ethanporcaro/eric-fulltext-meta huggingface dataset:
Voice Onset Time as an Indicator of Interlanguage: Evidence from Turkish-Accented English
Author: Kiliç, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Interlanguage,English (Second Language),Second Language Learning,Second Language Instruction,Turkish,Oral Language,Native Speakers,Comparative Analysis,Pronunciation,Phonetics,Language Patterns,College Students,Audio Equipment,Foreign Countries,Teaching Methods

There is controversy in the literature on language acquisition concerning whether L2 learners develop separate systems for the two languages or they construct a unitary system for both (i.e. interlanguage). Here we investigate whether Voice Onset Time (VOT) can provide evidence supporting one of the two perspectives mentioned. To assess the research question, we asked 16 Turkish speakers of English to produce 30 words (both in Turkish and in English) starting with oral plosives in a prevocalic word-initial position. 8 native speakers of English also produced the same English words to provide us with English VOT norms. A comparison of mean VOT values revealed that Turkish speakers of English produce English /b, d, g/ with VOT values that are intermediate to the short-lag phonetic norm of English and the pre-voiced VOT norm of Turkish. We consider this an indication of the development of interlanguage VOT patterns.
Ideal Interactions: Perspectives of Parents and Teachers of Children with Autism Spectrum Disorder
Author: Azad, Gazi
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Parent Teacher Cooperation,Parent Participation,Elementary School Students,Parent Attitudes,Teacher Attitudes,Satisfaction,Interpersonal Communication,Teacher Participation,Educational Attitudes,General Education,Special Needs Students,Information Dissemination,Regular and Special Education Relationship,Intervention,Program Implementation,Feedback (Response)

We conducted a qualitative study using key informant interviews with 18 teachers and 39 parents of children with autism spectrum disorder (ASD) about how they would envision their ideal interactions with each other. Four main themes emerged from our content analysis. Parents and teachers were concerned about different aspects of communication with each other. Neither party wanted to ask the other for more involvement, and both attributed resistance to a lack of confidence in their expertise. Parents and teachers valued parental presence, but teachers wanted parents to be active partners in the education of their children. The results suggest possible reasons why parents and teachers of children with ASD are often dissatisfied with their interactions. Discussion centers on similarities and differences with general education, as well as on practical solutions to promote more positive exchanges between parents and teachers of children with ASD in school-based contexts.
What Do Young EFL Learners&apos; Written Texts Tell Us about Their Productive Vocabulary Knowledge?
Author: Kavanoz, Suzan
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Foreign Countries,Instructional Program Divisions,Word Frequency,Receptive Language,Elementary School Students,Expressive Language,Pictorial Stimuli,Story Telling,Task Analysis,Written Language

Receptive knowledge of vocabulary has usually been the mostly investigated dimension of lexical assessment while the productive aspect of vocabulary has been studied to a lesser extent. There is hardly any research on the productive vocabulary of English foreign language learners in Turkish context, particularly as far as primary school students are concerned. Yet, it is utmost important to study learners' vocabulary levels in Turkey where English is taught as a foreign language (EFL). Within this context, this study seeks to address the effect of grade level variation in EFL productive vocabulary size of a group of young learners. In order to collect data, the participants were given a series of pictures (Heaton, 1966) and asked to create a story based on what they see in the pictures. The lexical frequency profiles (LFP) technique was used to estimate participants' productive vocabulary size with a focus on the differences and similarities among different year levels. The findings of the study present insights into developmental process of vocabulary acquisition of Turkish EFL learners.
&quot;It&apos;s Pretty Bad out There&quot;: Challenging Teacher Perspectives through Community Engagement in a Mentor Training Program
Author: Luet, Kathryn McGinn
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,School Community Relationship,Teacher Collaboration,Elementary School Teachers,Middle School Teachers,Program Effectiveness,Social Bias,Student Diversity,Cultural Awareness

Though a variety of studies have considered the impact of mentoring on beginning teachers, there is little research that explores effective ways to support their work. This qualitative study addresses that gap in the literature by describing how one mentoring program sought to develop mentors' understanding of their local context by sharing elements of asset-based pedagogies and by engaging community members in the training process for new mentors. Initial interviews revealed that most mentors viewed the community through a deficit lens. Even after engaging in conversations with local stakeholders and learning about community resources, mentors indicated that little changed with respect to their perspectives of--and practices in--the community. We consider reasons for the program's limited success and discuss implications for programs that seek to develop mentors who actively engage with the school community in ways that value stakeholders' assets and experiences.
Does Commissioning Process Matter? Understanding Translation Quality with a Case of Tourism Promotional Texts
Author: Napu, Novriyanto
Date: 2018-00-00
Type: Journal Articles
Subjects: Translation,Tourism,Marketing,Second Languages,Role,Computational Linguistics,Interviews,Printed Materials,Quality Assurance,Language Usage,Professional Personnel,English (Second Language),Indonesian,Syntax,Semantics,Foreign Countries,Editing,Punctuation

