ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Change in the Attitude of Students Towards English Language Learning
Author: Bhaskar, C. Vijaya
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Dravidian Languages,College Students,Student Attitudes,Attitude Change,Language Attitudes,Engineering,Engineering Education,Questionnaires,Semi Structured Interviews,Statistical Analysis,Qualitative Research

The purpose of this paper is to find out whether there is any change in the attitude of students towards English Language Learning (ELL) when they come for college education after completing the school education. The transformation in the attitude of students from school to college was examined in terms of marks, interest towards English language, self- motivation to learn the language, participation in the class, understanding the importance of English in securing a job and learner-centred language teaching methods that ensure more freedom to the learners. About 52 first year Mechanical Engineering students from Tamil medium stream took part in this research. To examine their shift in attitude towards ELL, an attitude questionnaire was administered and a semi-structured interview was conducted. The findings of the study indicated that there was a significant shift in their attitude towards ELL at their college level.
Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension
Author: Serraj, Samaneh
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Listening Comprehension,Correlation,Anxiety,Communication (Thought Transfer),Student Attitudes,Foreign Countries,Language Proficiency,Language Tests,Test Preparation,Institutes (Training Programs),Questionnaires,Statistical Analysis

Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -0.414 correlations between FLLA and listening comprehension and -0.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a 0.513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.
Transforming Passive Listeners into Active Speakers: A Study with Portuguese Undergraduates in &quot;English for the Social Sciences&quot;
Author: Amorim, Rita M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Academic Purposes,Social Sciences,Undergraduate Students,Student Attitudes,Questionnaires,Communication Skills,Speech Skills,Oral Language,Anxiety,Barriers,Language Fluency,Small Group Instruction,Group Discussion,Student Motivation,Public Speaking,Intervention,Consciousness Raising,Large Group Instruction,Self Efficacy,Action Research,Observation,Qualitative Research

In the present context of English as a Lingua Franca (ELF) or English as International Language (EIL), it has become extremely relevant to maximize speaking opportunities in the English as a Foreign Language (EFL) classroom which aim at developing fluency and real-life communication skills. University students in Portugal need to practice expressing their views and sharing opinions in English for their professional careers and for general international communication. With these aims in mind, &quot;whole-class discussions&quot; were implemented in the subject &quot;English for the Social Sciences&quot;, but monitoring by the teacher revealed low voluntary participation. This classroom-based study began with two questionnaires distributed to a group of twenty intermediate to upper-intermediate undergraduates. They exposed speaking anxiety due to worries about producing accurate English, fear of poor performance and negative evaluation, and embarrassment to speak in front of colleagues. A two-step strategy was implemented to get as many students as possible speaking, by overcoming some of their linguistic and personality barriers. First, students attended two awareness-raising lessons on the aims of whole-class activities, the value of fluency, and today's real-life communicative skills. Then, small &quot;buzz-group&quot; discussions were implemented, prior to and in preparation of the &quot;whole-class discussions&quot; to create a more supportive environment. Student interviews and teacher observation notes were used to collect participants' perspectives. Findings revealed that passive listeners, when better informed and working in a less anxiety-inducing environment, can become active speakers.
Brain-Based Aspects of Cognitive Learning Approaches in Second Language Learning
Author: Moghaddam, Alireza Navid
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Brain,Cognitive Processes,Cognitive Psychology,Neurosciences,Learning Theories,Attention,Emotional Response,Memory,Memorization

Language learning process is one of the complicated behaviors of human beings which has called many scholars and experts' attention especially after the middle of last century by the advent of cognitive psychology that later on we see its implication to education. Unlike previous thought of schools, cognitive psychology deals with the way in which the human mind controls learning. Although it was great development on the way of understanding the nature of learning, cognitive psychologists were criticized by other approaches that this caused mush evolution in cognitivism. On the other hand by the rapid growth of technology our understanding of brain has increased, therefore we know its functions and structures even while working. Neuroscience and its implications to educational domain has been increasing time to time, it means neuroscience and education never were so close to each other. Meanwhile, brain-based researchers can confirm many learning theories that introduced during the educational great efforts of cognitive and non-cognitive approaches. This paper argues in favor of application of those approaches to language classrooms utilizing as guarantee some of the main perception from brain-based learning theories.
Why Some Students Are Less Motivated in Reading Classes at Tertiary Level in Bangladesh
Author: Ullah, Md. Mohib
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Motivation,Qualitative Research,Statistical Analysis,Sampling,Reading Skills,Second Language Learning,College Students,State Universities,Private Colleges,Questionnaires,Teaching Methods,Second Language Instruction,Student Attitudes,Reading Attitudes,Likert Scales

