Language Education in Asia最新文献_第10页

Motivating Activities in Test Preparation Writing Classes: A Case Study in Vietnam 备考写作课的激励活动:越南个案研究

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A07/LOAN

N. Loan

{"title":"Motivating Activities in Test Preparation Writing Classes: A Case Study in Vietnam","authors":"N. Loan","doi":"10.5746/LEIA/12/V3/I1/A07/LOAN","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A07/LOAN","url":null,"abstract":"TOEFL iBT and IELTS preparation courses have become increasingly popular in Vietnam over the past few years due to the increasing demand for overseas study. However, little research has been conducted into how to teach these courses effectively and interestingly. This paper describes action research that aims to discover activities that motivate students in TOEFL iBT and IELTS writing classes at a private foreign language center in Vietnam. The paper shares findings from a qualitative study involving the researcher’s observations, questionnaires for writing teachers and students, and course evaluations carried out by the center. Class diaries, teacher expertise, and activities organized in a communicative way tended to motivate these students. The findings suggest a new model for effectively teaching English in a culturally-based context of learning that exists in Vietnam (Ellis, 1994; Le Ha, 2004; Lewis & McCook, 2002) and in other Asian countries with similar cultural values. Recently, Vietnamese learners have had a tendency to earn degrees from foreign countries. This has led to a demand for English courses for learners to prepare for studying abroad, which the public school curriculum cannot meet. To meet learners’ objectives, many private English language centers provide academic English courses focusing on test preparation (e.g., TOEFL iBT and IELTS). To attract more students and encourage teachers to provide interesting lessons for students, classrooms in English as a foreign language (EFL) centers have been equipped with networked computers, speakers, and projectors. Some centers have even prepared e-materials (original academic English textbooks are scanned and audio files are added) for teachers to use to improve effectiveness and encourage teachers to be innovative. Some teachers now employ the communicative language teaching approach (CLT) or design and modify textbook material with software to move away from traditional ways of teaching students with just a textbook. Despite these improvements, in a survey by the researcher (see Appendix A) of teachers of writing, three-quarters of these teachers reported that the general atmosphere in their writing courses was “quiet” (see Appendix B). (Vietnamese teachers teach writing and reading skills 1 Language Education in Asia, 2012, 3(1), 71-84. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A07/Loan","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124656483","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

Reflective Teaching Practice: The Instructor as Researcher 反思性教学实践:教师作为研究者

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A01/STROUPE

Richmond Stroupe

引用次数: 0

Post-Text and In-Text Corrective Feedback 文本后和文本中纠正反馈

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A08/BANKIER

Jean-Gabriel Bankier

{"title":"Post-Text and In-Text Corrective Feedback","authors":"Jean-Gabriel Bankier","doi":"10.5746/LEIA/12/V3/I1/A08/BANKIER","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A08/BANKIER","url":null,"abstract":"A number of studies have shown that feedback on writing has a positive effect on improvements in drafts. Studies have focused on indirect and direct forms of feedback, as well as comparing different treatments of indirect feedback. In particular, studies have compared correction keys (in-text feedback) with highlighting or underlining errors. This paper describes an alternative system, post-text feedback, in which comments are made on language errors at the end of the text rather than through a correction key. The rationale for this system is described with reference to relevant research. To evaluate its potential effectiveness, two small groups of learners were given feedback based on two systems: in-text and post-text feedback. Written drafts from the participants were then compared to determine if post-text feedback led to an equal amount of correct revisions. ! ! Types of Feedback in L2 Writing Studies have researched feedback in terms of direct and indirect. In direct feedback, the teacher provides the form necessary to correct an error. In indirect feedback, the error is marked, but the correct form is not provided. Several types of indirect feedback are described below. In-Text Coded Feedback. One example of indirect feedback is the usage of a correction key (see Appendix A) to mark errors within the text of the learner’s writing. This type of feedback is usually referred to as coded feedback. A key consists of symbols or abbreviations corresponding to common errors. Table 1 shows an example of teacher feedback and the desired learner correction. Table 1 Correction Key Examples in Practice Teacher Feedback Learner Revision wf I was very happiness. I was very happy. I asked!brother. I asked my brother. Note. See Appendix A for the correction key. 1 Language Education in Asia, 2012, 3(1), 85-95. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A08/Bankier","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126110639","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