This paper aims to shed light on how translation commissioning process relates to the level of the quality of translation set within the context of tourism promotional text translation. Translation quality has been one of the main concerns in the translation of tourism promotional materials. The translation of tourism promotional materials is necessary because they serve as a bridge of communication between visitors and a destination they consider visiting. Therefore, a high quality of translation is essential to create a full understanding of the visitors. Studies on the role of commissioning process have, however, remained limited. The analysis is based on two data; interview and corpus analysis. The interview involved six tourism professionals at the tourism board participating in the commissioning process. The corpus analysis examines six tourism brochures and their translation to consider the quality of the translation as the outcome of the commissioning process. The discussion of the paper focuses on the commissioning process by looking at how the tourism professional understand the purpose of the translation, the translator's selection procedure, the translation brief and quality assurance. The translation of tourism texts are then examined to find out the extent to which the commissioning procedure has influenced the quality of the translations. The paper argues that the commissioning process is inadequate and that has significantly affected the level of quality of the translation that has been commissioned by the Tourism Board in Gorontalo.
Feedback for Writing or Writing for Feedback?
Author: Tehrani, Faranak Abbaszad
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Feedback (Response),Peer Evaluation,Writing (Composition),Second Language Learning,English (Second Language),Student Attitudes,Undergraduate Students,Foreign Countries,Writing Attitudes,Positive Attitudes,Writing Improvement,Critical Thinking,Writing Skills,Reflection,Educational Benefits

Writing has been seen as a problem to many of students and learning to write fluently has been the most difficult of the macro-skills for all languages. From academic writing point of view, drawing attention to the constant needs to draft and revise can be considered one of the important ways to encourage students to be responsible for making improvements themselves. The best way to learn how to write is to be evaluated continuously across writing. Here feedback plays an important role in writing process. Considering the problems in writing classes, the aim of this study was to investigate a training procedure through which Language learners can develop self-confidence, be motivated, improve the quality of essays, acquire communicative competence through writing and following feedbacks. This study is triple phased study and the first phase comprised students' attitude about giving and receiving feedback. The study was conducted for 22 3rd grade female ELT students of UFUK University in Turkey. An attitude questionnaire was administered to elicit students` thoughts about the effectiveness of using feedback in writing classes. The ideas expressed through the questionnaire revealed that ELT students has mostly positive attitude toward using teacher-feedback in the case of getting useful points, learning from it, thinking about it before writing, finding it motivated, and making modifications in their writings.
Engagement Strategies for Unknown Vocabulary in L2 Texts. Idioms
Author: Alagözlü, Nuray
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Reference Materials,Vocabulary Skills,Prediction,Prior Learning,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Definitions,Learning Strategies,Teaching Methods,Foreign Countries,Correlation,Language Tests

Vocabulary researchers generally point out three strategies that learners apply in order to find out the meanings of unknown words on their own (Graves, 2006; 2007). The use of context, word parts, reference materials ((e.g. dictionaries, glossaries, thesauruses, both print and online) in-text definition/explanations, synonyms, examples, antonyms/contrasts, analogy have been added to these three ways (Gu and Johnson, 1996). The meaning of an idiom can be predicted by cashing in on world knowledge of the reader as it is not randomly constructed or an arbitrary assignment. In the depth of many idioms may lie a metaphor or an assumption, for example, to predict the meaning of an idiom like &quot;the ball is in your court&quot; may prerequisite the assumption that we play a game or the metaphor that life is a game. In the same way, one may find the meaning quite transparent if s/he has some encyclopedic assumptions about the type of activity, sport or game which the expression alludes to, and the ability to derive implications using these assumptions. Taking the predictability of the meaning of an idiom as idiom transparency, readers may also infer the meaning of an idiom by establishing relevance with their background experience and knowledge (Moreno, 2017). Taking all above into account, the present paper has a two-fold aim: It first aims to unveil vocabulary engagement strategies of L2 students in decoding word meaning in general at tertiary level in a state university in Turkey. Secondly, the way how the meanings of idioms are determined in the text is explored as the conflict between literal meaning and idiomatic expressions emerges as one of the challenges before the learners of foreign languages. With this aim, an already-prepared literature-based list of strategies were presented to the participants who are all college students after they were delivered the texts with unfamiliar vocabulary. Unfamiliar vocabulary also contained idioms that are transparent and opaque in meaning. The list contained strategies such as surrounding language cues, word parts, contextual cues, compositional meaning of the words, idiom-inherent features, and relevance to background knowledge and experience. The participants were also asked to describe their own way of deciphering unfamiliar word. It is expected that such an exploration of vocabulary engagement strategies will contribute to teaching vocabulary in foreign/second language teaching. [Paper presented at the GLOBELT2018 Conference in Belgrade, Serbia in May 10-13, 2018.]
Semantic Analysis of Adjectival Forms in Japanese: A Comparison with Turkish Adjectival Participles
Author: Kira, Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Syntax,Semantics,Japanese,Form Classes (Languages),Turkish,Contrastive Linguistics,Phrase Structure,Word Order,English

