ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Diaries as a Qualitative Research Method to Investigate Teachers' Perception and Use of Rating Schemes
Author: Yi, Jyi-yeon
Date: 2008-00-00
Type: Journal Articles
Subjects: Diaries,Qualitative Research,Research Methodology,Teacher Attitudes,Rating Scales,English Teachers,Secondary School Teachers,High School Students,Writing Evaluation,Foreign Countries

Whilst diary study is used for pedagogical purposes, course evaluation and basic research on language learners, this study aims to explore the possibility of using it to investigate how teachers perceive and use rating schemes. Three English teachers who worked at various high schools in Korea rated 224 scripts written by 112 Korean high school students for this study. The teachers assessed the scripts twice, first according to their subjective holistic scoring and then using the FCE scale for writing assessment, and they kept diaries on their rating process for each assessment. The analysis of their diaries shows the teachers' rating patterns and tendencies, problems with the rating schemes and their understanding of the rating schemes. It can be concluded from these findings that diaries can be employed with regard to assessment, that is to reveal raters' perception of rating schemes, to investigate the validity of the assessment and to identify the aid and guidance that they might need for assessment. (Contains 3 footnotes.)
Chomsky's Universal Grammar and Halliday's Systemic Functional Linguistics: An Appraisal and a Compromise
Author: Bavali, Mohammad
Date: 2008-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Grammar,Language Acquisition,Discourse Analysis,Language Universals,Linguistics

Recent developments in theories of language (grammars) seem to share a number of tenets which mark a drastic shift from traditional disentangled descriptions of language: emphasis on a big number of discrete grammatical rules or a corpus of structure patterns has given way to a more unitary, explanatory powerful description of language informed by a sound theory of language acquisition, on the one hand, and verified/refuted by observations on samples of language use, on the other. Two widely welcome of such theories are Chomsky's Universal Grammar and Halliday's Systemic Functional Linguistics. These two theories have been initiated and developed almost independently and each has been successful in accounting for aspects of language from a particular perspective. However, they seem to stand more in a complementary position with respect to each other than in a confronting stance against one another. This article aims at providing evidence for such a claim to support the argue that not only aren't these two theories mutually exclusive but they are rather mutually dependent; there is a sense in which each needs to internalize and incorporate aspects of the other if a fully fledged account of language is to be achieved. (Contains 6 figures.)
The "Becoming-Philosophy" as a Foreign Language: Rereading Deleuze and Derrida
Author: Kim, Immanuel
Date: 2008-00-00
Type: Journal Articles
Subjects: College Faculty,Philosophy,French,Grammar,Futures (of Society),Departments,Educational Trends,Enrollment Trends,Educational Finance,Intellectual Disciplines,Ethics

This paper will revisit French theorists, Gilles Deleuze and Jacques Derrida, on the notion of the future of philosophy. Although their approaches to the future ("devenir" [to become] for Deleuze and "a venir" [to come] for Derrida) of philosophy may differ, I will argue that their differences allow for a space of congruence and continuity in the not only the field of philosophy but in every academic field. The question of the future of philosophy needs to be addressed because of the "crisis" that each academic department seems to face with every new faculty appointment, influx in student registration, applying for funding, etc. Each and every department in the university context seems to have the need to "justify" and validate the purpose of that discipline. I am not proposing another theory for theory's sake, but a call to deeply reconsider and re-evaluate the philosophy of and in each department. After all, faculty members who are not even "involved" in the philosophy department still possess a PhD.
Student Presentation as a Means of Learning English for Upper Intermediate to Advanced Level Students
Author: Lee, Eunpyo
Date: 2008-00-00
Type: Journal Articles
Subjects: Writing Assignments,Medical Students,Student Attitudes,Writing Exercises,Measures (Individuals),English (Second Language),Second Language Learning,College Students,Public Speaking,Medical Education,Reading Skills,Writing Skills,Questionnaires,Vocabulary Development,Foreign Countries

