Studies in English Language and Teaching最新文献_第7页

Teaching Materials and the Knowledge Base of EFL Teacher Education 教材与英语教师教育的知识库

Studies in English Language and Teaching Pub Date : 2018-02-06 DOI: 10.22158/SELT.V6N1P47

Juvenale Patinvoh Agbayahoun

引用次数: 1

A Review of the Theories and Principles of Teaching Listening and Their Guidance in Senior High English Lessons in Mainland China 中国大陆高中英语听力教学理论、原则及其指导研究

Studies in English Language and Teaching Pub Date : 2018-01-22 DOI: 10.22158/selt.v6n1p35

Luxin Gu

{"title":"A Review of the Theories and Principles of Teaching Listening and Their Guidance in Senior High English Lessons in Mainland China","authors":"Luxin Gu","doi":"10.22158/selt.v6n1p35","DOIUrl":"https://doi.org/10.22158/selt.v6n1p35","url":null,"abstract":"Though the least emphasized, Listening is used much more frequently than any other language skill, though. In 2007, English textbook in senior high school undertook a reform towards a student-focused classroom; listening, considered as a passive language skill traditionally, also step into the spotlight of new analysis and application. This article endeavors to review several important listening comprehension theories and figure out their significance in teaching listening in high school of China. It reviews the importance of listening in language comprehension, the psychological processes of listening, the principles for listening comprehension in the classroom, and the intended communicative outcomes of listening. It also examines the listening comprehension part in the textbook of Senior High English in China with New Senior English for China Book 1 (2011) as an example, to find out proportion of listening and its role in the composition of the textbook, and to provide a few suggestions of teaching listening in high schools. Listening is no longer a neglected and underestimated language skill; on the contrary, together with other language skills, listening is a key component in teaching and learning, which requires teachers’ consideration of students’ needs to make it into an attractive form.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132709753","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}

引用次数: 4

Mainland Non-English-Major Students’ Perceptions of English Academic Writing in the Taught Postgraduate Program in Hong Kong: A Needs Analysis 内地非英语专业学生对香港授课型研究生课程英语学术写作的看法:需求分析

Studies in English Language and Teaching Pub Date : 2017-12-14 DOI: 10.22158/SELT.V6N1P21

Jiangping Chen

{"title":"Mainland Non-English-Major Students’ Perceptions of English Academic Writing in the Taught Postgraduate Program in Hong Kong: A Needs Analysis","authors":"Jiangping Chen","doi":"10.22158/SELT.V6N1P21","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P21","url":null,"abstract":"As higher education is being internationalized globally, it is also not rare to find degree programs delivered in English, the world’s lingua franca, in countries where English is learned as a foreign language. In mainland China, such courses are available for bachelor and master’s degrees. Accordingly, students in those programs have to meet the academic English requirements, by which writing is assumed to be the most challenging. This small-scale research was conducted among 81 mainland non-English-major students studying in the taught postgraduate program in Hong Kong, with the instruments of questionnaires and follow-up interviews. Within the framework of needs analysis, it reports their detailed perceptions of English academic writing. Results indicate that those upper-intermediate language learners are generally able to get accustomed to academic writing in English, but some writing skills, and particularly language issues (academic lexis, grammar, and style) pose challenges to their studies. The article concludes with some feasible pedagogical implications for updating the university English education system in mainland China.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125078909","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}

引用次数: 0

Unraveling the Attitude—Acquisition Conundrum in Learning English as a Second Language (L2) in Cameroon 喀麦隆:英语作为第二语言学习中的态度习得难题

Studies in English Language and Teaching Pub Date : 2017-12-12 DOI: 10.22158/SELT.V6N1P12

V. Tanda, Joan Mapeh Eposi

引用次数: 0

An Exploration of Hedging and Boosting Devices Used in Academic Discourse Focusing on English Theses at the University of Namibia 以纳米比亚大学英语论文为例，探讨学术语篇中的限制语和促进语

Studies in English Language and Teaching Pub Date : 2017-12-08 DOI: 10.22158/SELT.V6N1P1

