World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences最新文献

{"title":"GUIDE TO THE DEVELOPMENT OF THE INTENSIVE ENGLISH PROGRAM FOR GRADUATE STUDENTS AT THE SILPAKORN UNIVERSITY IN THAILAND","authors":"Piyawan Sunasuan, Thiranan Pansuppawat, Mananya Manaratchasak, Maream Nillapun","doi":"10.20319/PIJTEL.2020.42.171192","DOIUrl":"https://doi.org/10.20319/PIJTEL.2020.42.171192","url":null,"abstract":"This research aims to develop a guide to the development of the intensive English program for Graduate students in the study context of reviewing the English intensive courses for graduate students in three institutions: Kent State University, Chulalongkorn University, and Mahidol University, and compare them to the English intensive course in Silpakorn University. The objectives were 1) To study the potential of the current intensive English program with the expected proficiency level 2) To study the English language skills required for the development of the Intensive English Program for Graduate Students at the Silpakorn University in Thailand. The research design followed mixed methods to answer the research questions. The data was collected from both primary data by survey questionnaire with 46 students enrolled in the ENG 102 and ENG 103 courses of the academic year of 2019/2020 in the first semester from the Silpakorn University, Sanamchandra Palace Campus, and secondary data using descriptive research by focus groups discussion with 6 students from the previous group, and interviews with two teachers. The data was collected from 1) student survey 2) teacher interview and 3) focus group discussion, and analyzed by calculating the mean (x), the standard deviation, priority needs index (PNI), frequency, and document analysis. According to the research results, the current course only meets the overall expectation at a medium level. The course is found to only focus on passing the standard criteria but does not meet several needs of learners in relevant to academic purposes, communication, and occupational purposes. More program options for specific skills are highly recommended including academic writing skills, reading skills at a practical level, writing skills for occupational purposes, reading skills for occupational purposes, speaking skills for academic purposes, and listening skills for occupational purposes.","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116175121","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 Genre-Based Approach to the Teaching of Pronunciation ","authors":"M. Silva, Danielle Carolina Da Silva Guerra","doi":"10.35819/linguatec.v5.n2.4612","DOIUrl":"https://doi.org/10.35819/linguatec.v5.n2.4612","url":null,"abstract":"Pronunciation teaching hasn’t been paid enough attention by teachers regarding ESL contexts. In particular, segmental and suprasegmental features through genre-based approach may be an opportunity on how to integrate pronunciation into a more meaningful learning practice. Therefore, the aim of this project was to carry out a survey on some aspects related to English pronunciation that Brazilian students consider more difficult to learn, thus enabling the discussion of strategies that can facilitate the development of oral skills in English classes by integrating the teaching of phonetic-phonological aspects into the genre-based approach. Notions of intelligibility, fluency and accuracy were proposed by some authors as an ideal didactic sequence. Basic learners should be exposed to activities focused on the notion of intelligibility as well as intermediate students to the notion of fluency, and finally more advanced ones to accuracy practices. Data were collected during three high school English classes at Federal Center for Technological Education of Minas Gerais (CEFET-MG), in Brazil, through questionnaires and didactic activities, which were recorded and transcribed for further analysis. The genre ‘debate’ was chosen to facilitate the participants’ oral expression in a more flexible way, making them answer questions and give their opinion about a previously selected topic. Students demonstrated more difficulty with some aspects than others. Many of the intelligibility aspects analyzed had to be listened to more than once for a better understanding. Intermediate students’ speeches were considerably easier to understand, but they found it more difficult to pronounce the words fluently. Lastly, more advanced learners seemed to express their ideas more fluently, but still subtle issues related to accuracy were perceptible, thereby confirming the proposed hypothesis. It was also seen that using genre-based approach to promote oral communication in English classes might be relevant, considering the socio-communicative function inherent to the approach.","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130927312","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":"Patterns of Rhetorical Organization in the Jakarta Post Opinion Articles","authors":"D. Indarti","doi":"10.24815/siele.v5i1.8535","DOIUrl":"https://doi.org/10.24815/siele.v5i1.8535","url":null,"abstract":"Opinion articles are part of a professional discourse genre that can be found in newspapers. These articles are separated from news pages and written for the public, so they contain a variety of cultural backgrounds. This study looked at 151 opinion articles published in The Jakarta Post of the March 2016 editions. Shi and Kubota’s ( 2007 )four pattern of rhetorical organization was adapted as the theoretical framework for the present study. The