ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of Associative Experiment in Forming the Foreign Communicative Competence
Author: Mukhametzyanova, Leilya
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Communicative Competence (Languages),Bilingualism,Second Language Instruction,Teaching Methods,Associative Learning,Memory,Monolingualism,Pragmatics,Morphology (Languages),Phoneme Grapheme Correspondence

The article focuses on some problems in teaching foreign languages, solution of which is successfully achieved through the method of free associations. The article also concerns the functioning of associative experiment in the course of teaching of foreign languages. In a technique of teaching of foreign languages free associative experiment is used, first of all, for studying of associative structure of memory at perception and interpretation of unknown foreign words, and also for research of problems of bilingualism and monoligualism.
Implicit Referential Meaning with Reference to English Arabic Translation
Author: Al-Zughoul, Basem
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Semitic Languages,Translation,Novels,Hypothesis Testing,Language Usage,Form Classes (Languages),Sentences,Inferences

The purpose of this study is to investigate how English implicit referential meaning is translated into Arabic by analyzing sentences containing implicit referential meanings found in the novel &quot;Harry Potter and the Prisoner of Azkaban&quot;. The analysis shows that the translation of English implicit referential meaning into Arabic can be done implicitly or explicitly by paying attention to the references. It also shows that it is essential to come up with adjustments in translating sentences with implicit referential meanings if the meaning causes ambiguity or vagueness in the target language.
The Effect of Expansion of Vision Span on Reading Speed: A Case Study of EFL Major Students at King Khalid University
Author: Kana'an, Basim Hamdan Ibrahim
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Rate,Case Studies,English (Second Language),Second Language Instruction,Majors (Students),Undergraduate Students,Reading Comprehension,Training,Intervention,Control Groups,Experimental Groups,Comparative Analysis,Eye Movements,Visual Perception,Hypothesis Testing,Pretests Posttests

The objective of the study is to demonstrate how and to what extent the expansion of vision span could be a decisive factor in enhancing the reading speed of EFL major students in the English Department at King Khalid University while maintaining their previous level of comprehension. The reading speed of students in the English Department at KKU is very low, which hampers their overall proficiency in the language. The sample of the study consisted of two groups (a control group and a test group), each consisting of 25 students who were in the final year of the EFL undergraduate program. The methodology includes comprehension tests to examine the sample for reading speed and comprehension at the beginning of the study. Then training in increasing the span of vision was extended to the students in the test group. At the end of the training, both the groups were tested again for reading speed and comprehension. The study illustrates that the test group increases their reading speed, while the control group shows no increase in reading speed. Comprehension remains unchanged for both the test group and the control group. The study concludes that the techniques adopted for training the study sample can be very efficacious in bringing about a significant change in the reading habits of college-going students.
English Language in the Development of a Tolerant Person of the Student in a Multi-Ethnic Educational Environment of the University (For Example, Kazan Federal University)
Author: Fahrutdinova, Rezida A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Cultural Awareness,Student Diversity,Intercultural Communication,Ethnic Diversity,Consciousness Raising,Higher Education,Multicultural Education,Personality Traits,Questionnaires,Student Attitudes,College Students,Cultural Differences,Interaction

Integration into the world community confronts the Russian education system purpose--education of the individual, having planetary thinking, able to see themselves not only as the representative of the native culture, living in a particular country, but also a citizen of the world, perceiving himself as the carrier and its foreign-language cultures. An important component of the socio-political development of multicultural education is the desire of both Russia and other countries integrate into the global European socio-cultural and educational space, while retaining their national identity. These processes contribute to the transformation of both Europe and Russia as a multilingual space where different languages have equal rights. There is an urgent social need for the organization of purposeful work on the formation of a tolerant person of the student, the system combines knowledge of different cultures, the desire and the willingness to intercultural Polylog. This era of social order urgently requires development of the younger generation of universal values, acculturation of other nations, which increases the motivation to learn foreign languages, associated with the desire to establish and develop contacts with foreign countries. It is English as a language of international communication acts as the major means to realize this idea in a multi-ethnic educational environment of the university. The article presents the results of a study conducted at the Kazan Federal University.
Towards an Analysis of Review Article in Applied Linguistics: Its Classes, Purposes and Characteristics
Author: Azar, Ali Sorayyaei
Date: 2014-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Discourse Analysis,Periodicals,Journal Articles,Computational Linguistics,Language Styles,Feedback (Response),Language Usage,Bibliographies,Academic Discourse,Classification,Graduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Writing for Publication,Novices,Student Research,Research Reports,Specialists,Interviews,Text Structure,Literary Devices