Use of the Mother Tongue in Teaching a Foreign Language 母语在外语教学中的运用

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A02/TIMOR

Tsafi Timor

{"title":"Use of the Mother Tongue in Teaching a Foreign Language","authors":"Tsafi Timor","doi":"10.5746/LEIA/12/V3/I1/A02/TIMOR","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A02/TIMOR","url":null,"abstract":"This article addresses the controversy around teacher use of the mother tongue (MT) in foreign language (FL) teaching. Empirical and theoretical knowledge advocates that the MT should be incorporated by teachers in FL classrooms. The present study was conducted among 112 English language teachers in Hebrew-speaking elementary and secondary schools in Israel. The research tool was a questionnaire designed specifically for the purpose of the study. Findings demonstrate that teachers’ overall attitude towards MT use in FL classrooms is positive; they report using the MT for teaching purposes and a small number use the MT for classroom management purposes. Elementary and secondary school teachers differ in their use of the MT. Findings may be useful to language education policy-makers in designing more formal and concrete guidelines to help FL teachers use students’ MT judiciously. The article offers a model for an efficient use of the MT in FL classrooms. The question whether the students’ mother tongue (MT) should be used in English as a Foreign Language (EFL) classrooms in Israel has been re-opened to controversy recently, after many years in which the MT was discouraged on pedagogical grounds in the teaching of foreign languages (FL). This situation exists in many other countries where English as a foreign language (EFL) is taught, given the processes of globalization worldwide, e.g., German as the MT in EFL lessons in German schools or Thai as the MT in EFL classrooms in Thailand. In the state of Israel, it was difficult in the past for teachers to incorporate Hebrew as the MT into EFL classrooms for two reasons: (a) Israel was founded by Jews who immigrated to Israel from all parts of the world; thus, many English teachers were newcomers and did not speak Hebrew themselves, and (b) classes were characterized by a multiplicity of MTs. However, later, when Hebrew became a commonly spoken language for more teachers and students alike, teachers often avoided using it in teaching because it was considered pedagogically inappropriate. In Israel, EFL lessons start in Grade 2 or 3 of elementary school. Although most secondary school graduates speak English at different levels and may be exposed to English on the Internet and television, English is rarely heard or spoken on the streets. This article addresses the controversy that revolves around the pedagogical appropriateness of teacher usage of students’ MT in FL teaching. It presents findings from a study conducted !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Language Education in Asia, 2012, 3(1), 7-17. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A02/Timor!","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123711091","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: 32

Task-Based Language Learning and Student Motivation in Vocabulary Acquisition 任务型语言学习与学生词汇习得动机

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A10/THANH_HUAN

Le Ngoc Thanh, N. B. Huân

引用次数: 34

Making News: A Successful Example of Project-Based Learning 制作新闻:基于项目的学习的成功案例

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A09/DIEM

Hoang Thi Ngoc Diem

{"title":"Making News: A Successful Example of Project-Based Learning","authors":"Hoang Thi Ngoc Diem","doi":"10.5746/LEIA/12/V3/I1/A09/DIEM","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A09/DIEM","url":null,"abstract":"Project-based learning (PBL) recently has been favored by teachers using various adaptations throughout the world. The purpose of this article is to share the experience of developing language skills via a project called “Faculty Voice.” In this project, second-year students of English, worked in groups as news editors to produce news; the traditional classroom environment no longer existed. The teachers gave feedback and help when students faced problems with language and technology. All activities related to the learning process were required to cover all four macroskills. Proper criteria and rubrics were also set up for assessment. At the end of the term, changes were found not only language competence and attitude, but also in some important soft skills. The Need to Change Through the fast development of technology, the mass media has seen great progress in their effort to satisfy a large number of customers. From a linguistic and pedagogical view, the mass media have made a great contribution to both learning materials and learning methods. In addition to using news texts adjusted for student reading materials and listening extracts, the process of students “making news” by writing, producing, and presenting their own news broadcasts has been used as a technique for them to practice and acquire a foreign language. In the movement toward innovation in language teaching at the Foreign Languages Faculty at Thainguyen University in Vietnam, making news was undertaken as a project-based learning (PBL) technique for second-year English majors with the main aim of enhancing English competence among students and experimenting with a new way of learning and teaching. Formerly, teachers were encouraged to design their lessons in such a way that there needed to be a more communicative context for learners themselves to produce the language item after it was presented and control-practiced. This P-P-P (Present, Practice, and Produce) approach was seen as the core of communicative methodology and proved to be more effective than previous approaches. However, teaching and learning is always demanding work, and the P-P-P approach sometimes seemed inadequate. More tasks and activities needed to be integrated into the approach to create more student interaction and meaningful communication. In this age of internationalization, learners are in a more accessible world of learning, not limited to a forty-five-minute class with teachers as the only source of knowledge. The question for teachers is how to create an authentic task for students to learn and how to 1Language Education in Asia, 2012, 3(1), 96-105. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A09/Diem Language Education in Asia, Volume 3, Issue 1, 2012 Diem Page 97 integrate students’ exposure to the language into the syllabus. Among sources of access to language after school, news programs or channels in the target language appear to be common. The application of PBL is not new at the faculty (Diem, 2009)","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124468600","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

