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Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language? 英语语境下的写作教学:学习写作还是通过写作来学习语言?
BELTA Journal Pub Date : 2021-06-01 DOI: 10.36832/beltaj.2021.0501.03
S. Bhowmik
{"title":"Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?","authors":"S. Bhowmik","doi":"10.36832/beltaj.2021.0501.03","DOIUrl":"https://doi.org/10.36832/beltaj.2021.0501.03","url":null,"abstract":"Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130959607","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
The Patterns of Sequential Organization of a Person with Asperger Syndrome: A Conversation Analysis 阿斯伯格综合症患者的顺序组织模式:一项对话分析
BELTA Journal Pub Date : 2021-06-01 DOI: 10.36832/beltaj.2021.0501.02
Mohammad Budrudzaman, M. Khan
{"title":"The Patterns of Sequential Organization of a Person with Asperger Syndrome: A Conversation Analysis","authors":"Mohammad Budrudzaman, M. Khan","doi":"10.36832/beltaj.2021.0501.02","DOIUrl":"https://doi.org/10.36832/beltaj.2021.0501.02","url":null,"abstract":"This study documents the patterns of conversational sequential organization, i.e., turn construction unit (TCU), of a person (pseudonym Samy, age 27) with Asperger’s Syndrome (AS). The language data was audio recorded from two naturally occurring conversations (30 and 40 minutes long two different encounters) between the participant and the first author of this paper. Later, the data was transcribed and analyzed by using the tools of conversation analysis (CA). The results revealed the occurrences of unusual prosody, unusual pauses, invalid turns and word-finding difficulties, in the participant’s TCUs. The findings of this research contribute to our knowledge on the interactional patterns of people with AS. It also draws attention to the efficacy of the CA method in investigating conversational structures of atypical people. The findings eventually prepare a dialogue for incorporating conversation analytical methods into clinical approaches to study the persons with AS.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126342245","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
Tertiary Level Learners’ Listening Self Knowledge in an “Input Poor” EFL Context of Bangladesh 孟加拉大学英语学习者在“输入不足”语境下的听力自我认知
BELTA Journal Pub Date : 2020-06-01 DOI: 10.36832/beltaj.2020.0401.01
Tasnima Aktar
{"title":"Tertiary Level Learners’ Listening Self Knowledge in an “Input Poor” EFL Context of Bangladesh","authors":"Tasnima Aktar","doi":"10.36832/beltaj.2020.0401.01","DOIUrl":"https://doi.org/10.36832/beltaj.2020.0401.01","url":null,"abstract":"Metacognitive knowledge can influence L2 learning and listening; however, little is known about learners’ listening self knowledge, particularly in the EFL context of Bangladesh. The current study is a part of the author’s PhD project (Cite, 0000) that aimed to understand tertiary level EFL listeners’ listening self knowledge in Bangladesh. Semi-structured interviews were conducted with 30 participants on their metacognitive knowledge. There were 15 less successful listeners (LSMs) and 15 more successful listeners (MSLs). The thematic analysis of their listening self knowledge revealed students’ awareness of six aspects of listening self knowledge. Although their overall awareness in terms of frequency of mentions showed no considerable differences between the groups, variances have been observed in particular areas. The LSLs frequently mentioned listening problems and obstacles whereas the MSLs were more aware of the cognitive processes and showed greater motivation and exposure. A huge difference was revealed in self-concept: the LSLs’ negative self-concept differed from the positive self-concept of their counterparts. Insight into listeners’ listening self knowledge has several pedagogical implications.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125495726","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
Assessing the Mentoring Service in Department of English: A Case from Bangladeshi Public University 评估英语系辅导服务:以孟加拉公立大学为例
BELTA Journal Pub Date : 2020-06-01 DOI: 10.36832/beltaj.2020.0401.03
Apala Biswas, Tamanna Sharmin Kabir
{"title":"Assessing the Mentoring Service in Department of English: A Case from Bangladeshi Public University","authors":"Apala Biswas, Tamanna Sharmin Kabir","doi":"10.36832/beltaj.2020.0401.03","DOIUrl":"https://doi.org/10.36832/beltaj.2020.0401.03","url":null,"abstract":"A voluntary mentoring service started from September 7, 2014 at the Department of English in a well- known public university of Bangladesh intending to provide guidance and support to the students of that respective department. The target was to help the students in their academic endeavor. The objective of the present research is to study the mentioned mentoring service. In this study, semi-structured interviews were conducted with seven mentors and five mentees. The findings suggest that the mentoring program was successful in fulfilling its aims; however, the participants pointed out the areas in which the service needs improvement. The study concludes with implications and suggestions to aid similar future projects.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123442469","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
