ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading, Writing, and Learning English in an American High School Classroom
Author: Gilliland, Betsy
Date: 2015-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Writing Tests,High Stakes Tests,Reading Instruction,Writing Instruction,Ethnography,Multilingualism,Discourse Analysis,State Standards,Instructional Materials,Textbooks,Educational Policy,Qualitative Research,Essays,Benchmarking,Teacher Developed Materials,Secondary School Teachers,High School Students,Grade 9

Commercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis to examine how reliance on published texts for reading activities led a teacher to focus on correct answers and formulaic writing tasks, whereas teacher-created activities fostered greater engagement among multilingual learners. Focused on a ninth grade English class at a California public high school, this study's findings suggest that reading was used primarily in service of preparation for high stakes writing assessments, but teachers can adapt their instruction to better build on multilingual students' existing knowledge and curiosity.
Cultural Variations across Academic Genres: A Generic Analysis of Intertextuality in Master's Theses Introductions
Author: Ketabi, Saeed
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Differences,Intellectual Disciplines,Masters Theses,Academic Discourse,Discourse Analysis,Universities,Contrastive Linguistics,Foreign Countries,Language Styles,Indo European Languages,English,Translation

Genre analysis of texts has always been significant. The current study aimed at investigating intertextuality considering cultural variations and differences in students' discourse communities. Social studies, philosophy, and biology were chosen as the representatives of social sciences, humanities and sciences. Tehran University, one of the most prominent and oldest universities in Iran, was chosen as the source of the theses. From each discipline, eight theses were chosen randomly and the organization of the introductions was analyzed according to Samraj's revised model of Swales (2008). Next, a comparative and contrastive analysis was performed between the results obtained from this study and the ones obtained from Samraj's (2008). The results indicated that social studies and biology introductions were quite similar and followed the traditional format of thesis writing whereas philosophy introductions were different as they had a more topic-based structure.
The Question Asking Skills of Preschool Teacher Candidates: Turkey and America Example
Author: Bay, D. Neslihan
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Preschool Teachers,Preservice Teachers,Questioning Techniques,Taxonomy,Qualitative Research,Content Analysis,Data Analysis,Coding,Questionnaires,Interviews

Question asking is an important skill that teachers should use during class activities. Teachers need to get used to this ability while they are teacher candidates. The aim of this research is to identify the cognitive taxonomy and the structure of the questions asked by the candidate of preschool teachers and to compare the questioning skills of preschool teacher candidates in Michigan, USA and Turkey. The participants were selected from people who are both senior students and have preschool teacher experience. The participant teacher candidates of the present study have stated that they have not taken a questioning skill course, but the topic was taught in some of the courses. In this research, we used document review, a kind of qualitative research technique. Document evaluation was based on question formation forms. The candidate of preschool teachers were asked to write questions on &quot;Question Formation Form&quot;. The questions asked by participant teacher candidates were analyzed and the percent frequency tables of the questions are given. As a result, we observed that teacher candidates have mainly asked questions in the first three levels of the taxonomy. Our results also showed that the teacher candidates from Turkey have rarely asked application questions and candidates from the US have usually asked comprehension questions. When examining structure of the questions, the teacher candidates in Turkey asked more than twice as many close-ended questions than the teacher candidates in the US.
Pre-Service Teachers' Humanistic vs. Custodial Beliefs: Before and After the Student Teaching Experience
Author: Schramm-Possinger, Megan
Date: 2016-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Beliefs,Humanism,Student Teaching,Educational Practices,Teaching Experience,Attitude Change,Masters Programs,Classroom Techniques,Q Methodology,Attitude Measures

