ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Orientation to Kindergartners&apos; Different Interactional Competences: Telling Personal Experiences during Shared Readings of Picture Books
Author: Gosen, Myrte N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Preschool Teachers,Kindergarten,Story Telling,Picture Books,Preschool Children,Interaction,Reading Skills,Teaching Methods,Reading Aloud to Others,Experience,Personal Narratives,Foreign Countries,Questioning Techniques

This paper is centered around 106 tellings of personal experiences during shared readings of picture books in kindergarten classrooms. It is shown that teachers orient to different interactional storytelling competences of their pupils. Teachers are found to contribute to pupils' tellings by inviting them, by showing recipiency, by asking follow-up questions during the telling and by responding to them after the telling. These teacher responses illustrate that teachers are mainly oriented to the interactional competence of telling a &quot;relevant&quot; personal experience that is in line with the initial question of the teacher and the story that has been read to the pupils. However, less frequently, teachers also display an orientation to the content of the story and herewith offer room for the interactional competence of telling a personal experience in a more general, less context-specific, and less institutional sense. Teachers' different orientation to the competences of the pupils also provides insight into the various interactional roles of the teacher. Teachers actively behave as a &quot;teacher recipient&quot; as well as a more general story recipient. Finally, the teacher also invites the other pupils to be story recipients. The interactional behavior of the teachers in this particular setting shows that discussing personal events in relation to the content of picture books creates opportunities for pupils to develop educational as well as everyday interactional competences.
Raising Awareness of Lexical Semantic Relations in Undergraduate EFL Context
Author: Altay, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Metalinguistics,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Pretests Posttests,Foreign Countries,Semantics,Cognitive Mapping,Learning Strategies,Control Groups,Experimental Groups,Comparative Analysis,Vocabulary Skills,Correlation,Teaching Methods,Statistical Analysis

Associating a content word to its rational semantic relations is regarded as a language learning strategy which explicitly contributes to mental lexicon. Semantic mapping herein seems to constitute an efficacious pattern for its practice in language instruction. Conversely, it appears to be among the least frequently used vocabulary learning strategies in language classrooms. This study points at semantic mapping as a practice for EFL learners by suggesting its pros and cons, and thus aims to raise awareness with this respect. The samples for the treatment of the study involve 20 EFL students studying at a state university in Turkey. A second group of the same size was randomly chosen as the control group from the same accessible population. All the participants were subject to a pre-test and a post-test measuring the size of the vocabulary known. The findings indicate a significant increase in the vocabulary size of the treatment group, surpassing the average size of undergraduate non-native speakers of English from non-European background.
Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English
Author: Altay, Betül
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Metacognition,Second Language Learning,Learning Strategies,Grades (Scholastic),Sampling,Correlation,English (Second Language),Semi Structured Interviews,Tests,Second Language Instruction,Student Attitudes,Problem Solving,Foreign Countries,Undergraduate Students,Vocational High Schools,High School Students,Tourism,Engineering Education,Hospitality Occupations,Mixed Methods Research

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a semi-structured form composed of open-ended questions developed by the researcher based on expert opinion. The research used mixed methodologies. For the quantitative study, the findings show statistically significant results when sub-dimensions of LLS were compared to the ones in self-regulation and critical thinking skills using the students' gender, department, and education type (daytime-evening education) as variables. For the qualitative study, by use of extreme case sampling, on the basis of the average points of the mid-term exam marks students got throughout the academic year, 10 students who had the highest grades and 10 students who had the lowest grades were interviewed. Using the same sampling method in the school, students of two classrooms--one which had the highest grade average and the other which had the lowest grade average were observed. It was observed that behaviors such as encouraging oneself, asking questions, practising, mental linking, problem solving, are more prevalent characteristics of learners in the classroom with the highest grade-point average than the students in the classroom with the lowest grade-point average.
Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners&apos; Vocabulary Acquisition
Author: Mehregan, Masoumeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Vocabulary Development,Second Language Instruction,Teaching Methods,Gender Differences,Experimental Groups,Control Groups,Conventional Instruction,Pretests Posttests,Comparative Analysis,Statistical Analysis,English (Second Language),Preadolescents,Adolescents,Early Adolescents

