Studies in English Language and Teaching最新文献

{"title":"A Review of Theories in L2 Socialization and Cognitive Approaches to Second Language Acquisition","authors":"Lili Wang","doi":"10.22158/selt.v8n1p109","DOIUrl":"https://doi.org/10.22158/selt.v8n1p109","url":null,"abstract":"I n the past 20 years, there is a shifting trend in the second language acquisition (SLA) field departing from the traditional “logical science” (Zuengler & Miller, 2006) to a context-oriented perspective for its robust power in exploring social factors beyond individual internal cognition in L2 processing research. While context-oriented researchers claim the formal linguistic-focused research decontextualizes L2 learning from its environment and thus is problematic to comprehensively explain the L2 acquisition process, some scholars taking formal linguistic perspectives resist such critique and contend that social conditions are neither sufficient nor “ necessary for scientific discovery” (Zuengler & Miller, 2006, p. 15). Within this paper, I will interrogate what differentiates the cognitive paradigm from L2 socialization paradigm in terms of second language acquisition.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133882300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thoughts on English Teaching for Students Majoring in Molds in Vocational Colleges—Take Shandong Labor Vocational and Technical College as Example","authors":"Liu Yanran, M. Lei","doi":"10.22158/selt.v8n1p104","DOIUrl":"https://doi.org/10.22158/selt.v8n1p104","url":null,"abstract":"The thesis discusses the necessity of learning English for students who major in mold specialty and current situation and restraint of vocational English teaching. Meanwhile, the author puts forward her opinions for innovation and development of teaching contents and methods.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129775829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context","authors":"C. Tan, B. D. Nguyen, Kean-Wah Lee, H. Kang","doi":"10.22158/selt.v8n1p85","DOIUrl":"https://doi.org/10.22158/selt.v8n1p85","url":null,"abstract":"This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128574150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Politics of Travel: The Travel Memoirs of Mirza Sheikh I’tesamuddin and Sake Dean Mahomed","authors":"Amrita Satapathy","doi":"10.22158/selt.v8n1p66","DOIUrl":"https://doi.org/10.22158/selt.v8n1p66","url":null,"abstract":"Representation of the East in 18 th century western travel narratives was an outcome of a European aesthetic sensibility that thrived on imperial jingoism. The 18 th century Indian travel writings proved that East could not be discredited as “exotic” and “orientalist” or its history be judged as a “discourse of curiosity”. The West had its share of mystery that had to be unravelled for the curious visitor from the East. Dean Mahomed’s The Travels of Dean Mahomed is a fascinating travelogue cum autobiography of an Indian immigrant as an insider and outsider in India, Ireland and England. I’tesamuddin’s The Wonders of Vilayet is a travel-memoir that addresses the politics of representation. These 18 th century travelographies demystify “vilayet” in more ways than one. They analyse the West from a variety of tropes from gender, to religion and racism to otherness and identity. This paper attempts a comparative analyses of the two texts from the point of view of 18 th century travel writing and representations through the idea of journey. It seeks to highlight the concept of “orientalism in reverse” and show how memoirs can be read as counterbalancing textual responses to counteract dominant western voices.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128326057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges of Applying the Teaching Methodology of (CELTA) Productive Skills in a Poor Learning Environment and a Fragile Infrastructure Region of Darfur, Sudan","authors":"Abdulghani Eissa Tour Mohammed","doi":"10.22158/selt.v8n1p53","DOIUrl":"https://doi.org/10.22158/selt.v8n1p53","url":null,"abstract":"The present study aims at investigating challenges of applying the teaching methodology of (CELTA) productive skills in a poor learning environment and a fragile infrastructure region of Darfur, Sudan. (CELTA) is a teacher training course that consists of 200 guided learning hours including 6 hours of teaching practice and stands for “Certificate in Teaching English to Speakers of Other Languages”. Candidates who apply for the course aim at acquiring the knowledge and the familiarity of the effective teaching principles. However, applying the methodology of such an internationally recognized qualification that addresses the communicative language learning requires intensive usage of some modern teaching materials. Accordingly, its applicability seems extremely challenging in a poor learning environment with a fragile infrastructure similar to the situation of Darfur region. Furthermore, the difficulties of its implementation definitely prevent hundreds of students from learning facilitates and opportunities that are only attainable via courses in which the learners’ needs are highly considered. We can also be certain that through the application of such a course student develops learning speaking and writing skills respectively simply because the course methodology provides a great opportunity of practicing the language compared to the traditional teaching methodologies. In this study the researcher is reflecting on his experience in teaching EFL via utilizing (CLT) techniques in such a way CELTA course is taught. Furthermore, the researcher aims at illustrating the importance of reducing teacher’s (TTT) and increasing the (STT) in EFL classes in Darfur, Sudan. The study also attempts to highlight the role of the private sector and voluntary organizations in promoting the educational process in the region. We can therefore say that the difficulties mentioned above have begun to diminish with the presence of some voluntary organizations such as Malam Darfur Peace and Development . A qualitative method for data collection and analysis is adapted in which the researcher interviews some EFL instructors who are currently based in KSA and actually happened to CELTA qualification. The interview questions are conducted to examine their experiences on how the methodology of this course is applicable in different contexts. Finally, the study resulted into the following findings: Teaching and learning the (CELTA) productive skills in a poor learning environment is difficult. Still traditional teaching methods is dominating the EFL classes in Darfur, Sudan. Some voluntary organizations regularly contribute to the development of the learning environment in the region of Darfur.