The classes, purposes and characteristics associated with the review article in the field of applied linguistics were analyzed. The data were collected from a randomly selected corpus of thirty two review articles from a discipline-related key journal in applied linguistics. The findings revealed that different sub-genres can be identified within the applied linguistic review article genre. Three main types of review articles were therefore identified based on the analysis of linguistic devices often used by the authors, their communicative purposes, and the specialist informants' feedback: (1) the bibliographic review article which gives readers a comprehensive and descriptive record of annual works and it encompasses the literature-oriented approach, (2) the critical evaluative review article which encompasses subject-oriented approach, that is to say it identifies an idea or raises a research problem, then gives its solution by analyzing and evaluating the selective works done before in the related field, and finally it suggests a new direction, and (3) the mixed-mode review article which has the twin roles and encompasses both literature-oriented and subject-oriented approaches. A possible colony of review genre was suggested and this study further examined some of the characteristics and purposes associated with the review articles. The classification continuum, purposes, characteristics, and linguistic devices of the review articles proposed thus provide useful guidance for graduate EFL (English as a Foreign Language) students and novice writers how to monitor and make use of the review articles during their research writing.
Implications of Parents' Socio-Economic Status in the Choice of English Language Learning Strategies among Nigeria's Secondary School Students
Author: Babikkoi, Mallam Adamu
Date: 2014-00-00
Type: Journal Articles
Subjects: Parents,Socioeconomic Status,Socioeconomic Influences,Secondary School Students,English (Second Language),Second Language Learning,Learning Strategies,Statistical Analysis,Foreign Countries,Hypothesis Testing,Correlation,Student Surveys,Social Influences,Metacognition,Affective Behavior

Studies have indicated that, less affluent families are less likely to have the financial and or time availability to provide their children with academic support compared to affluent families. This study investigated the relationship between Language Learning Strategies used by secondary school students in Nigeria and their Parents Socio-economic Status. The data for this research was provided by 559 respondents who study English as a second language and belonging to three varied socio-economic affiliations. A modified Oxford Study Inventory of Language Learning (SILL) questionnaire was used as the measurement instrument. Analysis of the data was done using SPSS version 16.0. This was done to assess the strategies employed and to understand their mean frequencies. A one-way ANOVA was conducted to determine the relationship between language learning strategy choice and socio-economic status of student's parents. The study found that, respondents highly used Language Learning Strategy (LLS) while learning English and within closely related frequency level. The study found significant relationship between socio-economic statuses of parents of the learner in the choice of Cognitive, Metacognitive, Social, situational and religious Strategies and no significance in the learner choice of Memory and compensation strategies to learn English. Conclusively, the findings of the study has pedagogical implications for English Language teachers and curriculum designers that could assist in understanding the English language learning patterns of secondary school students in Nigeria.
A Corpus-Aided Approach in EFL Instruction: A Case Study of Chinese EFL Learners' Use of the Infinitive
Author: Zhang, Ying
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,English (Second Language),Second Language Instruction,Grammar,Language Usage,Learning Activities,Verbs,Teaching Methods,Mixed Methods Research,Comprehension,Computer Software,Computer Assisted Instruction

English language corpora, containing the widest possible range of varieties of English, provide empirical date concerning language usage, helping to redefine the notion of &quot;standard&quot; to which language learners should aspire. This paper takes as its theoretical framework an approach to corpus-aided discovery learning in which the central role of corpora is seen as that of providing rich sources of autonomous learning activities. Here, by investigating Chinese EFL learners' use of the infinitive &quot;to&quot; in the Chinese Learner English Corpus (CLEC), the suggestion is put forward that availability of different corpora and software tools and the ability to combine them in different ways may help learners develop an understanding of the patterned quality language and be conducive to more appropriate use, as learners are not just to observe patterns, but also to develop hypotheses as to their variability. Finally, a corpus-aided approach is proposed to provide insight into new perspectives to revolutionize EFL instruction.
The Interaction between Sytactic and Semantic Modules in Chinese Learners' English Spotaneous Speech
Author: Gang, Xu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Modules,Syntax,Semantics,Qualitative Research,Speech Communication,Influences,Interaction,College Students,Majors (Students),Error Patterns,Questionnaires