The present study attempted to investigate the impact of language games on the vocabulary achievement of Iranian learners. The study also examined the possible differences between male and female participants in terms of their vocabulary learning in game-based tasks. To this end, 40 young language learners (comparison group = 20 and experimental group = 20) were selected. They were administered the KET, after which homogeneity of the participants according to their proficiency level (i.e., elementary level) was ascertained. Four types of games including &quot;hangman&quot;, &quot;flash card memory game&quot;, &quot;bingo&quot;, and &quot;odd man out&quot; were used in the experimental class, each of which lasting for five sessions. After twenty sessions of total treatment, the participants in both groups were given a teacher-made proficiency test which included 30 items. After ensuring the psychometric properties of the post-test and the assumptions of independent samples T-test, the analyses were carried out. Results of T-test for the first research question showed statistically significant differences between the comparison and the experimental groups. However, the results of the T-test for the second research question were statistically non-significant. The discussions of the findings are further discussed in detail.
Evaluating the Effects of Input-Based Approaches to the Teaching of Pragmalinguistics and Sociopragmatics in Second Language Pragmatics: A Case of English Request Hedges
Author: Takimoto, Masahiro
Date: 2014-00-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Teaching Methods,Learning Activities,Comparative Analysis,Pretests Posttests,Language Tests,Decision Making,Control Groups,Experimental Groups,College Students,Foreign Countries

The present study examined the effects of two types of input-based approaches--combination of pragmalinguistics- and sociopragmatics-focused instruction (CI) and sociopragmatics-focused instruction (SI) on learners' recognizing and producing English request hedges. 45 Japanese learners of English participated in the study. Treatment group performance was compared to that of a control group on the pretests, post-tests, and delayed post-tests: an unplanned written-production test, an unplanned written-judgment test. The results showed that the CI and SI groups performed significantly better than the control group on an unplanned written-judgment test. There were no statistically significant differences between the two treatment groups on the unplanned written-judgment test, which indicated that the sociopragmatics-focused instruction attracted the attention of the SI group to the sociopragmatic features of English request hedges directly, and the group perhaps then transferred their attention to the pragmalinguistic features of English request hedges. As a result, the sociopragmatics-focused activities alone had some effects on recognizing English request hedges. However, a comparison of those learners in the two experimental groups in the unplanned written-production test demonstrated an advantage for the CI group and implied that the input-based learning through not only sociopragmatics-focused activities but also pragmalinguistics-sociopragmatics connection activities contributed more to deep perceptual and mental processing of English request hedges, thereby resulting in developing more firmly established explicit knowledge.
Memory Retention in Second Language Acquisition and Instruction: Insights from Literature and Research
Author: Sanatullova-Allison , Elvira
Date: 2014-00-00
Type: Journal Articles
Subjects: Memory,Second Language Learning,Second Language Instruction,Educational Research,Grammar,Language Processing,Teaching Methods,Vocabulary Development,Retention (Psychology),Computer Software,Visual Aids,Incidental Learning,Linguistic Input,Metalinguistics,Literature Reviews

This article reviews some essential theoretical and empirical research literature that discusses the role of memory in second language acquisition and instruction. Two models of literature review--thematic and study-by-study--were used to analyze and synthesize the existing research. First, issues of memory retention in second language acquisition (e.g., attention and awareness, explicit and implicit language learning and knowledge) are investigated. Second, instructional approaches conducive to memory retention in second language acquisition (e.g., incidental vocabulary learning, grammar processing instruction, focus on form method) are examined. Additionally, created by the author with the Inspiration software program, a literature map of the reviewed and additional research related to the topic is presented in the Appendix for reader's reference.
Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom
Author: Lartec, Jane K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Usage,Native Language,Language of Instruction,Multilingualism,Cultural Differences,Qualitative Research,Phenomenology,Instructional Materials,Foreign Countries,Second Language Learning,Translation,Official Languages,Literature,Vocabulary Skills,Teacher Education,Books,Teaching Methods,Kindergarten,Grade 1,Elementary School Teachers,Semi Structured Interviews,Teacher Attitudes,Remedial Instruction,Elementary School Students,Language Role,Educational Policy

