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Studies in English Language and Teaching最新文献

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Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education 构建中国幼儿园游戏课程的三种立场研究——基于教师对早期语言教育态度的分析
Studies in English Language and Teaching Pub Date : 2017-08-17 DOI: 10.22158/selt.v5n3p543
Q. Peng
{"title":"Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education","authors":"Q. Peng","doi":"10.22158/selt.v5n3p543","DOIUrl":"https://doi.org/10.22158/selt.v5n3p543","url":null,"abstract":"Since 2001, there is a hot debate on Curriculum Reform of Elementary Education (CRED) in China which is called a debate between Child-centered and Rationalism. The policies of CRED adovates play-based model and since 2017 focuses on Chinese traditional culture learning. However, some people believe play is opposed to linguistic education and the moon in the west is more round than in China. Operating in the paradoxes, Chinese kindergarten teachers always are faced with dilemmas: should the teacher obey the government’s guidance, or satisfy parents’ English learning preference and literacy readiness oriented requirements? Few studies have examined how Chinese kindergarten teachers struggled for early literacy and linguistic education. In this article we examined twenty teachers’ understandings on play-based curriculum and play-literacy relationships. Comparing with the two popular positions toward Chinese play-based linguistic curriculum reforms, Chinese kindergarten teachers tend to hold a golden means. With the professional development of the kindergarten teacher, education approaches in Chinese kindergarten education based on play and local cultures will be used more often and more extensively. Under such circumstances, the English teaching and learning at the kindergarten level is also believed very important to cultivate global citizens and Chinese national citizens.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132050790","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
Non-Japanese Asian Female English Teachers Speak Out: Dismantling White Privilege in Japan 非日籍亚裔女英语教师发声:拆除日本的白人特权
Studies in English Language and Teaching Pub Date : 2017-08-14 DOI: 10.22158/SELT.V5N3P531
Margaret Kim, N. Lee
{"title":"Non-Japanese Asian Female English Teachers Speak Out: Dismantling White Privilege in Japan","authors":"Margaret Kim, N. Lee","doi":"10.22158/SELT.V5N3P531","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P531","url":null,"abstract":"Issues surrounding white privilege have been in continuous debate. In Japan, the subject of white privilege is also not straightforward. Past research has been conducted about white privileged males in Japanese universities. We decided to take a different standpoint and examine the presence of white privilege in Japan through the alternative voices of non-Japanese Asian female university English teachers. By interviewing and analyzing their experiences and identities, we were able to examine incidences of white privilege that happened and influenced their lives as non-Japanese Asian female English teachers in Japan. We hope that our work generates interest and attention to the current gender and racial imbalance of native-speaker university English teachers in Japan—an issue that directly or indirectly relates to all students, teachers, administrators and policy makers.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117216078","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: 3
The Effect of Washback on EFL Learners’ Attitudes toward Tests 反拨对英语学习者考试态度的影响
Studies in English Language and Teaching Pub Date : 2017-07-31 DOI: 10.22158/selt.v5n3p516
Rodrigo Muñoz
{"title":"The Effect of Washback on EFL Learners’ Attitudes toward Tests","authors":"Rodrigo Muñoz","doi":"10.22158/selt.v5n3p516","DOIUrl":"https://doi.org/10.22158/selt.v5n3p516","url":null,"abstract":"The purpose of this action research was to improve learners’ attitudes towards tests through the implementation of positive washback. This article compares the results obtained by two groups of learners in a secondary school in Southern Chile on the Attitude toward Test Scale (Dodeen, 2008). During the intervention, tests were followed by washback activities for the experimental group. Lessons in which positive washback was sought were observed using a focused observation table in order to track the techniques used. Finally, an in-depth follow-up interview was conducted in order to obtain deeper insights. After implementation, results indicated that the experimental group evidenced a statistically significant improvement in their attitude towards tests.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116889124","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
A Brief Overview of Medieval Persian Literature 中世纪波斯文学概览
Studies in English Language and Teaching Pub Date : 2017-07-24 DOI: 10.22158/SELT.V5N3P496
Bahman Solati
