Australian Journal of Applied Linguistics最新文献_第5页

Exploring advanced EFL learners’ awareness of communication strategies 探究高级英语学习者的交际策略意识

Australian Journal of Applied Linguistics Pub Date : 2009-08-31 DOI: 10.29140/ajal.v5n2.686

S. Ostovar-Namaghi, Fereshteh Mohit, Mostafa Morady Moghaddam

{"title":"Exploring advanced EFL learners’ awareness of communication strategies","authors":"S. Ostovar-Namaghi, Fereshteh Mohit, Mostafa Morady Moghaddam","doi":"10.29140/ajal.v5n2.686","DOIUrl":"https://doi.org/10.29140/ajal.v5n2.686","url":null,"abstract":"Data Availability All relevant data are within this paper. Abstract The present study explores communication strategies used by Iranian advanced EFL learners to overcome communication problems. This study aims to explore EFL learners’ awareness of communication strategies. To this end, 17 advanced EFL learners who were willing to partici-pate in the study were selected through snowball sampling. Their awareness of communication strategies was then explored through open-ended interviews and analyzed in line with the cod-ing schemes of grounded theory (Strauss & Corbin, 1991). Iterative data collection and analysis yielded four main categories including explicit, reciprocal, implicit, and reduction strategies. Each of these strategies covers some subcategories. To visualize the findings and explore the degree to which the abstracted strategies reflect the participants’ perspective, the transcribed data, along with the emerged strategies were fed to MAXQDA. This study can contribute to effective oral communication by elaborating on the notion of communication strategies and reaching communicative goals. The findings have implications for language learners, language teachers, and materials developers.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114539105","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

(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective (二)从共性理论的角度看对比修辞学的基本交际原则

Australian Journal of Applied Linguistics Pub Date : 2009-08-31 DOI: 10.29140/ajal.v5n2.783

Jonathan Brown

{"title":"(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective","authors":"Jonathan Brown","doi":"10.29140/ajal.v5n2.783","DOIUrl":"https://doi.org/10.29140/ajal.v5n2.783","url":null,"abstract":"relevant data are within this paper. Abstract Contrastive rhetoric (CR) has made great contributions to our understanding of L2 writing. Nevertheless, CR has endured countless criticisms over the years, resulting in “reimagined” forms attempting to address many of these criticisms. In doing so, these forms have shaped CR into a collection of complex ideologies that have unnecessarily complicated CR and impeded its efficacy in both research and the classroom. Therefore, to make it more practicable, it must be decluttered and brought back to its fundamentals. To accomplish this, I look at CR within the theoretical framework of Clark’s (1996) Common Ground (CG) theory, which affixes it to something much more universal and heterogeneous—communication. Essen -tially, what I postulate here is that when CR is considered in tandem with CG theory, it is shifted from an ideological theory that fails to take into consideration socially and politically conscructed notions of L2 writing to an approach concerned with basic communication principles. When this shift occurs, many of its criticisms can then be assuaged and CR can once again become more practical for researchers and an effective tool for teachers to help their students achieve their writing goals.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"66 30","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134195824","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

Exploring the data-driven approach to grammar instruction in the ELT context of Turkey 土耳其英语教学中数据驱动的语法教学方法探讨

Australian Journal of Applied Linguistics Pub Date : 2009-08-31 DOI: 10.29140/ajal.v5n2.713