According to modular theory, there are interactive effects between the central modules and language modules. The central cognition may deploy and redeploy resources from language modules. Moreover, the language modules can activate the cognitive ability. So this paper studies the spontaneous speech of students who learn English as a foreign language, to check whether activated syntactic module could speed up speech processing or not, and whether activated semantic module could also influence selection of syntactic structures. Therefore, this paper mainly conducts a qualitative study on English subjunctive mood based on the analysis on related syntactic and and semantic factors in Chinese learners' spontaneous speeches, aiming at exploring the influence of syntactic and semantic modules on subjunctive mood learning. The result shows there are interactions between syntactic module and semantic module: the activation of either module will speed up speech processing of the other. Therefore in the teaching of Chinese learners' English spontaneous speech, the teachers should take measures to strengthen the input of the language modules in an applicable atmosphere, so that the two modules can reinforce each other, thus improving students' spontaneous speech ability effectively.
Theorizing Teachers' Perspectives on an EFL Textbook for Public High Schools of Iran: A Grounded Theory
Author: Namaghi, Seyyed Ali Ostovar
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grounded Theory,High Schools,Second Language Instruction,English (Second Language),Teacher Attitudes,Secondary School Teachers,Textbooks,Coding,Textbook Content,Language Teachers,Textbook Evaluation,Pictorial Stimuli,Grammar,Vocabulary

The purpose of this study is to explore language teachers' perspectives on Iranian third grade senior high school EFL textbook, which is prescribed by the Ministry of Education. In data collection and analysis, the researchers used theoretical sampling and the coding schemes presented in grounded theory. Final analysis yielded &quot;Negative Evaluation of English Book 3&quot; as the core category, and eight subcategories including &quot;Dullness of pictures&quot;, &quot;Disregarding Learners' Interest&quot;, &quot;Grammar Overload&quot;, &quot;Inadequate Explanations&quot;, &quot;Inefficient Presentation of Pronunciation&quot;, &quot;Contrived Dialogues&quot; and &quot;Decontextualized Vocabulary&quot;, and &quot;Ignoring Language skills&quot;, which capture the teachers' perspectives on Iranian third grade senior high school EFL textbook. The results have clear implications for curriculum development, syllabus design.
&quot;Rational&quot; Observational Systems of Educational Accountability and Reform
Author: Amrein-Beardsley, Audrey
Date: 2015-08-00
Type: Journal Articles
Subjects: Accountability,Educational Change,Educational Policy,Expertise,Teacher Competencies,Value Judgment,Public School Teachers,Teacher Effectiveness,Teacher Evaluation,Observation,Models,Evaluation Methods,Educational Practices,Test Reliability,Test Validity,Scoring Rubrics

There is something incalculable about teacher expertise and whether it can be observed, detected, quantified, and as per current educational policies, used as an accountability tool to hold America's public school teachers accountable for that which they do (or do not do well). In this commentary, authors (all of whom are former public school teachers) argue that rubric-based teacher observational systems, developed to assess the extent to which teachers adapt and follow sets of rubric-based rules, might actually constrain teacher expertise. Moreover, authors frame their comments using the Dreyfus Model (1980, 1986) to illustrate how observational systems and the rational conceptions on which they are based might be stifling educational progress and reform.
Rhetorical Structure of Research Articles in Agricultural Science
Author: Shi, Huimin
Date: 2014-00-00
Type: Journal Articles
Subjects: Rhetoric,Journal Articles,Research Reports,Agriculture,Models,Structural Analysis (Linguistics),Writing for Publication,Writing Processes,Content Analysis

Although the rhetorical structure of research articles (RA) has been extensively examined from individual sections to complete IMRD sections regarding different disciplines, no research has been addressed to the overall rhetorical structure of RAs as a whole entity in the field of agricultural science. In this study, we analyzed 45 agricultural science RAs, using Kanoksilapatham's (2005) model as an analytical tool. A sixteen-move structure was identified, 3 for the Introduction section, 5 for the Methods section, 4 for the Results section and 4 for the Discussion section, respectively. The rhetorical structure found in this study extends and refines previous models. In particular, the occurrences of moves in the sections of Methods and Results appear to be discipline-dependent. These results seem to indicate that the rhetorical structure of agricultural science RAs tend to have their own pattern, so that this study should benefit non-native scientists in general and non-native scientists in agricultural science in particular, not only allowing them to understand RAs better, but also helping them in their competition for international publication.
Metadiscourse Use in the Persuasive Writing of Malaysian Undergraduate Students
Author: Tan, Helen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Discourse Analysis,Persuasive Discourse,Writing (Composition),English (Second Language),Language Proficiency,Writing Strategies,Writing Skills,Preferences,Interaction,Writing Instruction,Essay Tests,Academic Discourse,Audience Awareness