N. K. Haufiku, J. Kangira

{"title":"An Exploration of Hedging and Boosting Devices Used in Academic Discourse Focusing on English Theses at the University of Namibia","authors":"N. K. Haufiku, J. Kangira","doi":"10.22158/SELT.V6N1P1","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P1","url":null,"abstract":"This paper explored the application of hedges and boosters in all ten theses of the Master of Arts in English Studies submitted and examined at the University of Namibia between 2014 and 2015. A mixed research approach was chosen because of the descriptive nature of this study. This method also gave an in-depth understanding of issues such as why research writers prefer some types of hedging and boosting devices over the others, and why some theses chapters have certain types of hedges and boosters. The study only examined three chapters of the theses: the Introduction, Discussion, and Conclusion. Hyland’s (2004) taxonomy of hedges and boosters was used to analyse the types of hedges and boosters used. Kaplan’s (1997) Contrastive Rhetoric Theory was used to explain how researchers use hedges and boosters to express their uncertainties and certainties respectively. The study revealed that writers prefer Type 3 of hedges and boosters in all the three chapters. It further revealed that there is an unequal distribution of hedges and boosters among writers. Finally, the paper concluded that the preference of Type 3 may have been caused by the fact that since Type 3 does not have boosting devices writers find it less threatening to employ it in order to conform to the accepted academic writing style. The unequal distribution may also suggest that writers in academic discourse are not proficient in the English language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117264951","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}

引用次数: 6

Multiple Intelligences-Based Instructional Strategy of English Academic Writing Skill Instruction (MIB-IS of EAWSI): A Classroom Action Research at One of Indonesia Senior High School 基于多元智能的英语学术写作技巧教学策略:印尼某高中课堂行动研究

Studies in English Language and Teaching Pub Date : 2017-11-23 DOI: 10.22158/SELT.V5N4P792

Noldy Pelenkahu

{"title":"Multiple Intelligences-Based Instructional Strategy of English Academic Writing Skill Instruction (MIB-IS of EAWSI): A Classroom Action Research at One of Indonesia Senior High School","authors":"Noldy Pelenkahu","doi":"10.22158/SELT.V5N4P792","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P792","url":null,"abstract":"This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior High School students’ academic writing (argumentative essay writing) in eight students’ intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) following the writing process of creating, outlining, drafting, and polishing. The process of academic writing instruction through MIB-IS will be more effective if the students are able to be more active in following every single step of writing process to hit the big issues of content, organization, unity, coherence, logic and the smaller issues of grammar, sentence-structure, punctuation, and spelling. And by giving an academic writing exercise in every phase of instruction is really important to improve students’ argumentative essay writing skill for students to master the concepts comprehensively and integrated properly. And so, the school as an educational institution must prepare its students to go to the university by the capability of supporting MIB-IS implementation in academic writing instruction as an effective English instructional strategy.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131756561","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}

引用次数: 1

English Interpreting Teaching from the Perspective of Interpreter Qualities 从译员素质看英语口译教学

Studies in English Language and Teaching Pub Date : 2017-11-20 DOI: 10.22158/SELT.V5N4P781

Jiao Dan, Chunyu Yang

引用次数: 0

New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text 英语课堂中作品集的新视角:作为自传体文本的作品集

Studies in English Language and Teaching Pub Date : 2017-11-18 DOI: 10.22158/SELT.V5N4P771

J. A. Hosni

引用次数: 6

Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English 加当语者对加当语、伊洛加诺语、他加禄语和英语的语言态度

Studies in English Language and Teaching Pub Date : 2017-11-15 DOI: 10.22158/SELT.V5N4P720

Zayda S. Asuncion, Marilu B. Rañosa-Madrunio

{"title":"Language Attitudes of the Gaddang Speakers towards Gaddang, Ilocano, Tagalog and English","authors":"Zayda S. Asuncion, Marilu B. Rañosa-Madrunio","doi":"10.22158/SELT.V5N4P720","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P720","url":null,"abstract":"Language attitudes have been the focus of interest in sociolinguistics for the past decades. In the Philippines, there is a dearth of literature on sociolinguistic studies that focus on indigenous languages and their speakers. To contribute to the literature, this study endeavoured to investigate the attitudes of Gaddang speakers in the northern part of the country towards Gaddang, their native language; Ilocano, the lingua franca of the province; Tagalog/Filipino, the national language; and English, one of the official languages. It also explored possible differences in the language attitudes of the Gaddangs in terms of geographical location, age, gender, socio-economic status, and educational attainment. Using survey questionnaire and semi-structured interview, the study involved 568 respondents. Results revealed that Gaddang speakers manifest positive attitudes towards Tagalog, Gaddang, Ilocano, and English respectively. The study also yielded significant differences in their attitudes with respect to geographical location, age, socio-economic status, and educational attainment except gender. The results have significant implications on the maintenance or gradual loss of their native language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131962792","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}

引用次数: 2

The Concept and Practice of Critical Thinking in EFL Classes in Benin: Prospects and Challenges—Ministry of Higher Education and Scientific Research, Republic of Benin 批判性思维在贝宁英语课堂中的概念与实践:展望与挑战-贝宁共和国高等教育和科学研究部

Studies in English Language and Teaching Pub Date : 2017-11-15 DOI: 10.22158/SELT.V5N4P749

Abel Gbènakpon Sekoubaou

引用次数: 2