This study observes and examines how upper intermediate to advanced level college students perform and perceive one-topic-for-each student presentation as a means of learning English. It is also to have the prospective medical doctors ready for their future use of English presentation and paper writing since such demand is on the rise in the medical field. The 49 second year medical students enrolled in English reading and writing class of spring semester 2008 were given a single topic for each at least two weeks prior to their presentation in class as part of writing assignment. They were encouraged to be creative, informative and fun to induce class participation. At the end of the semester, the questionnaire was given to learn of students' opinion on the presentation. Based on the presentation and questionnaire, the data were analyzed to see if preparing and giving presentation was conducive for medical students. The results revealed that students wrote an average of 51-sentence (587 words) paper, almost double the previous year writing assignment. And 92% of the students felt presentation on different topics was interesting and helpful for learning English, and 80% of them felt having presentation in class was more effective than the traditional face-to-face lecture classes. More than two-thirds of the students (69%) thought that preparing for their class presentation provided them with a chance to learn new vocabulary, expressions as well as knowledge in English. The results of the study show that presentation on various topics can be used as a means of learning English for upper intermediate to advanced level students. (Contains 4 tables and 1 figure.)
Language Reduced Redundancy Tests: A Reexamination of Cloze Test and C-Test
Author: Lin, Wen-ying
Date: 2008-00-00
Type: Journal Articles
Subjects: Evidence,Cloze Procedure,Private Colleges,Test Validity,Test Reliability,Correlation,Statistical Analysis,Language Tests,Foreign Countries,Psychometrics,Redundancy,College Students

The purposes of this study are: (1) to investigate whether cloze forms with text-driven deletion method, proposed by Farhady and Keramati (1996), will produce better psychometric properties than standard cloze form; (2) to compare the psychometric properties of cloze test and C-test, both of which belong to the family of language reduced redundancy test; (3) to examine whether different deletion rates lead to difference in test-takers' performances; and (4) to test whether the assumption of test-takers' performance invariance across different texts hold for both cloze test and C-test. Based on two authentic texts with different rhetoric modes, three cloze forms with text-driven deletion method, along with one standard cloze and one form of C-test, were constructed and randomly administered to 237 student subjects at one private university in northern Taiwan. Furthermore, each subject was required to take three subtests (from a sample TOEFL test) as criterion measures for empirical validity. The results of the study indicated that neither the three cloze forms nor the C-test was substantially superior to the standard cloze in terms of reliability and validity. In addition, the findings of the study were inconclusive with regard to whether different deletion rates result in different test-takers' performances. Finally, no strong evidence was found to substantiate the claim that both cloze test and C-test meet the assumption of test-takers' performance invariance across different texts. (Contains 5 tables.)
Syntactic Features of Korea English: Word Order, Ellipsis, Articles, Prepositions, Passive, and Miscellaneous
Author: Seong, Myeong-Hee
Date: 2008-00-00
Type: Journal Articles
Subjects: Syntax,Word Order,Form Classes (Languages),English,Korean,Foreign Countries

For the recent discussions on the status of English in the global context and its implication for English language teaching (Canagarajah, 2006; Jenkins, 2003, 2005, 2006a, 2006b; Kachru, 1985, 1991, 1992a, 1992b; Modiano, 1999a, 1999b; Rajagopalan, 2004), some ELT researchers (Lee, 2007; Park, 2006, 2007) have conducted a full-scaled documentation on a uniquely common set of English rules and expressions in South Korea and termed it as &quot;Korea English.&quot; In alignment with this movement, the current study presents a first investigation on idiosyncratic syntactic features of Korea English in the domains of (1) word order, (2) ellipsis, (3) articles, (4) prepositions, (5) passive, and (6) miscellaneous. Corpus data of this study come from the Cross Cultural Distance Learning program established and conducted by both Korea and Waseda universities since the late of 1990s. The data display some syntactic aspects of Korea English as the result of contact with Korean language. For its organization, the present paper firstly reviews the theoretical framework in which (1) the emergence of varieties of English in diverse settings and their legitimacy, and the issue of standards in teaching English as an international language and (2) the emergence of &quot;Korea English&quot; are discussed. Secondly, the study describes the data to be analyzed. The study thirdly investigates use of English in relation to the syntactic aspects. Finally, the study concludes and discusses the future directions for studies on local varieties of English based upon corpus data.
Interlanguage Passive Construction
Author: Simargool, Nirada
Date: 2008-00-00
Type: Journal Articles
Subjects: Interlanguage,Language Classification,Thai,English (Second Language),Language Proficiency,Second Language Learning,Native Language,Native Speakers,Chinese,Grammar,Syntax