Improving Student Writing with Paper-Based and Computer-Based Text Analysis 利用纸本和计算机文本分析提高学生写作水平

Language Education in Asia Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A06/OGHIGIAN_CHUJO

Kathryn Oghigian, K. Chujo

{"title":"Improving Student Writing with Paper-Based and Computer-Based Text Analysis","authors":"Kathryn Oghigian, K. Chujo","doi":"10.5746/LEIA/12/V3/I1/A06/OGHIGIAN_CHUJO","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A06/OGHIGIAN_CHUJO","url":null,"abstract":"In this study, mixed proficiency level classes of science and engineering university students performed both paper-based and computer-based text analysis using corpora to improve specific language forms such as noun, verb, and prepositional phrases, statements of intent, and results reporting in the production of a 2000-word academic research paper. Preand post-language samples for noun phrases and student feedback were analyzed to determine the effectiveness of this approach. Results were grouped into advanced and intermediate level students. Despite 5% and 8% overall gains respectively, more individual gains were seen with the advanced level students. All student responses to questionnaires regarding the usefulness of corpora and the various corpus tasks were positive. While advanced level students seemed to benefit the most from the corpus tasks, 90% of students reported they would use corpus analysis in the future, and 83% felt their writing had improved; thus, intermediate level students also benefited. Corpus-Based Exercises in the L2 Classroom Corpus-based text analysis has been shown to benefit L2 students in many ways. The learner controls the learning process (Braun, 2005; Huang, 2008), inductive thinking is encouraged (Johns, 1991), and there is a virtually limitless supply of data (Conrad, 2000). Since corpusbased text analysis is text-oriented and uses lexical patterns, it naturally lends itself to reading and writing (Flowerdew, 2002). Because grammar and vocabulary are interrelated (Sinclair, 1991), it is possible to clearly see common patterns and frequency of language use (Biber & Conrad, 2001). Yoon and Hirvela (2004) report that corpus analysis is increasing for English for Specific Purposes (ESP) courses in particular, since authentic texts provide specialized word patterns. Learners are able to see technical words in context, commonly occurring phrases and language chunks, and, as Yoon and Hirvela (2004, citing Odlin, 2001) noted, “where to put words into sentences.” In addition, various studies using corpus analysis in the L2 classroom report on particular language objectives. A sampling includes academic English vocabulary (Thurston & Candlin, 1 Language Education in Asia, 2012, 3(1), 60-70. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A06/Oghigian_Chujo Language Education in Asia, Volume 3, Issue 1, 2012 Oghigian and Chujo Page 61 1998), the overuse of logical connectors (Milton & Tsang, 1993), basic grammatical structures such as noun and verb phrases (Chujo & Oghigian, 2008) and ESL university-level writing (Yoon & Hirvela, 2004). With the exception of Chujo and Oghigian, these studies have been conducted with intermediate or advanced level learners. In fact, there are very few studies at the beginner level (Boulton, 2008) or studies that incorporate data driven learning (DDL) in a class comprised of a range of levels. (For an excellent literature review focused on writing and student attitudes toward corpus use, see Yoon & H","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"247 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123077758","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