{"title":"A Brief Overview of Medieval Persian Literature","authors":"Bahman Solati","doi":"10.22158/SELT.V5N3P496","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P496","url":null,"abstract":"Reviewing the origins of a particular literary history allows us to better comprehend the allusions the literature conveys and why we appreciate them. It also allows us to anticipate how the literature may progress (Fouchecour, 2006) I will try to keep this approach in the reader’s mind in presenting this brief summary of medieval Persian literature, a daunting task considering the multiplicity and wealth of the texts and documentation on the subject (Fouchecour, 2006). In this study we will pay special attention to the progress of Persian literature over the last millennia, concentrating in particular on the early development and background of various literary genres in Persian. Although the idea of literary genres is rather subjective and unstable (Perkins, 1993, pp. 29-33), studying them is a worthwhile approach for an overview, enabling better understanding, deeper argumentation, and deeper analysis than would a simple listing of dates, titles, and basic biographical facts of the giants of Persian literature.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129256498","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
The Impact of Extensive Reading on Learning and Increasing Vocabulary at Elementary Level 小学阶段泛读对学习和增加词汇量的影响
Studies in English Language and Teaching Pub Date : 2017-07-21 DOI: 10.22158/SELT.V5N3P481
Syeda Asima Iqbal
{"title":"The Impact of Extensive Reading on Learning and Increasing Vocabulary at Elementary Level","authors":"Syeda Asima Iqbal","doi":"10.22158/SELT.V5N3P481","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P481","url":null,"abstract":"It is an utter necessity to become fluent, self-sufficient and independent English readers with highly skilled reading comprehension abilities. There is no point to doubt that extensive reading can be the best strategy to attain this. This research is about the impact of extensive reading on elementary level school students which helps in the enhancement of global language skills especially their vocabulary. As extensive reading is not a regular part of any curriculum in any educational institute, this research is a little step in the realization of its importance in language learning mainly focused on vocabulary. Tests and observations were the methods used to collect the data. On the basis of analysis and interpretation of the collected data, it was clear that there was improvement in students’ vocabulary.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114267262","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
Subtitled Videos, Un-Subtitled Videos, and Indonesian EFL Students’ Writing Ability 有字幕视频、无字幕视频与印尼英语学生的写作能力
Studies in English Language and Teaching Pub Date : 2017-07-18 DOI: 10.22158/SELT.V5N3P466
Suparmi, B. Cahyono, M. A. Latief
{"title":"Subtitled Videos, Un-Subtitled Videos, and Indonesian EFL Students’ Writing Ability","authors":"Suparmi, B. Cahyono, M. A. Latief","doi":"10.22158/SELT.V5N3P466","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P466","url":null,"abstract":"This study aimed to examine the effects of viewing subtitled videos and un-subtitled videos on Indonesian EFL students’ writing ability. In order to achieve the purposes, a quasi-experimental study was conducted by involving 90 EFL students in a state university in Indonesia. The students were from three intact classes. The students in Class A (29 students) were asked to write procedure texts after watching subtitled videos; the students in Class B (31 students) were asked to write procedure texts after watching un-subtitled videos; and the students in Class C (30 students) were asked to write procedure texts without watching any video. The study took place for 14 meetings. At the end of the treatment, the students in the three classes were asked to write an essay in English. The results of the study indicated that there were significant differences in the writing ability of the students in the three classes. More particularly, the students who viewed subtitled videos performed a significantly higher level than those who viewed un-subtitled videos and those who did not view any video. In addition, the students who viewed un-subtitled videos performed better than those who did not view any video. This study offers some pedagogical implications focusing on the use of technology in the teaching of EFL writing. Thus, either subtitled videos or un-subtitled videos can be used to facilitate EFL students’ writing ability.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114604470","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
Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography 英语作为第二语言阅读理解的低水平加工技能:第一语言正字法的可能影响
Studies in English Language and Teaching Pub Date : 2017-07-01 DOI: 10.22158/selt.v5n3p448
Xiangying Jiang
{"title":"Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography","authors":"Xiangying Jiang","doi":"10.22158/selt.v5n3p448","DOIUrl":"https://doi.org/10.22158/selt.v5n3p448","url":null,"abstract":"Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128061307","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: 3
The Effectiveness of PAVE Strategy on Developing University Students’ Vocabulary and Self-Efficacy PAVE策略对大学生词汇量和自我效能感的影响
Studies in English Language and Teaching Pub Date : 2017-06-22 DOI: 10.22158/SELT.V5N3P443
Ethar A. Altwaijri