Because the appearance of the passive construction varies cross linguistically, differences exist in the interlanguage (IL) passives attempted by learners of English. One such difference is the widely studied IL pseudo passive, as in "*new cars must keep inside" produced by Chinese speakers. The belief that this is a reflection of L1 language typology has led to the study of passive constructions produced by Thai speakers. It was, however, discovered that only a small number of IL pseudo passives have emerged in the data. Instead, most problematic passives concerned malformed past participles. These unexpected results are likely due to the language proficiency of the Thai subjects and the differences between Thai and Chinese. (Contains 5 tables and 8 footnotes.)
Fostering Autonomy in EFL Cross-Cultural Distance Learning
Author: Lee, Hikyoung
Date: 2008-00-00
Type: Journal Articles
Subjects: Distance Education,Second Language Learning,Cultural Differences,Foreign Countries,English (Second Language),Personal Autonomy,Grammar,Case Studies,Anxiety,Cooperation,Computer Mediated Communication,Peer Relationship

The Korea Waseda Cross Cultural Distance Learning Project (KWCCDLP) is an endeavor to promote awareness of linguistic and cultural differences of speakers from different backgrounds through the medium of English. The project fully utilizes a student centered approach to learning where learners are the agents. This project aimed at university level students is unique in its promotion of autonomy both in and outside of the classroom. Here, a case study of a joint course between a Korean and Japanese university is presented as a model for autonomous long distance learning. The various activities that comprise the course are presented and how they instill responsibility in learners is discussed. Relevant examples show that activities catering to the learner's interests are effective in lowering anxiety and enabling learners to focus on meaningful interaction instead of grammatical accuracy. In addition, the activities show that autonomy is achieved through collaboration and scaffolding provided by peers. Once the course is over, students maintain and retain relationships with each other which results in continuous, meaningful interaction in naturalistic (as opposed to the formal learning context of the course) contexts. (Contains 2 footnotes.)
Demotivators for Japanese Teenagers
Author: Hamada, Yo
Date: 2008-00-00
Type: Journal Articles
Subjects: Attribution Theory,High School Students,Self Efficacy,Second Language Learning,Learning Motivation,Measures (Individuals),Foreign Countries,Self Concept,Student Motivation,Questionnaires,Junior High School Students,Student Attitudes,Goal Orientation,Correlation,English (Second Language)