The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. A melting pot and the educational center of the North, Baguio City, Philippines demands teaching strategies that not only adapt to the interplay of the different cultures and languages but give importance to them, too. Specifically, this paper analyzed the strategies of teachers in implementing Mother Tongue-Based Instruction in a Multilingual Classroom and identified some problems that teachers encounter in implementing them. The study used qualitative analysis with interview as the main data gathering tool. The respondents were teachers purposively selected from the suggested pilot schools of Mother Tongue-Based Multilingual Education (MTB-MLE) in Baguio City. From the phenomenological analysis of the data, the findings showed that the teachers used strategies such as translation of target language to mother tongue, utilization of multilingual teaching, utilization of lingua-franca, improvization of instructional materials written in mother tongue, remediation of instruction, and utilization of literary piece written in mother tongue as motivation. Some problems encountered by the teachers in implementing mother tongue-based instruction include absence of books written in mother tongue, lack of vocabulary, and lack of teacher-training. Nevertheless, the study indicated that major attention and effort are still necessary to be given to the approach.
A Case Study of Japanese Language Teaching in a Multicultural Learning Environment
Author: Winch, Junko
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Case Studies,Higher Education,Japanese,Teaching Methods,Second Language Instruction,College Second Language Programs,Questionnaires,Performance Based Assessment,Reading Achievement,Writing Achievement,Cultural Influences,Preferences,Statistical Analysis,College Students,Observation

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today's multicultural society regardless of cultural differences. The Japanese teaching method (Japanisation) was presented as an alternative teaching method to CLT, and the study investigates any impacts on multicultural students in Japanese language teaching at a university in the South of England. The study was conducted for one semester using two classes in 2009/2010. Two teaching methods, Japanisation and CLT, were applied. The concept of Japanisation is drawn from the study of the Japanese car manufacturing industry and transferred to the language teaching context. Three tests provided quantitative data to generate data. The quantitative results showed that there was no statistically significant difference between the two teaching methods regarding the attainment in the first two tests. However, Japanisation was associated with significantly higher results in the final test, compared with CLT. The implication of this study is embedding elements of Japanisation and Japanese educational culture in the Japanese language teaching will possibly enhance students' learning of reading and written skills. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect new international characteristics of teaching and learning environments.
When the Tokens Talk: IRF and the Position of Acknowledgement Tokens in Teacher-Student Talk-in-Interaction
Author: Huq, Rizwan-ul
Date: 2015-00-00
Type: Journal Articles
Subjects: Interaction,Teacher Student Relationship,Tokenism,Feedback (Response),Classroom Communication,Discourse Modes,Discourse Analysis,Educational Practices,Teaching Methods,Interpersonal Communication,Interpersonal Competence,Interaction Process Analysis

In classroom settings, students' competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining listenership as well as helping the speakers to buy the necessary time to prepare the right answers or expressions, especially in &quot;response&quot; (R) turns. The aim of this paper is to study how the &quot;acknowledgement tokens&quot; are placed within the framework of teacher-nominated IRF sequences and to explore the recognizable pattern of &quot;okay&quot; responses within an IRF framework. The findings suggest an interesting distribution of these tokens, especially with the classifications of &quot;strong acknowledgement tokens&quot; (such as: yeah or okay) and &quot;passive recipiency tokens&quot; (such as: uhm, uhhm, or hmm). Moreover, the findings suggest that the usage of &quot;ok&quot; responses invites further talk as well as an imminent closure. The findings of this study could be used to create a learner-friendly and inclusive classroom.
Minimising Same Error Repetition and Maximising Progress in SLA: An Integrated Method
Author: Gadd, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Patterns,Second Language Learning,Second Language Instruction,Italian,Feedback (Response),Undergraduate Students,Error Correction,Teaching Methods,Foreign Countries,Case Studies,Language Tests