The student teaching experience is cited as one of the most critical facets of teachers' professional development. However, teachers' beliefs about pedagogical practices and disciplinary procedures, as well as their perceptions of students, also influence the approaches they use in the classroom. This study uses a humanistic and custodial orientation theoretical framework to compare the beliefs of pre-service teachers immediately after having completed their core didactic coursework--but &quot;prior&quot; to the student teaching experience--with their beliefs immediately &quot;after&quot; the student teaching experience. Findings from this study reveal that upon completion of their didactic coursework, pre-service-teachers' espouse humanistic beliefs, in contrast to a custodial orientation. Furthermore, although the use of external rewards to shape student behavior as well as other specific management and pedagogical practices were more highly prioritized after immersion in the field, student teaching did not appear to alter pre-service teachers' core beliefs.
Self-Regulating Capacities as the Key to Boosting up English Metaphor Acquisition
Author: Halim, Abd.
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Figurative Language,Language Tests,Questionnaires,Statistical Analysis,Age Differences,Regression (Statistics),Predictor Variables,Self Control,Incidental Learning,College Students,Goodness of Fit,Foreign Countries,Language Processing,Learning Processes

This study aimed to determine the degree of metaphorical meaning acquisition reflected in the ratings of Mental Lexicon Organizations (MLOs) namely subordinate, compound and coordinate; and to explore the interaction effects of the self-regulating capacities and age on the ratings. The method is quantitative. 261 out of 1,278 students of English, Faculty of Languages and Literature, State University of Makassar were selected through stratified cluster random to participate in the English metaphor test and questionnaires. The data were analyzed by using t-test and Ordinal Logistic Regression. The results of the research designated that Ho that goes &quot;metaphorical meaning acquisition is = 75%&quot; was accepted (only 65%) because the t-test value was lower than the t-table value that is -13.16 &lt; 1.960. The predictors of emotional control and satiation had relationship with the ratings of MLOs. Thus, if one unit was increased in the predictors, it will increase the ratings (consecutively -0.049 = 0.95 or equal to 5% and -0.294 = 0.74 or equal to 25%). It is concluded that emotional control and satiation interacted with the age in the increase of metaphorical language. Meanwhile, the commitment did not have relationship with the ratings of MLOs. If one unit was increased in the predictor, it will lead to decrease the ratings, that is, 0.525 = 1.69 or equal to 69%. Thus, commitment did not interact with age in the increase of the ratings. Most probably there was another type of commitment believed by the students like incidental metaphor learning.
The Artist Image: How Do Children Depict Artists?
Author: Oguz, Aysegul
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Art Education,Artists,Concept Formation,Interviews,Content Analysis,Popular Culture,Freehand Drawing

The aim of this study is to find out the artist image 5th grade elementary students have in their mind. Study group consisted of 60 students from the 5th grade elementary school in Rize province of Turkey during the 2014 instruction year. For data collection, an interview form was used consisting of 9 questions developed by researcher. An expert also revised the questions. The interview form was finalized in the light of comments provided by the expert. For the analysis of data, content analysis and descriptive analysis were used. Conclusion and recommendations were provided in the light of the study results. The findings show that students mostly define popular persons and singers as artists. As a result, it is suggested to offer an effective art education at all stages of education starting from pre-school.
Teacher Training: Music Methods for an Internationalized Approach to Instruction
Author: VanAlstine, Sharri
Date: 2016-01-00
Type: Journal Articles
Subjects: Music Techniques,Lesson Plans,Preservice Teacher Education,Preservice Teachers,Educational Strategies,Global Approach,Educational Practices,Teaching Methods,Multicultural Education,Integrated Activities,Teaching Skills,Pedagogical Content Knowledge,Music Education,Instructional Effectiveness

How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist pre-service elementary classroom teachers to integrate music into their classrooms using an internationalized approach to instruction, I created eight strategies for their lesson planning and pedagogy. The pre-service teachers developed and taught lessons utilizing these strategies in music content integrated with any of the other required content areas. Putting these strategies into use in their lesson planning and teaching affected their preparation and teaching. According to the pre-service teachers, these strategies, embedded in their planning and teaching became the most difficult and meaningful learning associated with their pre-service music methods training. This article will address why internationalizing music content is important, the strategies to do so, as well as an example created by pre-service elementary school teachers.
The Influence of Chinese Stress on English Pronunciation Teaching and Learning
Author: Bian, Fuying
Date: 2013-00-00
Type: Journal Articles
Subjects: Chinese,Pronunciation,English (Second Language),Second Language Learning,Phonology,Native Language,Interference (Language),Transfer of Training,Error Patterns,Suprasegmentals,Role,Language Research,Contrastive Linguistics,Second Language Instruction,Pronunciation Instruction