Written Feedback on Midterm Scripts: Students’ Expectations, Problems and Preferences 期中剧本的书面反馈:学生的期望、问题和偏好
BELTA Journal Pub Date : 2020-06-01 DOI: 10.36832/beltaj.2020.0401.02
Monisha Biswas
{"title":"Written Feedback on Midterm Scripts: Students’ Expectations, Problems and Preferences","authors":"Monisha Biswas","doi":"10.36832/beltaj.2020.0401.02","DOIUrl":"https://doi.org/10.36832/beltaj.2020.0401.02","url":null,"abstract":"Considering the increasing importance of written feedback (WF) on students’ scripts in education nowadays in Bangladesh, this research paper aimed to find out students’ expectations and problems regarding the written feedback provided on their midterm scripts by teachers. It also aimed to find out preferences of students in light of their expectations for making this process more effective. Both quantitative and qualitative data were collected from students (1st year to master’s) of the Department of English, X University (pseudonym for a public university) through questionnaire and two Focus Group Discussions (FGDs). There were 86 participants in total (78 respondents of the questionnaire and 8 participants in the FGDs). The study found out that although students expect written feedback on their scripts, they are more interested to check their marks. It also found that some students expect corrections by teachers without trying on their own. Regarding problems faced by students, it was found that many students do not understand feedback with signs and symbols. The findings of this paper indicate that preferences of students should be taken into account by teachers and others concerned to make the process written feedback effective for students.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117343847","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
Repetition of Writing Topics in the Secondary School Certificate Examination and Students' Dependence on Memorisation 中学毕业证书考试写作主题的重复与学生对记忆的依赖
BELTA Journal Pub Date : 2019-06-01 DOI: 10.36832/beltaj.2019.0301.06
Injamamul Sarwer, A. Haque
{"title":"Repetition of Writing Topics in the Secondary School Certificate Examination and Students' Dependence on Memorisation","authors":"Injamamul Sarwer, A. Haque","doi":"10.36832/beltaj.2019.0301.06","DOIUrl":"https://doi.org/10.36832/beltaj.2019.0301.06","url":null,"abstract":"The paper reports on a study that explored the issue of repetition of writing topics in the SSC examination in Bangladesh and students‘ dependence of memorisation. In order to investigate to what extent writing topics are repeated in the SSC examination and what the students‘ attitudes are towards memorisation of the writing items, the present quantitative study sampled 116 students through a questionnaire. Moreover, English question papers of seven years‘ SSC examination were analysed through quantitative content analysis. The study found out that the same or similar writing topics were repeated frequently in the SSC examination, and as a washback effect of this, most of the students made a short list of the probable writing topics and memorised them from guidebooks. As a result, the writing items cannot test the ̳construct‘ of the writing test which is the students‘ writing ability; rather it tests the students‘ ability to remember and reproduce. This discrepancy between the curriculum and the actual test testifies the lack of validity of the English writing tests in the SSC examination, since according to Lado (1961), a test is valid only if it measures what it is supposed to measure.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121399861","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
Reviewing Translation and L1 in Language Pedagogy from Translanguaging Lenses 从跨语言视角看语言教育学中的翻译和母语
BELTA Journal Pub Date : 2019-06-01 DOI: 10.36832/beltaj.2019.0301.03
M. Kabir
{"title":"Reviewing Translation and L1 in Language Pedagogy from Translanguaging Lenses","authors":"M. Kabir","doi":"10.36832/beltaj.2019.0301.03","DOIUrl":"https://doi.org/10.36832/beltaj.2019.0301.03","url":null,"abstract":"Since the beginning of language teaching, the role of translation and first languge (L1) has been prominent and inevitable. In fact, they played a significant role in one of the most dominant teaching methods known as grammar translation method (GTM). Though the gradual development and evolution of teaching methods and approaches in the field of ELT has relocated their role in teaching foreign and second languages, many ELT practitioners in Bangladesh are found to express their preference for and fascination over the use of translation and L1 in language teaching. This paper sketches the topsy-turvy journey of translation and L1 throughout different methods and approaches used in language education, their place in bilingual models of education, actual practices in Bangladeshi classrooms regarding their use, and their revived role in translanguaging literature. The paper argues how translation and L1 can be utilized to the fullest of its potentiality through translanguaging practices that call for reviewing the existing approaches and methods of language teaching and challenge them adopting a fluid, instead of a fixed, notion of language.