Alderson teaches us that, &quot;progress should be the aim of all learning&quot;. With the purpose of ensuring progress and enhancing first year students' learning of Italian as a second language, research into feedback and repair was undertaken at The University of Western Australia. The research--funded by the UWA Centre for the Advancement of Teaching and Learning--was inspired by the Italian 1403, 2013 teaching cohort. 1403 is an upper-intermediate level of Italian in which students, despite their good knowledge of the language, kept repeating the same errors. Students also claimed to be overwhelmed by the myriads of corrections they received in different forms, which translated into little to no definitive repair. While corrective practices have been studied for a few decades now and there is a substantial body of research on feedback and repair in second language acquisition (Chaudron, 1998; Bangert-Drowns et. All, 1991; Kluger and DeNisi, 1996; Lyster and Ranta, 1997; Lyster and Mori, 2006), not much is known about the effect of isolated purposeful feedback on recurring errors. The integrated method which was tested in different units of Italian between 2013 and 2015 aims to enhance students' learning by giving students targeted formative feedback on recurring errors in order to maximise definitive repair and, subsequently, progress in learning Italian.
The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students&apos; Writing Skills
Author: Linh, Nguyen Duy
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,English (Second Language),Second Language Learning,Teaching Methods,Social Media,Educational Technology,Technology Uses in Education,Instructional Design,Program Effectiveness,Writing Instruction,Models,Rating Scales,Questionnaires,Statistical Analysis,College Students

Writing is one of the essential skills that EFL students, specifically in Thailand, need to achieve while their learning English during tertiary education. However, Thai EFL students have few chances to practice writing skills while learning. This study was conducted to develop an instructional design model for assisting students in learning collaboratively using Facebook groups to enhance their English writing skills at the beginning stage of their university education. In this study, collaborative learning and writing, the theory of instructional design, and five previous instructional design models were analyzed, and synthesized. In addition, the seven steps model for designing an instructional model by Brahmawong and Vate-U-Lan (2009) was adapted to develop the instructional design model. Experts in the fields of technology and English Language Teaching then evaluated the model. The results of the study showed that the elements of the FBCL Model was satisfactory and appropriate for giving EFL writing instruction in Facebook groups. The FBCL Model may also be beneficial in providing an instructional framework to EFL writing instructors and instructional designers.
A Comparative Literature Review of the Studies on Drama in English Language Teaching in Turkey
Author: Ustuk, Özgehan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,English (Second Language),Second Language Instruction,Drama,Comparative Analysis,Constructivism (Learning),Cultural Influences,Linguistic Performance,Affective Objectives,Context Effect

This study presents a comparative literature review of the research studies related to the effects of drama in teaching English as a foreign language. First, the study explains drama in education with regard to foreign language education. In a narrative review design, it demonstrates international studies in four categories under which the existing studies can be contextualized. According to the review of international research, literature provides studies that focus on drama in education's constructivist effects, cultural effects, effects on the performance in the target language and effects on the affective states of the learners of English as a foreign language. Second, the study presents a review of drama in education research which originated in Turkey with respect to English language teaching. In the discussion section, these two reviews are compared and contrasted, and some similarities and differences between the international research and Turkish research are underlined. Finally, some practical implications and suggestions for further research are given.
EFL Learners&apos; Uses of Adverbs in Argumentative Essays
Author: Yilmaz, Ercan
Date: 2017-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Essays,Form Classes (Languages),English (Second Language),Second Language Learning,Language Proficiency,Writing Exercises,Semantics,Engineering Education,Language of Instruction,Statistical Analysis,Individual Differences,Essay Tests,Undergraduate Students,Incidence,Foreign Countries,Language Tests

Adverbs require a great deal of effort to be mastered, and even the most advanced users of that language have difficulty in using them correctly (Narita &amp; Sugiura, 2006; Peacock, 2010; Lei, 2012; Leedham &amp; Cai, 2013). The purpose of this study is to find out to what extent relatively high proficiency level EFL learners use different types of adverbs in their argumentative essays. For this purpose, a group of students who have previously taken an academic writing course are selected. To collect the data, a guided writing activity is applied in the target language. The data is analyzed quantitatively by taking the frequency of adverb use. The results show that EFL learners tend to use degree adverbs more than any other semantic category of adverbs. They also tend to overuse adverbs in their academic writing and use adverbs that are not appropriate in the academic prose. It is implied that there is a need for systematic explicit instruction of L2 adverbs and for raising learners' awareness in the meanings and functions of adverbs in L2 writing.