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"282 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116361872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A New Approach of Grammar Teaching: Pre-modifiers in Noun Phrases","authors":"Li Sun","doi":"10.22158/selt.v8n1p38","DOIUrl":"https://doi.org/10.22158/selt.v8n1p38","url":null,"abstract":"Teaching grammar has always constituted a major part of language education in curricula around the world. This paper investigates pre-modifiers in noun phrase in English and focuses on their definition and classifications. Pervious scholars have different focuses and give various definitions and classifications of pre-modifiers. Through thoroughly evaluating and comparing of the different theories given by previous grammarians and linguists, this study redefines modifiers from a semantic, formal and syntactical perspective and constructs a new classification based on word classes and classifies pre-modifiers into six categories: 1). adjectival pre-modifiers; 2). nominal pre-modifiers; 3). participle pre-modifiers; 4). genitive pre-modifiers; 5). adverb phrases pre-modifiers; 6). sentences, etc. The implications of this paper may provide new insights in grammar teaching in English classes.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122721157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Grammatical Forms Connection between Writing and Speaking from EFL Perspectives","authors":"M. Naser, M. Azmi, Kamariah Yunus, Hadir Alderaan","doi":"10.22158/selt.v8n1p11","DOIUrl":"https://doi.org/10.22158/selt.v8n1p11","url":null,"abstract":"The goal of this research is to examine whether Saudi undergraduates who use certain grammatical forms in their writing are able to reproduce the same forms with similar accuracy in their speaking . The sample of the study comprised 180 EFL undergraduates’ (male/female) at the undergraduate level from the Institute of languages at the University of Tabuk. The researchers used varied research instruments including Holistic Proficiency Scores and grammatical Use and Accuracy. The data was analyzed using Pearson Product-Moment Correlation, and SPSS. The findings of the research showed that there is a strong relationship between writing and speaking at varied proficiency levels (intermediate and advanced) but the beginners level revealed a noticeable difference in terms of writing and speaking proficiencies’ development in which some of these learners indicated better improvement in writing compared to speaking and vice versa. In relevance to the explicit existence of grammatical items and their use by beginner learners; they were shown to use a considerable number of these grammatical items in their writing, but revealed comparable accuracy in both writing and speaking. This study recommended that further future research should include a similar longitudinal study looking at how the relationship between speaking and writing may change over time for each individual learner, a finding that is merely hypothesized in the present study. Also, the present study investigates this problem through holistic proficiency assessment and grammatical use and accuracy.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117293579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Engineering English in the Chinese Context","authors":"Yuxiu Hu, K. Koda","doi":"10.22158/selt.v8n1p79","DOIUrl":"https://doi.org/10.22158/selt.v8n1p79","url":null,"abstract":"The study describes a content-based course designed for engineering students in a non-English speaking country, shares the experience in developing the course, presents the challenges encountered when teaching the course, and provides solutions to some challenges.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121467103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kuwaiti EFL Students’ Perceptions of the Effectiveness of the Remedial English Course 099 at the College of Technological Studies","authors":"Hussein A. Aldaihani, Mohammad Almutairi, A. Alqahtani, Habib S. Alshammari","doi":"10.22158/selt.v8n1p1","DOIUrl":"https://doi.org/10.22158/selt.v8n1p1","url":null,"abstract":"The study aims to evaluate the English remedial course 099 taught in the College of Technological Studies (PAAET) as part of the English program which disseminates English Language Skills to EFL students studying at this college. This study is expected to provide sufficient information to policymakers and educators involved with this program at all levels, with the intention to help them evaluate this course and make useful decisions to improve English Language Teaching in order to combat the deficiency in the English language suffered by college students in Kuwait. A number of 155 students participated in a questionnaire of 15 statements divided into four areas: reading, grammar, writing, and speaking skills. The findings of the study showed that most EFL students benefited from the English course 099, and their language skills were improved. However, there were some drawbacks and weaknesses of the program in terms of learners’ assessments and follow up. The significance of the study arises from the fact that it would enable decision-makers and course evaluators to pinpoint the strengths and weaknesses of the course and hence find ways to improve it.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128874417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L2 Proficiency and L2 Developmental Stages: A Learner Corpus Analysis","authors":"Y. Yamaguchi","doi":"10.22158/selt.v7n4p516","DOIUrl":"https://doi.org/10.22158/selt.v7n4p516","url":null,"abstract":"This paper presents part of the results of a learner corpus study of English oral and written production by a large number of Japanese native speakers. Each participant was asked to perform two tasks, namely spoken and written narratives, using a picture book titled “Frog, where are you?” (Mayer, 1969) containing 24 wordless pictures. For the analyses in the current study, the data from 80 learners, focusing on audio-recorded and transcribed spoken narratives, was used. The Japanese learners’ speech production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results show that there is a correlation between second language (L2) proficiency levels and L2 developmental stages in a learner corpus of L2 spoken English. On the other hand, the dispersion is found to increase at higher stages as shown in previous studies (e.g., Granfeldt & Agren, 2013; Hagenfeld, 2017).","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130576295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}