{"title":"The Effectiveness of PAVE Strategy on Developing University Students’ Vocabulary and Self-Efficacy","authors":"Ethar A. Altwaijri","doi":"10.22158/SELT.V5N3P443","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P443","url":null,"abstract":"The present study aimed at investigating the effectiveness of the “PAVE” vocabulary learning strategy on developing a group of students’ vocabulary and self-efficacy while studying English as a foreign language at the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University. The research sample consisted of sixteen Saudi female English language learners. A pre/post vocabulary test and a self-efficacy scale were administered to the study participants before and after the treatment. The participants were introduced to one of the vocabulary learning Strategies “PAVE strategy”, which has been used. The results provided support for the hypotheses of the study and showed that the students performed significantly better on the post administration of the vocabulary test as well as on the self-efficacy scale. Thus, it can be said that the PAVE vocabulary learning strategy had a large impact on developing students’ vocabulary and self-efficacy. The study recommended that the use of vocabulary learning strategies should be given enough attention to develop students’ vocabulary and self-efficacy.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125674957","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
A Corpus-Based Analysis of although Errors in Chinese EFL Learners’ Written Output 基于语料库的中国英语学习者书面输出中的虽错分析
Studies in English Language and Teaching Pub Date : 2017-06-15 DOI: 10.22158/SELT.V5N3P429
Jingwen Chen
{"title":"A Corpus-Based Analysis of although Errors in Chinese EFL Learners’ Written Output","authors":"Jingwen Chen","doi":"10.22158/SELT.V5N3P429","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P429","url":null,"abstract":"The subordinating conjunction although is frequently used in English and is considered easy for students to master by many Chinese English teachers. However, errors are often found in Chinese EFL learners although output during pedagogical practice. This paper aims to explore and analyze common errors of although in Chinese EFL learners writing. The study is a corpus-based analysis launched under the computer-aided error analysis framework which is a new practice developed from the error analysis hypothesis. Errors of although found in texts from the Chinese Learner English Corpus (CLEC) are extracted and analyzed. Qualitative and quantitative analyses are conducted in the study. According to the findings, there are four major types of although errors found in Chinese EFL learners writing but/yet addition, punctuation errors, although misuse, and omissions and blends. Factors such as interlingual difference between English and Mandarin Chinese, intralingual interference within the English language system, pedagogical neglect in English classrooms and different cognitive styles are potential causes of Chinese EFL learners although errors.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130379076","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
Does Deeper Involvement in Lexical Input Processing during Reading Tasks Lead to Enhanced Incidental Vocabulary Gain 阅读任务中词汇输入加工的深度参与是否会导致附带词汇的增加
Studies in English Language and Teaching Pub Date : 2017-06-13 DOI: 10.22158/SELT.V5N3P406
P. Kolaiti, Panagiota Raikou
{"title":"Does Deeper Involvement in Lexical Input Processing during Reading Tasks Lead to Enhanced Incidental Vocabulary Gain","authors":"P. Kolaiti, Panagiota Raikou","doi":"10.22158/SELT.V5N3P406","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P406","url":null,"abstract":"This paper investigates whether increased learner involvement in search tasks during reading activities results in differential vocabulary acquisition in an incidental setting in line with Hulstijn and Laufer’s (2001) Involvement Load Hypothesis. We designed and conducted an experiment with two groups of advanced Greek learners of English, an online dictionary-search group (Group 1) and a non-search group (Group 2) with the aim to test whether increased learner involvement in search tasks results in differential vocabulary retention. During a reading activity, participants of Group 1 were asked to find the meanings of 10 target words involved in the reading activity by using the online Google-dictionary and also find and write down a sentence relevant to the meaning of each target word. These two tasks were designed with the aim to activate the involvement factor “search” in line with Hulstijn and Laufer’s (2001) three-factor Involvement Load construct. During the same reading activity, participants in Group 2 were simply given the meanings of the 10 target items on a separate sheet of paper (glossary). The experiment was conducted in two stages with one week’s distance between them involving an immediate and a delayed vocabulary test aimed to assess short-term and long-term vocabulary retention respectively. The results of our study support the increased learner involvement hypothesis, as the dictionary-search group outperformed the non-search group in both tests.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128755641","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
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