The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading classes across the world. This research aims at finding out why some students are less motivated in reading classes at Tertiary Level in Bangladesh. Both qualitative and quantitative research methods have been employed in conducting the research. Simple random sampling technique has been used to select the respondents from the population of different public and private universities of Bangladesh. This research shows that some students are less motivated in reading classes at Tertiary Level for quite a lot of reasons pertaining to themselves, teachers, reading materials, contextual factors, etc. This paper also highlights some recommendations carrying out of which might make learners motivated in reading classes.
Use of Blog to Improve English Writing in the Chinese Tertiary EFL Classrooms
Author: Shen, Qi-yuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Writing Instruction,Constructivism (Learning),Electronic Publishing,Web Sites,Writing Improvement,Quasiexperimental Design,Comparative Analysis,Conventional Instruction,Educational Change,Statistical Analysis,Pretests Posttests,College Students,Questionnaires

According to the constructivism learning theory, blog may act as a useful tool for improving writing capability. For this purpose, the present article attempts to explore the potential of blog for improving English writing in the Chinese tertiary EFL classrooms. A quasi-experimental study was conducted in a Chinese university to compare the effects between traditional in-class process-oriented writing instruction and blog integrated writing instruction. Result of the experiment shows that blog integrated writing instruction resulted in better writing performance. Therefore, the claim that blog may promote more effective writing instruction is substantiated.
Malaysian Gifted Students' Use of English Language Learning Strategies
Author: Yunus, Melor Md
Date: 2013-00-00
Type: Journal Articles
Subjects: Gifted,English (Second Language),Second Language Learning,Learning Strategies,Foreign Countries,Learning Processes,Questionnaires,Student Attitudes,Metacognition,Affective Behavior,Memory,Cognitive Processes,Second Language Instruction,Statistical Analysis

Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by Oxford (1990). Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.
Exploring the Adolescent's Creative Pathways: Mindfulness, Role Fluidity, Story, and the Dramatic Curriculum
Author: McNees, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Creativity,Metacognition,Drama,Role Theory,Theater Arts,Montessori Method,Perception,Spiritual Development

David McNees' deep foray into creativity theory and drama begins with mindfulness as a preparation for adolescent focus. This article discusses role incarnation, the correlation of the three-period lesson to Landy's role theory, the creation and re-creation of personal story and identity, archetypal heroes, and how the adaptability learned in theater builds both academic and creative success. The practice of role fluidity brings theater theory to ordinary, everyday life as theater can serve as an active support to emphasize the adolescents psychological characteristics in a Montessori context.
Man and SuperNature. Lecture 12, September 27, 1946
Author: Montessori, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Montessori Method,World Views,Adjustment (to Environment)

&quot;Man and SuperNature&quot; is a lyrical chapter in the 1946 London course following the emergence of Cosmic Education in Kodaikanal, India. Montessori contrasts the adaptation required of animals for their survival to conscious human adaptation. Animals exist and adapt to nature, but man can alter nature and change the environment. Montessori's article simplifies a deep distinction: Everything humans achieve in Supernature is either a better adaptation or is tragically adversarial. Montessori saw the positive possibilities of this process and described the progress of civilization as a process by which &quot;Man takes all that exists in nature and puts it on a higher plane, that of Supernature.&quot; [Reprinted from &quot;The 1946 London Lectures.&quot; Copyright 2012 by the Montessori-Pierson Publishing Company.]
Sacred Second
Author: Rogers, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Educational Methods,School Schedules,Child Rearing,Learning Strategies

Jennifer Rogers is emerging as a polished and prolific Montessori writer, and Sacred Second is a testimony to the pen. She explains the three-period lesson and the importance of the child doing the work of the second period that is enriched by experience and exploration. The article is included in this journal simply because practical life has a very short first period of presentation and third period of the demonstration of mastery, but the second period is the heart of doing a practical task, and that is the glorious interlude of independent work of the hand.
The Survey on Barriers of Oral English Learning for College Students in China
Author: Wei, Yuehong
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Oral English,College Students,Barriers,Student Surveys,Statistical Analysis,Qualitative Research,Instructional Effectiveness,Language Proficiency,Cultural Differences,Student Attitudes,Questionnaires

With the development of society, oral English teaching and learning has been the top in English teaching and learning in china. This paper reports a survey conducted at North China Electric Power University on the barriers for learners of oral English learning in China. Questionnaires with both close-ended and open-ended questions were distributed to the students. By means of quantitative and qualitative research methods, this paper analyzes the difficulties the surveyed students have in oral English learning, examines to what degree the obstacles hinder the oral English learning in china and explores effective approach to oral English teaching and learning in conclusion.
Writing Error: A Review of Interlingual and Intralingual Interference in EFL Context
Author: Kaweera, Chittima
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Interference (Language),Native Language,Syntax,Thai,Writing (Composition),Error Patterns,Teaching Methods,Second Language Instruction,Foreign Countries,Error Analysis (Language),College Students,Transfer of Training

