English Language Teaching and Linguistics Studies最新文献_第10页

Teaching Discussion Section Writing through a Genre-Based Approach to Undergraduates across Disciplines in China—A Novice EAP Teacher’s Classroom-Based Empirical Study 教学讨论部分:基于体裁教学法的中国本科生跨学科写作——基于EAP新手教师课堂的实证研究

English Language Teaching and Linguistics Studies Pub Date : 2022-10-27 DOI: 10.22158/eltls.v4n4p55

Jiakai Liu

{"title":"Teaching Discussion Section Writing through a Genre-Based Approach to Undergraduates across Disciplines in China—A Novice EAP Teacher’s Classroom-Based Empirical Study","authors":"Jiakai Liu","doi":"10.22158/eltls.v4n4p55","DOIUrl":"https://doi.org/10.22158/eltls.v4n4p55","url":null,"abstract":"This study illuminates the genre-based pedagogy delivered by a novice EAP teacher for teaching discussion section writing to cross-discipline undergraduates in China. Followed by the demonstration of specifics of genre teaching, the researcher tapped into the effectiveness of genre-based pedagogy through an examination of student-produced writing submissions. Autoethnography and qualitative research methods were used to analyze video-recording, teaching journals and students’ writing assignments and it was revealed that the focal Chinese English teacher who specialized in EGP was able to teach genre knowledge and research writing skills through autonomous learning and teaching preparation. Furthermore, the efficacy of genre teaching could be affirmed since most learner-writers successfully transferred genre knowledge and writing skills taught in the classroom to their writing. From this study, pedagogical implications are drawn to shed light on future teacher education that aims to help Chinese English teachers attain better genre-based research writing instruction.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128817924","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

Challenges of Reading Comprehension in Early Primary Classrooms of India 印度小学早期课堂阅读理解的挑战

English Language Teaching and Linguistics Studies Pub Date : 2022-10-15 DOI: 10.22158/eltls.v4n4p1

Dr. Pooja Bahuguna

引用次数: 0

Acquisition of Genitive Case by Bilingual Guilaki-Persian English Learners 吉拉基-波斯语双语英语学习者的物主格习得

English Language Teaching and Linguistics Studies Pub Date : 2022-10-10 DOI: 10.22158/eltls.v4n4p40

Maryam Tahvildary Biderooni, A. Jabbari, Yasaman Nasiriani

引用次数: 0

An Investigation of Foreign Language Anxiety and English Learning Motivation of Female Mainland Students in an English Medium Institution in Hong Kong 香港某英语教学机构内地女学生外语焦虑与英语学习动机的调查研究

English Language Teaching and Linguistics Studies Pub Date : 2022-09-29 DOI: 10.22158/eltls.v4n4p10

L. He

引用次数: 0

Blended Learning: Strategies and Challenges in Teaching 21st Century Literature of the Philippines and the World to Grade 12 Students 混合式学习:面向12年级学生教授21世纪菲律宾及世界文学的策略与挑战

English Language Teaching and Linguistics Studies Pub Date : 2022-08-12 DOI: 10.22158/eltls.v4n3p36

Shenna Joy S. Bobila, Dr. Crisanto A. Daing

{"title":"Blended Learning: Strategies and Challenges in Teaching 21st Century Literature of the Philippines and the World to Grade 12 Students","authors":"Shenna Joy S. Bobila, Dr. Crisanto A. Daing","doi":"10.22158/eltls.v4n3p36","DOIUrl":"https://doi.org/10.22158/eltls.v4n3p36","url":null,"abstract":"This study examined various teaching strategies using Blended Learning in teaching 21st Century Literature of the Philippines and the World (21st CLPW) in the university, assessed various challenges that teachers encountered using Blended Learning in teaching the subject, identified the significant difference in the extent of the use of Blended Learning in teaching 21st CLPW according to their profile, and recognized the significant relationship between the strategies and the profile of the teacher-respondents. The study employed a mix method of quantitative and qualitative research approaches. The researcher utilized a researcher-made questionnaire to identify teachers using Blended Learning to teach 21st CLPW among Grade 12 students in a university. Data gathering was administered via Google form, and interpretated using mean, standard deviation, Kruskal-Wallis H Test, and Chi-square Test of Independence. Results revealed that most of the teacher-respondents are young adults who are Bachelor’s Degree holders, have been teaching for five years or less, and the most common seminars and pieces of training they have attended were school-based. Challenges Encountered obtained an overall mean of 3.12 and a standard deviation of 0.47, which is interpreted as Agree. This means that challenges in using Blended Learning in teaching 21st CLPW is inevitable.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"310 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116379327","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