These two decades have seen a surge in interest in the study of motivation throughout the field of language acquisition. Several distinguished motivational theories have been established: self-determination theory (Deci &amp; Ryan, 1985), goal-setting theories (Locke &amp; Latham, 1990), attribution theory (Weiner, 1992), self-worth theory (Covington, 1992) and self-efficacy theory (Bandura, 1993). In response to the negative trend that some learners lose interest in foreign language learning despite the best efforts by teachers, researchers have started to explore a different category of motivation, &quot;demotivation&quot;. Dornyei (2001) defines a demotivated learner as &quot;someone who was once motivated but has lost his or her commitment/interest for some reason&quot; (p. 142). Demotivation has been researched in Japan, at primarily in the university and high school level. To overcome limitations of the previous studies, the current study explores the following three questions. (1) How do Japanese high school learners change their state of demotivation through? (2) How does each demotivator contribute to learners' demotivation? (3) When does demotivation start and what factors contribute to junior high school demotivation? The participants are 54 second year high school learners and 36 third year junior high students from a school in Japan. A 26 item-questionnaire and an in-house test were used to examine the high school learners. A 9 item-open ended questionnaire with two 5 Likert type questions was used to examine the high school learners. The data was analyzed qualitatively and quantitatively. High school learners' state of demotivation changed in the intensity toward &quot;communicative method&quot; and several variables are considered to contribute to demotivated learners. For junior high school learners, grammar and confidence issue are the stronger demotivator. Implications for practical classroom instructions, and recommendations for further research are given based on the results. (Contains 6 tables and 3 figures.)
Mother Tongue, a Necessary Step to Intellectual Development
Author: Noormohamadi, Rezvan
Date: 2008-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Native Language,Intellectual Development,Language Acquisition,Cognitive Development,Learning Theories,Language Role,Child Development,Sociocultural Patterns

Intellectual (cognitive) development, the emergence of increasingly sophisticated forms or levels of understanding, reasoning, and rationality is an ongoing process of reflection, coordination, and social interaction that begins in early childhood and continues, at least in some cases, long into adulthood (Moshman, 2003). In this process, language is a primary tool in the entire life. However, it is not to say that thinking (as an intellectual ability) cannot take place without language (Munn, 1951), but rather mostly, thinking is mediated by language and thus develops to a much higher level of sophistication. The intimate link between language and cognitive development forms the core of the present article. It focuses on the important contribution of mother tongue in the process of cognitive development. Two major theories of development: Piaget and Vygotskys' views are investigated in relation to language. It is concluded that, although thought is the base, language intellectualizes it to a great deal.
Communication Apprehension among Japanese College Students
Author: Matsuoka, Rieko
Date: 2008-00-00
Type: Journal Articles
Subjects: College Students,Interviews,Anxiety,Females,Personality Traits,Communication (Thought Transfer),Competition,Self Concept,Academic Achievement,Foreign Countries,Asians,Vietnamese People,English (Second Language),Second Language Learning,Second Language Instruction

The main purposes of this study are: (a) to identify the constructs that may generate communication apprehension and to investigate how they influence communication apprehension and reduce the level of willingness to communicate; and (b) to explore the basic mentality underlying these constructs. The data were obtained from semi-structured interviews with 10 Japanese female college students and one Vietnamese male student who provided a contrast for the data from the Japanese students. The study suggests that constructs such as perfectionism, competitiveness, &quot;good-student&quot; mentality and face-protecting orientation may generate communication apprehension and the basic mentality underlying them may be other-directedness. (Contains 1 table and 1 figure.)
Researching into Curriculum Components
Author: Zohrabi, Mohammad
Date: 2008-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,Teacher Role,Study Skills,Language Skills,Teaching Methods,Curriculum,Student Attitudes,Second Language Learning,Motivation,Academic Achievement,Communicative Competence (Languages),Summative Evaluation,Formative Evaluation,Vocabulary,Grammar,Evaluation,Second Language Instruction

Any curriculum consists of several components: objectives, attitudes, time, students and teachers, needs analysis, classroom activities, materials, study skills, language skills, vocabulary, grammar and assessment. Before setting up a program or course of study, these components should be determined and described in detail. In fact, these elements help to clarify various dimensions of the curriculum and consequently enhance its productivity. Practically, proper consideration of each aspect of these constructs can exert a tremendous influence on the richness of the program. Therefore, curriculum or course designers need to scrutinize these components one by one and determine their role in the program. Essentially, these elements should be explored at length prior to, during and after the program. Thus, this article attempts to shed some light on the various constructs of a teaching-learning course. (Contains 6 figures.)
Some thoughts on the Native Speaker of English
Author: No, Keum Sook
Date: 2008-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Influences,Native Speakers,English,Interviews,Language Usage,Oral Language,Language Role,English (Second Language),Second Language Learning

