International Journal of English Language Teaching最新文献_第10页

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text 错误重要吗?实际和感知的二语英语写作错误对母语和非母语英语使用者对文本、作者和文本说服力的评价的影响

International Journal of English Language Teaching Pub Date : 2018-11-20 DOI: 10.5430/IJELT.V6N1P1

B. Planken, F. V. Meurs, Karin Maria

{"title":"Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text","authors":"B. Planken, F. V. Meurs, Karin Maria","doi":"10.5430/IJELT.V6N1P1","DOIUrl":"https://doi.org/10.5430/IJELT.V6N1P1","url":null,"abstract":"Building on studies of L1 error effects in writing, the present study aimed to gain further insight into thecommunicative consequences of actual and perceived L2 errors in writing by investigating their effects beyond theevaluation of text quality. No studies of L2 writing would appear to have investigated the impact of errors onperception of the author and communicative outcomes. We investigated the effect of L2 English errors in persuasivewriting on native and non-native English speakers’ evaluation of the text, of the author, and of the persuasiveness ofthe text. Selected, authentic, errors from a corpus of petitions written in English by Dutch native speakers wereincluded in a stimulus text. Two versions of the text were presented to (non-teacher) participants in a 2 (errors vs. noerrors) by 2 (native vs. non-native judges) between-subject experimental design. It was found that, while actual errorhad no effect on the participants’ evaluation of the text, the author, or the persuasiveness of the text, perceived error(that is, if participants thought the text contained errors) had a significant negative effect on text attractiveness andthe author’s trustworthiness, friendliness and competence. Thus, the findings would suggest that perceived errorplays an important role in how non-teacher judges evaluate a text and its author, and, more generally, that suchjudges would seem to use their own standards of correctness against which to judge writing and the writer, regardlessof whether the judges are native or non-native speakers.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125027036","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: 5

Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English 二语请求和拒绝言语行为产生的任务前计划时间策略

International Journal of English Language Teaching Pub Date : 2018-07-20 DOI: 10.5430/ijelt.v5n2p67

Hadi Maghsoud

引用次数: 0

Teaching and Learning English as a Foreign Language 教与学英语作为一门外语

International Journal of English Language Teaching Pub Date : 2018-07-20 DOI: 10.5430/ijelt.v5n2p57

Thara Mahmoud Ali Al-oglah

{"title":"Teaching and Learning English as a Foreign Language","authors":"Thara Mahmoud Ali Al-oglah","doi":"10.5430/ijelt.v5n2p57","DOIUrl":"https://doi.org/10.5430/ijelt.v5n2p57","url":null,"abstract":"The teaching and learning of a specific language whether it's considered foreign or second, has changed throughout the years. It began to transfer from a setting where the teacher was the basic and the role model into a setting where the learner would become the center or the focus. If we take in consideration all of these findings, methods, and approaches, in addition to the experiences which were created and further emphasized in an environment where learning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, in certain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change in the way foreign languages came to be taught. That is, from the way the foreign language would be specified to a certain approach where we would calculate the competence and the performance of a learner. This has led to a shift from the tutor being the figure of authority, the specialized person, and the role model into the facilitator where he would guide students in the learning process to bring about change. The enhancements of today's time tend to focus on social media in addition to the current research being carried out. Moreover, public pedagogy is also very important and always creates a path towards constructing, bettering and increasing the level of competence of the learner when acquiring a specific language.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114143763","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

Integrated Supplementary Task-based Games 集成补充任务型游戏

International Journal of English Language Teaching Pub Date : 2018-07-15 DOI: 10.5430/IJELT.V5N2P43

Hadi Maghsoud

引用次数: 1

Attachment Preferences of L2 Learners in a Production Task 二语学习者在生产任务中的依恋偏好

International Journal of English Language Teaching Pub Date : 2018-07-15 DOI: 10.5430/IJELT.V5N2P50

Hadi Maghsoud

引用次数: 0

A Corpus-based Study of Bubble Metaphor in the American Real Estate Market 基于语料库的美国房地产市场泡沫隐喻研究

International Journal of English Language Teaching Pub Date : 2018-07-12 DOI: 10.5430/IJELT.V5N2P34

Guihang Guo, Zhaohui Wang

引用次数: 0

Prepositional Phrase Attachment Global Ambiguity Resolution in Semantically Biased and Neutral Conditions by L2 Learners 二语学习者在语义偏倚和语义中立条件下介词短语依恋的全局歧义消解

International Journal of English Language Teaching Pub Date : 2018-06-12 DOI: 10.5430/IJELT.V5N2P20

Hadi Maghsoud

{"title":"Prepositional Phrase Attachment Global Ambiguity Resolution in Semantically Biased and Neutral Conditions by L2 Learners","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P20","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P20","url":null,"abstract":"This study investigated the prepositional phrase attachment preferences of Persian speaking second language learnersof English in dealing with globally ambiguous sentences. Results are reported from 34 participants across twoproficiency levels who took part in an online reading task and an offline reading task. In both tasks, the preferenceswere examined in biased and neutral conditions; in the former the verb was semantically biased towards the DPinside the PP (e.g. Peter killed the man with a gun) and in the latter condition there was no bias (e.g. Peter met theman with a gun). The findings showed that in both online and offline reading tasks participants resolved theambiguity by attaching the ambiguous DP to the verb, being influenced by the semantic relationship between the two,but in the neutral condition, the preferences were almost equal for both interpretations. The proficiency level did notinfluence preferences except for a slight interaction effect in the offline reading task. The findings indicate that L2learners of different proficiency levels rely on semantics rather than syntax in processing globally ambiguoussentences. The findings of this study in the neutral condition, are in line with the unrestricted race model. However,this model and the constraint-based theories fail to provide a proper explanation for the biased and neutral conditionsrespectively. It is suggested that discrepancy between the assumptions of the constraint-based theories and theunrestricted race model seems to be due to ignoring the role of semantic relationship between phrases in sentencesused for elicitation of parsing preferences; a factor that needs to be taken into account in future studies.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125537558","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 Impact of Letter of Intent as Gatekeeping Encounters on Saudi Students Graduate Applications 意向书对沙特学生研究生申请的影响

International Journal of English Language Teaching Pub Date : 2018-06-12 DOI: 10.5430/IJELT.V5N2P12

M. Alzahrani

引用次数: 0

Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers 英语母语与非母语教师身份认同的师生合作对话

International Journal of English Language Teaching Pub Date : 2018-06-03 DOI: 10.5430/IJELT.V5N2P1

Hadi Maghsoud

{"title":"Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P1","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P1","url":null,"abstract":"The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"PC-20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666821","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