Testing English Speakers’ Perception of Arabic Contrasts 测试英语使用者对阿拉伯语对比的感知

English Language Teaching and Linguistics Studies Pub Date : 2022-07-18 DOI: 10.22158/eltls.v4n3p19

Alwaleed A. Alsuhaibani

{"title":"Testing English Speakers’ Perception of Arabic Contrasts","authors":"Alwaleed A. Alsuhaibani","doi":"10.22158/eltls.v4n3p19","DOIUrl":"https://doi.org/10.22158/eltls.v4n3p19","url":null,"abstract":"This paper presents the results of an experiment conducted to investigate how adult native speakers of English perceive some Arabic contrasts within Brown’s Phonological Interference Model (PIM) (1998, 2000), based on the theory of Feature Geometry. Three Arabic pairs of contrasts were chosen for the experiment: the contrast /b – d/ consisting of consonants present in both English and Arabic; the contrast /x – ?/ consisting of consonants that are non-native to English but are distinguished by the features [dorsal, voice, continuant] which are available in the English feature geometry; and finally the contrast /h – ?/, of which only the former exists in English, whereas the latter is non-native to English and is distinguished by the feature [RTR], which is unavailable in the English feature geometry, thereby rendering /?/ completely alien to the English sound system. The experiment consisted of an AX Discrimination task where subjects heard two sounds and were asked to decide whether they were the same or different. Three groups participated in the experiment: an Arabic L1 control group, an English L1 group, and finally an Arabic L2 group. The results of the experiment confirm Brown’s findings in a similar experiment with Japanese and Chinese speakers’ perception of English.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116421172","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 Effectiveness of Classroom Exercises in the Teaching and Learning of Creative Writing in Tertiary Institutions 课堂练习在高校创意写作教学中的有效性

English Language Teaching and Linguistics Studies Pub Date : 2022-07-17 DOI: 10.22158/eltls.v4n3p1

Acheoah John Emike, Zainab Abdulkarim

引用次数: 1

Review of on “Metaphoric Criticism” in “Rhetorical Criticism: Exploration and Practice” by Sonja K. Fo 索尼娅·佛《修辞批评:探索与实践》中的“隐喻批评”述评

English Language Teaching and Linguistics Studies Pub Date : 2022-04-21 DOI: 10.22158/eltls.v4n2p51

Shuai Chen

引用次数: 0

Carl Jung and Education 荣格与教育

English Language Teaching and Linguistics Studies Pub Date : 2022-04-18 DOI: 10.22158/eltls.v4n2p46

R. Murphy

引用次数: 0

Readability in Students’ General English Textbooks: An Empirical Study Based on Benchmark 学生普通英语教材可读性:基于基准的实证研究

English Language Teaching and Linguistics Studies Pub Date : 2022-04-01 DOI: 10.22158/eltls.v4n2p34

Chunbao Huang

{"title":"Readability in Students’ General English Textbooks: An Empirical Study Based on Benchmark","authors":"Chunbao Huang","doi":"10.22158/eltls.v4n2p34","DOIUrl":"https://doi.org/10.22158/eltls.v4n2p34","url":null,"abstract":"Reading is one of the most reliable sources of language input. As the main source of English input for non-English undergraduates, textbooks for General English play a critical role in developing their reading abilities. Based on the text readability benchmark of the reading tests in national College English Test (CET), this study aims to explore readability of the texts in an English coursebook series for general purpose used by non-English major undergraduates in a university from China, and tries to examine the impact of students’ reading coursebooks on their reading achievements in CET reading tests. Samples include 72 English texts from 4 target textbooks and 72 texts from the reading tests in CET between 2017 and 2021. Results show that the average text readability index from Book 1 to Book 4 is short of scientific variations despite the trend of a descending order. Besides, a noticeable gap in text readability has been discovered between the target books and CET. Given the guiding role CET has been playing in college English teaching and learning, it is proposed that reading materials selected for non-English undergraduates in and out of class should be more scientific by taking the readability benchmark in CET into consideration.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115931955","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