Stress is one of the key suprasegmentals in English sound system. It plays an important role in intelligibility and comprehensibility. However, stress often poses problems for Chinese EFL Learners. Chinese learners of English often misplace the stress in English words and sentences which subsequently may interrupt the flow of communication and lead to unintelligibility. Therefore, the correct placement of stress is a main concern in EFL speech intelligibility and training, and it is particularly important for Chinese learners of English because they have a drastically different stress system in their native language. There is evidence to suggest that the transfer of native language sound systems is one of the major reasons for foreign language pronunciation errors. This paper examines the differences between Chinese and English stress. Based on such contrastive analysis of English and Chinese stress, experiments are conducted to investigate the reasons for Chinese EFL learners' pronunciation difficulties in English stress, and finally implications for English pronunciation teaching are drawn.
Reading Strategy: Tackling Reading through Topic and Main Ideas
Author: Naidu, Bharathi
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Foreign Countries,Private Colleges,Student Attitudes,Grades (Scholastic),Achievement Gains,Pretests Posttests,College Students,Reading Tests,Language Tests,English for Academic Purposes

Reading comprehension is one of the four skills essential in learning English. In a reading class, students tend to read all the information provided in reading materials, but how much do they actually retain? This study explores whether learners use identification of the topic and main ideas as a reading strategy to assist in reading comprehension. The objective of this study is to enable learners to determine key concepts and main ideas in reading texts. By using this technique, learners will be able to get a clearer picture of what they are reading. A sample of 48 English as foreign language (EFL) learners from a private university in Malaysia participated in this study. The two instruments utilized in this study were grade interval and a self-reflection questionnaire. The findings confirmed an improvement in participant's grades over pre- and post-reading assessments. Furthermore, the failure rate of the reading assessment decreased after the strategy was introduced. The results from this study will help instructors assist EFL learners in comprehending textual materials.
Readings on L2 Reading: Publications in Other Venues 2014-2015
Author: Brantmeier, Cindy, Ed.
Date: 2015-10-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Research,Journal Articles,Periodicals,Annotated Bibliographies

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Extending Extensive Reading
Author: Day, Richard R.
Date: 2015-10-00
Type: Journal Articles
Subjects: Reading Habits,Reading Programs,Reading Research,Educational Practices,Second Language Instruction,Second Language Learning,Reading Instruction,Reading Attitudes,Teaching Methods,Reading Strategies,Blended Learning

The April 2015 issue of &quot;Reading in a Foreign Language&quot; featured a discussion forum on extensive reading (ER). Most of the authors, recognized authorities on ER, discussed their views of the principles of ER, particularly in establishing and conducting ER programs. The purpose of this discussion is to review developments in the practice of and the research concerning ER since 1998 and to offer possible directions for the practice of ER. I begin with a discussion of the nature of extensive reading. This is followed by a presentation and discussion of a survey of the practice of ER and the research findings from 1998 to the present. Based on the results of the survey of the practice ER, an extensive reading continuum is proposed. The discussion closes with a look ahead at what the practice of ER might look like.
Negotiation of Meaning and Modified Output Elicitation across Two Tasks
Author: Rahimian, Mehdi
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Interlanguage,Task Analysis,Comparative Analysis,Native Language,Narration,Psycholinguistics,Linguistic Theory,College Students,Foreign Countries,Models,Language Processing,Oral Language,Statistical Analysis