M. Özer, Ali Özbay

{"title":"Exploring the data-driven approach to grammar instruction in the ELT context of Turkey","authors":"M. Özer, Ali Özbay","doi":"10.29140/ajal.v5n2.713","DOIUrl":"https://doi.org/10.29140/ajal.v5n2.713","url":null,"abstract":"relevant data this paper. Abstract This study aims at a rediscovery of the extent to which a Data Driven Learning (DDL)-based intervention could become instrumental in facilitating grammar instruction with a specific focus on English for Academic Purposes (EAP) and learner autonomy in a preparatory program comprised mostly of Turkish-L1 learners. It provides a context-restricted longitudinal depiction of the effectiveness of a DDL-based grammar instruction endorsed by teacher mentorship across groups asynchronously, thus re-testing the limits of DDL-oriented corpus pedagogy in contexts where a control group is not available. To this end, a corpus was compiled out of the existing reading and listening materials in use ad hoc as the Alternative Corpus of Academic Texts (ACAT), and a total of 19 grammar lessons covering topics in the curriculum of the second level of the grammar course were developed using the ACAT. Blind pre-and post-test procedures were administered with all four experimental groups independent of each other to gradually build up an understanding of the governing pattern of learner achievement through DDL and corpus-based teacher-prepared materials. The analysis demonstrated a rise in student achievement across all groups despite the lack of a teacher disseminating knowledge to students DDL-enhanced teaching. With the design being unorthodox, this study shows that the triple powers of DDL, self-discovery, occasional teacher supervision, in class in the traditional sense, thus showing that a sense of autonomy could be fostered through and corpus-based teaching materials, could help learners survive autonomously no matter how hectic the curriculum run at an institution is. Further research is needed to deepen this insight so that this sort of DDL practice could be implemented at an institutional level.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128972939","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

Review of Teacher Transition into Innovative Learning Environments: A Global Perspective 教师向创新学习环境的转变:全球视角

Australian Journal of Applied Linguistics Pub Date : 2009-08-31 DOI: 10.29140/ajal.v5n2.721

Delin Deng, Feng Wang

引用次数: 0

Automated identification of discourse markers using NLP approach: The case of okay 用NLP方法自动识别话语标记:ok的情况

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.538

Abdulaziz Sanosi, Mohamed Abdalla

引用次数: 1

What constitutes vocabulary learning difficulty? A classroom-based study of semantic relatedness and L1 familiarity effects on L2 word learning 什么构成词汇学习困难?语义关联和母语熟悉度对二语词汇学习影响的课堂研究

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.545

Hanzhong Sun, Shaohua Fang

{"title":"What constitutes vocabulary learning difficulty? A classroom-based study of semantic relatedness and L1 familiarity effects on L2 word learning","authors":"Hanzhong Sun, Shaohua Fang","doi":"10.29140/ajal.v4n3.545","DOIUrl":"https://doi.org/10.29140/ajal.v4n3.545","url":null,"abstract":"There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1 familiarity, one of the lexical factors confirmed to impact L2 learnability. Another goal of this study is to explore the extent to which semantic relatedness interacts with L1 familiarity, thus helping us determine the suitable condition under which word learning takes place. Towards these two aims, four sets of English target words matched in length were created (i.e., words of high/low L1 familiarity placed in semantic related/unrelated sets). For each set, after the timed learning session, an immediate posttest and an unannounced one-week delayed posttest, both of which measured the receptive knowledge of the target words, were administered to forty-one English as foreign language (EFL) learners. The results showed that (a) semantic relatedness negatively affected L2 word learning on the delayed posttest only, regardless of L1 familiarity status, suggesting a robust hindrance effect; (b) L1 familiarity persistently served as a facilitative force, as it aided the acquisition of both semantically related and unrelated word sets on both posttests; (c) similar L1 familiarity levels might result in additional interference. Our findings highlight the complex interplay between these two input-related variables.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127578260","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

Review of Language Learning Environments: Spatial Perspectives on SLA 语言学习环境研究综述:空间视角下的二语习得

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.578

A. Panahi

引用次数: 0

Review of Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning 危机背景下的根本性教育解决方案综述:COVID-19是全球学习的机遇

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.576

Eunjeong Park

引用次数: 30

Constraints imposed on the creative cover letter writing by digital online job advertisements 数字在线招聘广告对创造性求职信写作的限制

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.513

D. Ho, Alex Henry

引用次数: 1

Irish language self-efficacy beliefs: Mediators of performance and resources 爱尔兰语自我效能信念:绩效与资源的中介

Australian Journal of Applied Linguistics Pub Date : 2008-12-31 DOI: 10.29140/ajal.v4n3.526

S. Barry

引用次数: 1