Adjectival participles have been classified by their syntactic and semantic functions in many languages. Among the semantic functions, it is proposed that &quot;reversible/irreversible interpretation&quot; of those forms have a distinctive property. Like English, German, Greek and Turkish, it is claimed that Japanese adjectival forms have reversible/irreversible distinction as well. This study aims to verify the reversible/irreversible interpretation of Japanese adjectival forms proposed by Morita (1988) and clarify the factors related to this interpretation based on some concrete examples. To verify Morita's (1988) claim, we analyzed Japanese adjectival forms based on some semantic diagnostics proposed in previous studies (Kratzer 2000, Embick 2004, Gürer 2014, Kira 2018). In contrast to previous proposals, our findings indicated that Japanese reversible/irreversible distinction behaves in the same way that Turkish does; reversible/irreversible interpretation is mainly related to the verb to which adjectival forms attach to and the modified noun. Our results obtained in this study are significant in that reversible/irreversible distinction of adjectival forms, which does not only occur in Turkish but also in Japanese, have a possibility to become indispensable semantic diagnostics for future contrastive researches.
Factors Affecting Teacher Motivation and Demotivational-Reasoning in a Second Service Area School in Turkey: A Single-Case Research
Author: Barin, Muzaffer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,English Teachers,Second Language Instruction,English (Second Language),Secondary School Teachers,Self Motivation,Barriers

The purpose of this qualitative single-case study is to examine the current level of motivation and the demotivational reasoning of a Turkish EFL teacher working at a secondary school in the secondary service area in Turkey. The data were collected from three sources for triangulation: a) interview, b) self-reflection papers, and c) a diary kept by the participant. The study lasted 14 weeks. The analysis was based on pattern matching. The findings showed that lack of self-motivation is the most frequently stated issue that causes demotivation. Further, the study showed that extrinsic factors (e.g. curriculum and course book, facilities for teachers, and school administration) can negatively affect the demotivation of the EFL teacher.
Negative Polarity, Scope of Negation and Negative Phrases in Turkish
Author: Görgülü, Emrah
Date: 2018-00-00
Type: Journal Articles
Subjects: Phrase Structure,Turkish,Linguistic Theory,Nouns,Structural Analysis (Linguistics),Form Classes (Languages),Morphemes,Language Research

This paper investigates a number of issues regarding negative polarity items (NPIs henceforth), the scope of negation and other negative elements in Turkish. First, based on new data, I argue that the distribution of the adverbial NPI &quot;sakin&quot; 'ever' is not as restricted as it was claimed in previous work (cf. Kelepir 2000, 2001). That's, its behavior is quite similar to that of other adverbial NPIs such as &quot;asla&quot; 'never' and &quot;katiyyen&quot; 'in no way' in the language. Second, in contrast to the some claims made by Kelepir (2000, 2001), I show that neither NPIs nor negation invoke any intervention effects in the environment of Noun Phrases (NPs). Thus I argue that it is not necessary to posit the Immediate Scope Constraint in Turkish. Lastly, I investigate the interaction between the &quot;ne... ne...&quot; phrase (i.e. neither… nor…) and negation in Turkish. More specifically, a small-scale online corpus research on the use of the &quot;ne... ne...&quot; phrase along with negation produced results that are in agreement with the account proposed by Sener and Issever (2003). However, the results also illustrate the fact that negation occurs only when the &quot;ne... ne...&quot; phrase conjoins constituents smaller than clauses.
SPARK Early Literacy: Testing the Impact of a Family-School-Community Partnership Literacy Intervention
Author: Jones, Curtis
Date: 2018-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Family School Relationship,School Community Relationship,Partnerships in Education,Program Effectiveness,Intervention,Public Schools,Family Involvement,Reading Achievement,Randomized Controlled Trials,Control Groups,Tutoring,Elementary School Students,Kindergarten,Grade 1,Grade 2,Experimental Groups