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114968263","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 Case Study of the Influence of Prior Learning Experiences on English Language Teachers' Beliefs 先前学习经历对英语教师信念影响的个案研究
BELTA Journal Pub Date : 2019-06-01 DOI: 10.36832/beltaj.2019.0301.02
Zakia Ahmad
{"title":"A Case Study of the Influence of Prior Learning Experiences on English Language Teachers' Beliefs","authors":"Zakia Ahmad","doi":"10.36832/beltaj.2019.0301.02","DOIUrl":"https://doi.org/10.36832/beltaj.2019.0301.02","url":null,"abstract":"Teachers‘ beliefs are integral aspects of teaching. Beliefs define the most fundamental aspects of an individual‘s personality which usually resist change. The aim of the present study was to investigate the influence of prior learning experiences on English language teachers‘ beliefs as reflected in a higher secondary school in Bangladesh. Research was carried out from an interpretivist paradigm using a case study approach. Methodology and procedures used were qualitative in nature. The findings reveal a regular pattern of consistency in teachers‘ beliefs based on the underlying features of prior learning experiences, administrative and education policy, students‘ needs and requirements. The limitations of the study rest in the narrowness of its scope. Further large-scale studies may lead to a better understanding of teachers‘ beliefs and their impact on teaching and learning.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130883938","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
Teaching Speaking Using Post-Method Framework: A Possible Complement to CLT in Bangladesh 运用后方法框架进行口语教学:孟加拉国CLT的可能补充
BELTA Journal Pub Date : 2019-06-01 DOI: 10.36832/beltaj.2019.0301.05
Shahnaz Akhter, M. Ashikuzzaman
{"title":"Teaching Speaking Using Post-Method Framework: A Possible Complement to CLT in Bangladesh","authors":"Shahnaz Akhter, M. Ashikuzzaman","doi":"10.36832/beltaj.2019.0301.05","DOIUrl":"https://doi.org/10.36832/beltaj.2019.0301.05","url":null,"abstract":"It has now been 20 years since the CLT was introduced in Bangladesh. The expectation that CLT created in the English language teaching-learning community, seems still far away from its destination. CLT appeared with a promise to develop learners‘ communicative competence. However, research reveals that a significant number of students in Bangladesh even after many years of schooling have not progressed in English beyond the initial competence (English in Action, 2009, p. 26). The current situation, therefore, calls for more effective ELT practices compatible with the contextual realities of Bangladesh. Considering the constraints of teaching English using CLT, this paper suggests post-method pedagogy as a possible complement to CLT for the improvement of English language pedagogy in Bangladesh.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128543348","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
An ELF-based Syllabus for Teaching English Pronunciation to Native Bengali Speakers (NBS) 基于elf的孟加拉语英语发音教学大纲(NBS)
BELTA Journal Pub Date : 2019-06-01 DOI: 10.36832/BELTAJ.2019.0301.04
Amin Rahman, R. Chowdhury
{"title":"An ELF-based Syllabus for Teaching English Pronunciation to Native Bengali Speakers (NBS)","authors":"Amin Rahman, R. Chowdhury","doi":"10.36832/BELTAJ.2019.0301.04","DOIUrl":"https://doi.org/10.36832/BELTAJ.2019.0301.04","url":null,"abstract":"As a flexible and effective communication system for Non-Native Speakers of English (NNS), English as a Lingua Franca (ELF) is a frequently mentioned concept in the current literature on ELT. This study investigates if the problems encountered in the teaching of English pronunciation to Non-Native English Speakers (NNS) can be alleviated in Bangladesh through the ELF approach. In particular, it develops a simple and easy to teach/learn pronunciation teaching model specifically designed for Native Bengali Speakers (NBS). Furthermore, this study offers a prototype syllabus for English as a Lingua Franca for Bengalis (ELFB) based on the Bengali Lingua Franca Core Model (BLFC) adapted from LFC model of Jenkins.","PeriodicalId":142370,"journal":{"name":"BELTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131279947","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
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