Metadiscourse is a prevalent linguistic resource that helps writers to manage the flow of the propositional contents and to direct their stance towards their contents and readers. Its dominance in persuasive writings has motivated this study which is to examine the occurrences and forms of metadiscourse use in the writing of both the high (HEP) and low (LEP) English proficiency Malaysian undergraduate writers. Both the quantitative and qualitative findings of the metadiscourse use were obtained using a concordance software (MP2.2). The results indicated that between the two main domains of metadiscourse, both groups of writers exhibited a greater preference for the use of &quot;interactional&quot; metadiscourse than the &quot;interactive&quot;. Between the two groups of writers, it was the HEP writers who exhibited a higher frequency of use for both the &quot;interactive&quot; and &quot;interactional&quot; metadiscourse. In terms of the forms used, the HEP writers also used a greater variety of metadiscourse forms when compared to the LEP writers. Based on the results, it can be concluded that the HEP writers had a greater awareness of the academic writing conventions, while the LEP writers still lacked this awareness in their writing. Furthermore, variant forms of metadiscourse use were also noted. This finding implies that more instructional help may be needed to raise the LEP writers' awareness on the importance of metadiscourse use in a persuasive discourse.
Rhetorical Variation across Research Article Abstracts in Environmental Science and Applied Linguistics
Author: Saeeaw, Supachai
Date: 2014-00-00
Type: Journal Articles
Subjects: Documentation,Applied Linguistics,English (Second Language),Second Language Learning,Authors,Researchers,Research Reports,Language Usage,Environmental Research,Language Patterns,Computational Linguistics,Academic Discourse,Teaching Methods,Writing for Publication,Second Language Instruction,Periodicals,Discourse Analysis,Written Language

Abstract is of a pivotal genre in scientific communication, assisting not only highly selective readers with judgment of the pertinent articles but also researchers in disseminating new knowledge and intellectual discoveries. Difficult yet challenging, however, is the task of writing effective abstracts particularly among non-English speaking scholars. This study reports on the identification of moves and co-existing linguistic features commonly used in environmental science and applied linguistics research article abstracts. 200 research article abstracts published during the years of 2010-2013 were analyzed with reference to Hyland's analytical framework. The two-tier analysis reveals a typical rhetorical structure including a cluster of linguistic features associated with certain pieces of information presented in each particular move, elucidating how research article abstracts in both fields are conventionally constructed. With the presence of all five moves, the structures of I-P-M-Pr-C and P-M-Pr-C were most prevalent among the corpus of environmental science and applied linguistics, respectively. All of the moves, except for Introduction move, were conventional across the two disciplines. Pedagogical implications of the findings are useful particularly for academic reading and writing instruction, enabling language teachers to empower their learners with strategies that contribute to the enhancement of success for publishing in scholarly leading publication.
Implementation of Communicative Approach
Author: Jabeen, Shazi Shah
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Teaching Methods,English (Second Language),Likert Scales,Attitude Measures,Teacher Attitudes,Language Teachers,Interviews,Observation,Classroom Techniques,Foreign Countries

In the contemporary age of high professional requirements such as excellent communicative skills, the need for successful learning of communicative skills of English language suggests communicative ability to be the goal of language teaching. In other words, to teach English language using communicative approach becomes essential. Studies to measure teachers' classroom behavior indicate that the implementation of communicative approach in the classroom is rare. Although teachers claim to be following a communicative approach, in practice they seem to be following traditional approaches. The proposed study was undertaken to assess the existing situation with regard to the use of communicative approach in the teaching of English language at the secondary level in different schools of Delhi following the curriculum of Central Board of School Examination (CBSE), New Delhi. A Likert-type attitude scale was developed to understand the teachers attitudes towards the communicative approach.