EFL Learnersʼ Reading Strategy Use in Relation to Reading Anxiety 英语学习者的阅读策略使用与阅读焦虑的关系

Language Education in Asia Pub Date : 2011-12-30 DOI: 10.5746/LEIA/11/V2/I2/A03/LIEN

Hsin-Yi Lien

{"title":"EFL Learnersʼ Reading Strategy Use in Relation to Reading Anxiety","authors":"Hsin-Yi Lien","doi":"10.5746/LEIA/11/V2/I2/A03/LIEN","DOIUrl":"https://doi.org/10.5746/LEIA/11/V2/I2/A03/LIEN","url":null,"abstract":"The study investigated EFL learners’ reading strategies use in relation to reading anxiety and gender after their participation in extensive reading as a supplemental course requirement. One hundred and eight EFL college freshmen completed a questionnaire, a survey of Foreign Language Reading Anxiety Scale (FLRAS), and a modified Survey of Reading Strategies (SORS) after eighteen weeks of participation in extensive reading. The results indicate a negative correlation between reading anxiety and reading strategies. It was also found that EFL learners with low anxiety levels tended to use general reading strategies such as guessing, while EFL learners with high anxiety levels employed basic support mechanisms, such as translation, to help themselves understand texts. Some reading strategies were more used by high-anxiety level readers than low-anxiety level readers. Additionally, females tended to be slightly more anxious than males in reading. Language anxiety, a complex psychological construct, is regarded as an affective variable in the language learning process. Research on language anxiety has examined the possible relationship between anxiety and performance, and its interference in language competence (Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1989; Sellers, 2000). The majority of studies have centered on the influence of language anxiety on listening or speaking in language classroom (Horwitz et al., 1986; Phillips, 1992; Price, 1991; Young, 1991). However, anxiety also can be a crucial filter for foreign language (FL) learners as they attempt to comprehend reading or listening passages. The literature on foreign language reading suggests that affective variables such as anxiety could be contributing factors in reading performance (Mohd. Zin & Rafik-Galea, 2010; Saito, Horwitz, & Garza, 1999; Sellers, 2000). In a preliminary study, Saito et al. (1999) indicated that foreign language reading anxiety is distinct from general foreign language anxiety and concluded that learners’ levels of reading anxiety were correlated with","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130853711","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: 54

Supporting the Success of English Language Learners in the Asian Region 支持亚洲地区英语学习者的成功

Language Education in Asia Pub Date : 2011-12-30 DOI: 10.5746/LEIA/11/V2/I2/A00/STROUPE

Richmond Stroupe

{"title":"Supporting the Success of English Language Learners in the Asian Region","authors":"Richmond Stroupe","doi":"10.5746/LEIA/11/V2/I2/A00/STROUPE","DOIUrl":"https://doi.org/10.5746/LEIA/11/V2/I2/A00/STROUPE","url":null,"abstract":"Internationalization, globalization, and regionalization are increasingly promoting the importance and popularity of English language teaching and learning in Asia. While controversies and debates remain concerning level appropriacy, access, local contextual influences, teacher qualifications, status compared to local languages, and identity (Bray, 2000; Hallak, 2000; Kirkparick, 2010; Phillipson, 1992, 2001; Rahman, 2009), the influence of English is growing, and is predicted to continue to grow in the coming decades (Graddol, 1997, 2006; Nunan, 2003; Phillipson, 2001; Stroupe, 2010). Politically, a number of countries and regional blocs have made moves that have influenced the importance of English in the region, most notably the adoption by the Association of Southeast Asian Nations (ASEAN) of English as the working language of the organization (Kirkpatrick, 2011) and the entry of China into the World Trade Organization (WTO) (Nunan, 2003). In addition, in 2004 and 2005, the Asia-Pacific Economic Cooperation (APEC) organization made a move to focus on developing the English (and Mandarin) language skills in the region through the Strategic Plan for English and Other Languages to further advance economic development (Asia-Pacific Economic Cooperation, 2005).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114856341","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

Guidance for Learners’ Improvement of Speaking Skills 学习者口语技能提高的指导

Language Education in Asia Pub Date : 2011-12-30 DOI: 10.5746/LEIA/11/V2/I2/A04/DOAN

L. Doan

引用次数: 5