results of this study showed that the overall rhetorical pattern of The Jakarta Post opinion articles is a three-part structure of introduction, body and conclusion paragraphs. In term of the placing of the thesis statement, 47% of non-native writers and 38% of native writers put the thesis statement in the introduction part with a single sentence paragraph or two short single-sentence paragraphs, and 38% of non-native writers and 40% of native writers wrote the introduction part with two or more multi-sentence paragraphs, and put the thesis statement at the end of them. Only 8% of non-native writers and 5% of native writers put the thesis statement in the body part, while 7% of non-native writers and 17% of native writers put the thesis statement in the conclusion. Generally, there was a slight difference between native and non-native writers in terms of the placement of thesis statement, where the non-native writers tended to use a single sentence paragraph as the thesis statement as well as to begin the essays, while native writers preferred to use two or more multi sentence paragraphs. This study proves that professional writings such as newspaper opinion articles follow the English rhetorical conventions; deductive, logical, and direct style as represented in the three-part structure.","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"324 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116608890","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 use of metadiscourse in spoken interlanguage of EFL learners: A contrastive analysis","authors":"Aysel Şahin Kızıl","doi":"10.20472/tec.2017.004.010","DOIUrl":"https://doi.org/10.20472/tec.2017.004.010","url":null,"abstract":"","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126088700","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":"An investigation of the integration of synchronous online tools to deliver task-based language teaching: the example of SpeakApps","authors":"N. Aljohani","doi":"10.14264/UQL.2019.827","DOIUrl":"https://doi.org/10.14264/UQL.2019.827","url":null,"abstract":"","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133091457","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 Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance","authors":"G. Parvizi, H. Azad, A. Kargar","doi":"10.5296/IJLD.V6I4.10341","DOIUrl":"https://doi.org/10.5296/IJLD.V6I4.10341","url":null,"abstract":"This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners.","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128300354","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":"Two English Translations of Arabic Metaphors in the Holy Qura’N","authors":"M. Alshehab","doi":"10.2139/SSRN.2844022","DOIUrl":"https://doi.org/10.2139/SSRN.2844022","url":null,"abstract":"Metaphor is an expression in everyday life in languages to compare between two dissimilar things. It signifies a situation in which the unfamiliar is expressed in terms of the familiar. In addition, it is a central concept in literary studies. The present paper aims at investigating metaphors imbedded in two translations of Holy Quran (HQ). The first is the Translation of the Meanings of the Noble Qur'an in the English Language by Mohammad Al Hilali and Mohammad Khan, and the second is the English Translation of the Holy Qura’n by Talal Itani. The researcher selected (10) Holy Verses metaphors to be analyzed and investigated. Metaphor types were categorized by an assessment of the two translations followed by a discussion between the two versions of translation.","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133209706","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":"Models of bilingual education in majority language contexts: an exploratory study of bilingual programmes in qatari primary schools","authors":"Fatma Al-Maadheed","doi":"10.5339/qfarf.2013.sshp-05","DOIUrl":"https://doi.org/10.5339/qfarf.2013.sshp-05","url":null,"abstract":"Many regions in the Middle East are currently implementing bilingual-type programmes in their national education. The abundance of initiatives in the region (e.g. Qatar, UAE, and Bahrain) suggest that this represents more than just a quantitative increase of second language provision in schools. This marks a shift from bilingual education being for the elite only towards encapsulating forms of bilingual education within public education. However, with the lack of formal documents and super-national language policies formulated to state the goals, policies and guidance for language education in the states (such as The European Commission's White Paper on Education and Training, 1995, or the Plurilingualism Promotion Plan issued by the Andalusian government in 2005) presents a caveat increased by the scarcity of research to surround these bilingual practices before and after the national changes in education and the language-in-education issues. Documenting this change is informative for the educational sec...","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134120030","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":"Drawings Reveal the Beliefs of Japanese University Students","authors":"Sakae Suzuki, M. Childs","doi":"10.1007/978-3-319-23491-5_10","DOIUrl":"https://doi.org/10.1007/978-3-319-23491-5_10","url":null,"abstract":"","PeriodicalId":172294,"journal":{"name":"World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences","volume":"45 17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115025131","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}