This report presents the SPARK literacy model, an innovative approach developed by Boys &amp; Girls Clubs of Greater Milwaukee, for addressing the literacy needs of low-income and minority schools in Milwaukee. It also presents the results of a two-year randomized control trial evaluation of the SPARK literacy program's impact on reading achievement. Through a family-school-community partnership model, SPARK attempts to both build student literacy skills and develop natural supports in the student's family and community that promote a sustained programmatic impact. SPARK was awarded an Investing in Innovation (i3) Department of Education grant to develop the program and test its impact in six Milwaukee Public Schools (MPS). While SPARK was still being developed, 251 students were randomly assigned to receive SPARK for two years and 245 were assigned to the &quot;business as usual&quot; control condition. The study found that SPARK had a small but statistically significant positive impact on student reading achievement, but no impact was found on regular school day attendance. Although the results of the study were somewhat mixed, the family-school-community partnership approach employed by SPARK holds great promise for having a sustained impact on student literacy.
The Relationship between Teachers&apos; Written Feedback Preferences, Self-Efficacy Beliefs and Burnout Levels
Author: Köksal, Dinçay
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Feedback (Response),Preferences,Self Efficacy,Teacher Attitudes,Beliefs,Teacher Burnout,Foreign Countries,English (Second Language),Second Language Learning,Burnout,Measures (Individuals)

This study investigated the perceptions of EFL teachers' regarding written corrective feedback and the relationship between written corrective feedback preferences, self-efficacy beliefs and burnout levels. To investigate the effect of these contextual factors related to choices and perceptions of teachers, a mixed-methods design integrating qualitative and quantitative data collection and analyzing techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey are involved in the study. To collect data, a semi-structured interview and three different questionnaires were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and the relationship between their preferences and their experience levels were significant.
Seeing Mathematical Practices in an African American Mother-Child Interaction
Author: Parks, Amy Noelle
Date: 2018-00-00
Type: Journal Articles
Subjects: African Americans,Mothers,Parent Child Relationship,Mathematics Instruction,Mathematical Logic,Thinking Skills,Preschool Children,Mathematical Concepts,Family Involvement,Rural Schools,Handicrafts,Mathematics Activities,Caregivers

This article provides an in-depth analysis of the mathematical ways of thinking present in a 15-minute interaction between an African American mother and her preschool son as they worked together on a craft project as part of a family involvement activity. This analysis, which was conducted as part of a broader ethnographic research project, showed that the mother supported her son in working with a variety of mathematical concepts by making directive statements and referring him to the provided diagram. By engaging in these practices, the child had opportunities to engage with a variety of mathematics described in the kindergarten Common Core State Standards, including solving problems, recognizing and naming 2-dimensional figures, orienting shapes, and attending to precision. This study contributes to recent work that has sought to reconceptualize previous characterizations of family support in mathematics--particularly in relation to low-income and minority families--as lacking and in need of remediation. The purpose of the analysis is not to make broad generalizations about parents and other caregivers, but to provide a model of a strengths-based analysis of a parent-child interaction in mathematics.
Hedging and Academic Writing: An Analysis of Lexical Hedges
Author: Demir, Cüneyt
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,English (Second Language),Second Language Learning,Writing (Composition),Language Usage,Credibility,Native Language,Comparative Analysis,Authors,Periodicals,Computational Linguistics,Journal Articles,Writing for Publication,Writing Strategies

Hedging is an important metadiscourse device that should be used for various motives particularly in academic writing because it acts as a face-saving strategy and represents the certainty of the scientists' knowledge on the study field, but nevertheless it is not an obvious consideration for many non-native writers of English. Although the significance of hedging in academic writing is beyond argument, excessive use of it may create a counterproductive result. In other words while underuse of hedging may lead to overstatement, overuse of it may bring about suspicions on the credibility of the statements, therefore a moderate and balanced used of hedging is necessary for the true credibility of the author on the reader. In this regard, the present study investigated academic texts of native writers and non-native writers of English with purposes of revealing the differences between them in terms of hedging strategies while composing an academic text; detecting lexical hedges used by native writers and non-native writers of English and diversity of these hedges through some analyses, creating a list of lexical hedges, and offering some suggestions regarding the use of lexical hedges in academic writing.