Analysing the effects of second language (L2) production on L2 learners' interlanguage (IL) modifications is the main scope of this paper. For this purpose, English L2 learners' output production and IL modifications in performing two different task types, one-way and two-way tasks, are compared. The one-way task used in this study was a story narration task and the two-way task was a communication task. Eighteen intermediate-level English L2 learners participated in the research. Findings indicate that the L2 learner participants modified their output during negotiation of meaning in both one-way and two-way tasks on a self-triggered manner. The participants also modified their output during negotiation of meaning in the two-way task based on an other-triggered manner. There was not enough evidence in the results supporting other-triggered modified output (MO) elicitation in the one-way task. The results also indicate that in both tasks, the participants modified their IL structures more as a result of self-triggered, or self-initiated, activation than other-triggered, or other-initiated, activation. It can be concluded that in meaning negotiation, both in the one-way and two-way tasks, the English as a foreign language (EFL) learners tended to modify their IL without interlocutor's request for clarification, and in the two-way task they also modified their output responding to interlocutor's appeal for clarification. Making reference to the literature, it is argued that the output effect and its subsequent potential modifications might be an L2 learner's attempt to automatize, or gain mastery over, the already learnt L2 forms. Accordingly, the observed MOs, or at least some of them, might be attributable to the learner's attempts in choosing between first language (L1) and L2 forms.
The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools
Author: Bahanshal, Dalal A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Class Size,Second Language Learning,Second Language Instruction,English (Second Language),Secondary School Students,Outcomes of Education,Teaching Methods,Educational Strategies,Language Teachers,Teacher Attitudes,Qualitative Research,Semi Structured Interviews

The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold: (1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.
Malaysian ESL Students' Syntactic Accuracy in the Usage of English Modal Verbs in Argumentative Writing
Author: Mukundan, Jayakaran
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Verbs,English (Second Language),Second Language Learning,Syntax,Second Language Instruction,Persuasive Discourse,Secondary School Students,Computational Linguistics,Qualitative Research,Discourse Analysis,Grammar,Writing (Composition),Language Usage,Statistical Analysis,Accuracy

This research studied the use of modals in argumentative written tasks by Form 5 Malaysian secondary school ESL students. The aim of this study was to examine the use of English modals at the syntactic level from data presented in the MCSAW Corpus. The research design comprised a qualitative technique through discourse analysis aided by descriptive statistics from a concordance, which was utilized to identify the modal verbs used by the Form 5 level in Malaysian schools. The research findings showed that Malaysian students had little problem using modal verbs grammatically in argumentative writing. It was also found that Malaysian students preferred to use a lot of modals in their writings. However, the use of these modals was limited to a few words only. It was concluded that despite the inaccuracies in terms of meanings, most students were able to use syntactically accurate modals in their sentences. Several recommendations are proposed with the aim of improving the teaching of modal verbs in Malaysian schools.
Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety
Author: Valizadeh, Mohammad Reza
Date: 2013-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Emotional Intelligence,English (Second Language),Second Language Learning,Measures (Individuals),Foreign Countries,Anxiety,Correlation,Second Language Instruction,Literature,College Students,Listening Comprehension Tests,Scores,Multiple Regression Analysis,Predictor Variables,Language Tests,Likert Scales,Questionnaires

The researchers in the current study were after probing the potential relationship between emotional intelligence, foreign language listening anxiety (FLLA), and listening comprehension performance of Iranian EFL learners. To this end, 233 participants, studying English language and literature at three different Universities in Urmia, were initially selected. Successive to running homogeneity test, the number of eligible participants reduced sharply and only 160 out of the original number went on with the remainder of the study. To gather the data use was mainly made of two instruments, i.e. Bar-On's (1997) emotional quotient inventory (EQ-i), and FLLA scale. Results of Pearson product moment correlation pointed to a strong relationship between listening comprehension performance of the learners and their emotional intelligence scores, with the strongest relationship belonging to the self-awareness subscale of EI. Furthermore, a strong negative relationship was found between FLLAS and listening comprehension performance. The results also indicated a strong negative relationship between learners' FLLA and their emotional intelligence, with the strongest relationship belonging to the happiness component. The results of the multiple regression analyses for the predictability power of EI for listening comprehension performance and FLLA revealed that EI is a proper predictor of listening comprehension performance and FLLA of Learners. Finally, based on multiple regression analysis FLLA was deemed a proper predictor of listening comprehension performance of EFL learners.