This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors normally found in Thai student writing based on three perspectives of interlingual interference; lexical, syntactic and discourse interference and seven aspects of intralingual interference; false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection and overgeneralization. The pedagogical implication for EFL context is also discussed.
A Pragmatic Study on the Functions of Vague Language in Commercial Advertising
Author: Wenzhong, Zhu
Date: 2013-00-00
Type: Journal Articles
Subjects: Advertising,Language Usage,Sociolinguistics,Pragmatics,Ambiguity (Semantics),Concept Formation,Expressive Language,Accuracy,Deception,Qualitative Research

Vagueness is one of the basic attributes of natural language. This is the same to advertising language. Vague language is a subject of increasing interest, and both foreign and domestic studies have attained success in it. Nevertheless, the study on the application of vague language in the context of English commercial advertising is relatively sparse. Since the effectiveness of communication of commercial advertisements is one of the greatest concerns of advertisers, this paper is to demonstrate the functions of vague language in commercial advertising, which is a communicative factor in the effectiveness of advertisements, through analysis of vagueness in advertisements under the guidance of pragmatics, Grice's Cooperative Principle and Conversational Implicature in particular. The paper shows that vague language in commercial advertising plays both positive and negative roles. Its positive functions include improving the flexibility of communication, enhancing the persuasiveness of communication and ensuring the accuracy of information whereas its negative functions cover misleading readers and making them subject to false understanding.
Distinguish Spoken English from Written English: Rich Feature Analysis
Author: Tian, Xiufeng
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Students,English,Oral Language,Written Language,Essays,Expository Writing,Comparative Analysis,Academic Discourse,Language Variation,Discourse Analysis,Lexicology,Grammar,Form Classes (Languages),Foreign Countries

This article aims at the feature analysis of four expository essays (Text A/B/C/D) written by secondary school students with a focus on the differences between spoken and written language. Texts C and D are better written compared with the other two (Texts A&amp;B) which are considered more spoken in language using. The language features are discussed mainly in three aspects (which are most salient among the four texts): nominalization, lexical density and grammatical intricacy, and personal pronouns.Through the analysis, the discrepancy between spoken and written language is highlighted. Some relevant pedagogical implications are subsequently drawn and expected to be helpful to those teaching academic writing.
A Study on Teaching Business Communication/English in Indian Classroom
Author: Devimeenakshi, K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Business English,Business Communication,Business Administration Education,Linguistics,Student Attitudes,Positive Attitudes,Teaching Methods,Technology Uses in Education,Learning Processes,Feedback (Response),Teacher Role,College Students

The aim of this article is to discuss teaching Business Communication in classroom to Business Administration degree programme students. Indeed, teaching Business Communication in classroom was a different experience when compared with Technical English for B.Tech students. The syllabus for Business Communication (English) was also peculiar whereas Business Communication taught in other institutions. Usually in Business Communication we will have components of letter writing (Business letters), writing memos, agendas, circulars, advertisements, Business report writing and Business vocabulary, but in our university we had even Linguistic elements in syllabus such as Phonetics, Word stress, and Sentence stress. In addition to, other portions are Linguistic communication, Barriers to communication, Dyadic communication, Idioms and Phrases, Proverbs, Listening skills, Movie talk and Reading skills. The only thing that any one can find on students with this type of curriculum is that they cultivated more interest to read theory part (Linguistic communication, Barriers to communication, Dyadic communication) than technical matters (Phonetics, Word stress, Sentence stress). Yet they enjoyed Phonemic symbols while spelling their sounds. Perhaps the result point of view allowed them to be inspired with theory content rather than linguistics. Hence, it might be learners earned enough experience in having command over English language. Concerned with learning materials it was difficult to search for Linguistic communication. The students felt happy with the academic syllabus due to teaching methodology than the given syllabus. The adopted teaching methodology was communicative language teaching with usual lecturing method. Lecture was lectured with the help of the technical tool PowerPoint presentation. The downloaded materials with pictures (PowerPoint lessons with pictures) attracted young minds. It is wonder that Business administration students reading Linguistic aspects and sitting for final written exam. Therefore, this paper exposes teaching-learning process of the teacher and student in teaching Business Communication to them.
A Study of the Use of Narratives in Teaching English as a Foreign Language to Young Learners
Author: Fojkar, Mateja Dagarin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,English Teachers,Teacher Surveys,Elementary School Teachers,Teacher Attitudes,Personal Narratives,Story Reading,Story Telling,English Teacher Education,Elementary School Students,Student Attitudes

The article reports the findings of a survey, conducted among primary school English language teachers in Slovenia, aimed at revealing their attitudes towards the use of narratives in teaching English as a foreign language to children aged from eight to nine years (3rd and 4th grades respectively). The research results show that most teachers use narratives when teaching English, generally once or twice per month, and that teachers who do not use a course book in the classroom employ storytelling or story reading techniques more frequently than teachers who follow a course book in their teaching. Despite the fact that the teachers participating in the study are aware of the importance of narratives in teaching English as a foreign language to young learners, there is still a lot to be done concerning the selection of the narratives, the narrating techniques and the post-narration activities. Proper teacher training for teaching a foreign language to young learners could address most of these issues.