Studies in English Language Teaching最新文献_第10页

Using Nominalization in Scientific Texts; A Practical Review of the Related Studies 名词化在科技语篇中的运用相关研究的实践回顾

Studies in English Language Teaching Pub Date : 2021-11-07 DOI: 10.22158/selt.v9n5p10

Elaheh Navak Dezfuli

{"title":"Using Nominalization in Scientific Texts; A Practical Review of the Related Studies","authors":"Elaheh Navak Dezfuli","doi":"10.22158/selt.v9n5p10","DOIUrl":"https://doi.org/10.22158/selt.v9n5p10","url":null,"abstract":"Many scholars have focused on using the nominalization over the scientific discourse. On the other hand many scholars have focused on the historic origins of nominalization in scientific discourse (Banks, 2005); realizing the grammatical metaphor in modern prose fiction (Farahani & Hadidi, 2008). Furthermore, Susinskiene (2009) examined the influence of verb-based nominalization to cohesion over the history texts. Baratta (2010) examined moreover using the nominalization in the writing performance of six undergraduate students. Finally, Wenyan (2012), examined the role of nominalization in the English Medical Papers (EMP) created by native English speakers and Chinese writers. These investigations have focused the vital role of using the nominalization in the skillful arrangement of academic discourse. Nevertheless, the realization between discipline specificity and nominalization is not focused a lot. In the current paper, the researcher tried to review the nominalization use and related studies which have been conducted in this regard. Hopefully, results of the current investigation is useful for a number of people who can benefit the results namely students of applied linguistics who want to understand the related studies about nominalization, researchers who want to conduct their studies of nominalization and interested people to applied linguistics.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123607419","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 Role of Lexical Chunks in Writing and Its Implications for College English Teaching 语块在写作中的作用及其对大学英语教学的启示

Studies in English Language Teaching Pub Date : 2021-10-16 DOI: 10.22158/selt.v9n5p1

Jianwei Wang

引用次数: 0

A Case Study on the Development of Chinese EFL Debaters’ Argumentative Competence 中国英语辩手辩论能力发展的个案研究

Studies in English Language Teaching Pub Date : 2021-09-29 DOI: 10.22158/selt.v9n4p56

Wang Liqing

引用次数: 1

What Impact Does A Content and Language Integrated Learning (CLIL) Approach Have on Vocabulary Acquisition? 内容与语言整合学习对词汇习得有何影响?

Studies in English Language Teaching Pub Date : 2021-09-14 DOI: 10.22158/selt.v9n4p44

Iain Stanley

引用次数: 0

The Applications of Domestication and Foreignization in the Translation of English and Chinese Movie Titles 归化与异化在英汉电影片名翻译中的应用

Studies in English Language Teaching Pub Date : 2021-09-06 DOI: 10.22158/selt.v9n4p34

Li Shan

引用次数: 3

A Case for Pedagogic Writing Instruction for Pre-Service Teachers to Learn Applied Grammar in the Context of Their Own Writing 职前教师在写作环境中学习应用语法的教学写作指导案例

Studies in English Language Teaching Pub Date : 2021-07-12 DOI: 10.22158/SELT.V9N4P1

Annette Wyandotte

{"title":"A Case for Pedagogic Writing Instruction for Pre-Service Teachers to Learn Applied Grammar in the Context of Their Own Writing","authors":"Annette Wyandotte","doi":"10.22158/SELT.V9N4P1","DOIUrl":"https://doi.org/10.22158/SELT.V9N4P1","url":null,"abstract":"Revived interest in grammar as a tool to teach writing is a phenomenon of the 21st century since inquiry in the 50s determined it to have “no positive impact on” writing instruction (Locke, 2005; Qtd. in McCormack-Colbert, Ware, & Jones, 2018, p. 165). Yet in the past two and a half decades, the concepts of Contextualized Grammar and Pedagogic Grammar have earned recognition in English and Language Education as a new kind of instruction shown to enhance writing when providing learners strategic mini lessons in grammar. This article also proposes the converse: in a college grammar course, strategic writing instruction assists students to learn grammar and usage in an applied setting of creating, revising, and editing their own texts. This article first reviews the premises and bases for the reappearance of grammar to teach writing and then describes the writer’s parallel approach to grammar instruction through the strategic use of writing assignments referred to here as Pedagogic Writing. The article closes with an account of the performances and perceptions of pre-service teachers sent to English by the School of Education to take ENG G 207, Grammar and Usage, showing preliminarily their successful application across three semesters, from spring 2020 through spring 2021.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781090","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

Complexity, Conflict, and Uncertainty: Smartphone Use and the Efficacy to Learning on University Students in EFL Classrooms 复杂性、冲突与不确定性:智能手机在大学生英语课堂中的使用与学习效果

Studies in English Language Teaching Pub Date : 2021-06-29 DOI: 10.22158/selt.v9n3p79

L. Chang

{"title":"Complexity, Conflict, and Uncertainty: Smartphone Use and the Efficacy to Learning on University Students in EFL Classrooms","authors":"L. Chang","doi":"10.22158/selt.v9n3p79","DOIUrl":"https://doi.org/10.22158/selt.v9n3p79","url":null,"abstract":"The use of smartphones among university students is like a double-edged sword (Qi, 2019), on the positive side, it can boost academic performance; on the negative side usage (or the restriction of it) can detract from learning. The studies offered seem to create a dichotomy: smartphone use during class is either positive or negative. This paper, however, aims to reveal how students’ smartphone use in the classroom is an intricate, conflicting picture that has several layers of complexity creating a confusing picture for the instructor as to how, when, or why to use smartphones in the classroom. In order to explore Taiwanese university students’ potential conflicting viewpoints on the smartphone uses during class time, this study collects both quantitative and qualitative data for data analysis. All the questionnaire respondents used their smartphones during class time. The main reason they do so is due to learning purposes (e.g., check English words online, participate in class activities). However, it is interesting to note that the most frequent uses for the students are for personal reasons, e.g., check the time, check personal messages. Moreover, quantitative data shows that 2/3 of the participants in this study believed that it is all right to use their smartphone during the class, because being able to check information online aids their learning during the class. On the other hand, about 1/3 of the students believed that cellphone use is a distraction for them during the class. Semi-structured interviews also reveal that the interviewees expressed that they have mixed feelings about the appropriateness of the use of smartphones during class. Hopefully, these data can shed light on how teachers approach students’ smartphone uses policy in class.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127759650","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

Conversational Interaction and Second Language Development: Recasts, Responses and Red Herrings? Alison Mackey and Jennifer Philip, The Modern Language Journal (1998), pp. 339-356. 会话互动与第二语言发展:重铸、回应与转移注意力?Alison Mackey和Jennifer Philip，《现代语言杂志》(1998)，第339-356页。

Studies in English Language Teaching Pub Date : 2021-06-29 DOI: 10.22158/selt.v9n3p89

D. Yi

引用次数: 0

The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing 即时与延迟教师反馈对二语写作的影响

Studies in English Language Teaching Pub Date : 2021-06-26 DOI: 10.22158/selt.v9n3p69

D. Yi

引用次数: 1

L1 Use and L2 Vocabulary Retention: Help or Hindrance? 母语使用和第二语言词汇保留:帮助还是阻碍?

Studies in English Language Teaching Pub Date : 2021-06-26 DOI: 10.22158/selt.v9n3p47

D. Yi

引用次数: 1