing Environment
Author: Annamalai, Nagaletchimee
Date: 2015-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Check Lists,Writing Instruction,Foreign Countries,Computer Assisted Instruction,Second Language Instruction,High School Students,Secondary School Teachers,Guidelines,Urban Schools,Suburban Schools,Technology Integration,Teacher Education,Language Teachers,Web 2.0 Technologies,Social Networks,Essays,Writing (Composition),Online Courses,Teacher Student Relationship,Sampling,Qualitative Research

Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.'s framework to identify the teachers' interaction with the students while engaged in the online writing environment. Borup et al. termed the construct as teacher engagement. Findings revealed that the teacher from the urban school was actively engaged in the interactions. However, the interactions of the sub-urban teacher were limited. The implications of this study suggest that teachers who are seen as digital immigrants need to consider the use of technology. Appropriate training and a checklist will be helpful to encourage the adoption of technology by teachers.