The purpose of this paper is to reconsider the concept of the native speaker of English in light of the heightened status of English as a global language. The broadening and acceptance of criteria regarding who is a native speaker is historically discussed and placed in a modern context. In particular, perceptions towards the English native speaker and the relationship between language and culture were explored through a semi-structured oral interview administered to 56 respondents. Questions in the interview explored perceptions towards non-native speaker's use of English, cultural influence on language, and intercultural communication, among other topics. Interview results show that the respondents are aware that the spread of English across the world has reshaped the notion of the native speaker and the ownership of English. Respondents also recognize the inseparable relationship between language and culture. It is suggested that instead of the term "native speaker of English" the term "glocalized or global English speaker" better reflects the somewhat ambiguous nature of English speakers. (Contains 10 endnotes and 15 diagrams.)
Designing and Evaluating an EAP Reading Textbook: English for Political Science and Economics
Author: Sauzier-Uchida, Emi
Date: 2009-00-00
Type: Journal Articles
Subjects: Political Science,Economics,Textbooks,Course Evaluation,Definitions,Word Lists,Foreign Countries,Cognitive Processes,Discussion (Teaching Technique),English (Second Language),English for Academic Purposes,Surveys,Interviews,Teaching Methods,Teacher Collaboration,Language Proficiency,Second Language Learning,Language of Instruction,Language Teachers,Translation

This study aims to report an attempt to design and organise a content-based EAP reading course in political science and economics at a university in Japan, and to shed some light on learners' actual practices and preferences through the use of survey- and interview-based research participated in by 438 students. A principal axis of this project was the collaborative production of a textbook by language and subject teachers. A posthoc course evaluation from students and teachers highlighted a number of important pedagogical implications. First, learners, particularly higher-proficiency learners who read conceptually challenging articles, found easier units significantly more interesting and more difficult units significantly less interesting. Further analysis suggested that a good balance between the level of discipline specificity and that of language has to be maintained in order to arouse their interest. Another interesting outcome was that both higher- and lower-proficiency learners found word lists with L2 definitions significantly more useful than those with L1 definitions, which contradicts earlier findings with Japanese students. This seems to suggest that the use of the target language as a medium of instruction facilitated learners' thinking processes vis-a-vis L2, and that this affected their preferences. Moreover, higher-proficiency learners found group work, class discussion and listening to the teacher significantly more useful than did lower-proficiency learners, whereas the latter found translating significantly more useful than the former. This implies that the transition from a teacher-centred translation approach to a learner-centred communicative approach should be introduced gradually to lower-proficiency learners. (Contains 22 tables and 3 footnotes.)
English-Only Classes and Student Improvement on TOEIC
Author: Lee, Eunpyo
Date: 2009-00-00
Type: Journal Articles
Subjects: Medical Students,College Students,Student Improvement,Language Tests,Pretests Posttests,English (Second Language),Second Language Learning,Grammar,Scores,Role Playing,Language Usage,Second Language Instruction

This study explores medical college students' improvement on the TOEIC upon completion of English-only classes by comparing their pre- and post-TOEIC scores. The students' responses on the questionnaire were also reviewed. The subjects were the 44 first-year medical students taking the English-only classes that required active participation of individual presentation, role play and acting in class. Explicit grammar explanation was also given in English and the students were encouraged to use the language exclusively. They were considered intermediate to advanced level as their mean score of the pre-TOEIC score was 702 ranging from 515 to 945. The results of the post-TOEIC showed that 78% of the students (28 out of 36) improved significantly from the mean score 702 to 766 by the average of 64 points. They also responded that the English-only classes help them improve and participate more actively as a form of role play and acting. It was therefore concluded that the English-only classes that comprised student presentation of role play and acting were effective for the intermediate to advanced level medical college students. (Contains 8 tables.)