International Journal of Foreign Language Teaching and Research最新文献_第7页

The Dilemma of Utilising the Present Perfect Tense in English Writing by Arab English Learners 阿拉伯英语学习者在英语写作中使用现在完成时的困境

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.32

S. M. Jubran, S. Khrais

{"title":"The Dilemma of Utilising the Present Perfect Tense in English Writing by Arab English Learners","authors":"S. M. Jubran, S. Khrais","doi":"10.17507/jltr.1405.32","DOIUrl":"https://doi.org/10.17507/jltr.1405.32","url":null,"abstract":"This study diagnoses the challenges of foreign language learners in using the present perfect tense when writing in English. Most foreign language learners fail to correctly write sentences using the present perfect tense and substitute it with the past tense. The researchers suggest an instructional program based on steps for teachers to solve the problem of the present perfect tense. The study sample is twenty students in the seventh grade in one of the government schools for girls. The researchers asked the participants to write sentences using the present perfect tense. After analysing students' sentences, the researchers detected many incorrect cases of using of the present perfect tense and highlighted the incorrect usage for discussion. The results show that most errors stemmed from Arabic words interfering with English. The present perfect tense presents more significant challenges for Arab students than the simple past tense. The study showed that students' native language influences English grammatical structure use. These results have significant implications for how the mother language affects EFL classrooms. The results also reflect the students’ misunderstanding of the meaning of the present perfect since they are unfamiliar with the function of the present tense. Finally, teachers are part of the problem because they follow the traditional grammar teaching method, which focuses on structure rather than function. The researchers suggest a series of recommendations based on the study's findings.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"138 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83008575","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 Image of the Arab World in the Spanish and Latin American Journalistic Discourse: Immigration as an Example 西班牙和拉丁美洲新闻话语中的阿拉伯世界形象:以移民为例

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.26

Abdullah M. Al-Amar, M. Ababneh

引用次数: 0

Teaching English to Students With Special Needs: A Case Study in Jordan 特殊需要学生英语教学:以约旦为例

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.11

Nibal Malkawi, Mallouh M. Al-Slaihat, Nagham M. Abu Al Basal, M. Sakarneh, A. Alkhaldi, Hanan K. Al-Jezawi, M. Rababah

{"title":"Teaching English to Students With Special Needs: A Case Study in Jordan","authors":"Nibal Malkawi, Mallouh M. Al-Slaihat, Nagham M. Abu Al Basal, M. Sakarneh, A. Alkhaldi, Hanan K. Al-Jezawi, M. Rababah","doi":"10.17507/jltr.1405.11","DOIUrl":"https://doi.org/10.17507/jltr.1405.11","url":null,"abstract":"Students with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession were positive and above average, and there was a difference in their attitudes to their profession in general according to the “experience” variable. However, there were no differences in the teachers’ attitudes to their profession according to the “academic qualification.” The findings can contribute to identifying the most important factors that influence the decision-making of newly appointed teachers whether to enter the profession of teaching English to students with special needs.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89650787","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

Uncovering the Edge of Ambivertedness in Acquiring the English Language 揭示英语习得中“两面性”的边缘

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.25

Thao T. Le, T. T. Phạm, Y. H. Phuong, Hai-Yen T. Thieu, Thi A. Nguyen, T. H. Nguyen, Anh-Thu T. Huynh

{"title":"Uncovering the Edge of Ambivertedness in Acquiring the English Language","authors":"Thao T. Le, T. T. Phạm, Y. H. Phuong, Hai-Yen T. Thieu, Thi A. Nguyen, T. H. Nguyen, Anh-Thu T. Huynh","doi":"10.17507/jltr.1405.25","DOIUrl":"https://doi.org/10.17507/jltr.1405.25","url":null,"abstract":"The current study endeavors to investigate the preferred English language learning strategies among individuals who self-identify as ambiverts. A mixed-methods research design, comprising a survey questionnaire and follow-up interviews, was implemented to gather data from a sample population of 68 English-major students, of which 22 self-identified as ambiverts. The study aimed to elucidate the influence of the balance between introversion and extroversion on ambiverts’ favored learning strategies and to examine the benefits this balance provides in terms of selecting strategies that are best adapted to their unique needs and preferences. The results demonstrate that ambiverts favored affective learning strategies, such as musical accompaniment and positive self-talk, as well as compensatory strategies, such as deductive reasoning and seeking assistance. Furthermore, ambiverts displayed a proclivity for metacognitive strategies, including the recognition of faults and focusing on specific tasks, and memory-related strategies, including the utilization of color-coding and the integration of images and keywords. The study also revealed that social strategies, such as collaboration with others and seeking clarification, were favored by ambiverts, emphasizing the significance of interaction and engagement in the learning process. These findings have important implications for language educators and may inform the development of more inclusive learning materials that cater to a broad range of learning styles, including ambiverts, and enhance the effectiveness of language instruction.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"22 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80046369","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

Willa Cather's Notion on Traditional American Women in the Novel My Antonia: An Approach of Genetic Structuralism 薇拉·凯瑟在小说《我的安东尼娅》中的传统美国女性观:一种遗传结构主义的视角

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.18

Abbas Abbas, Amir Pattu, Fathu Rahman, Abidin Pammu, Muhammad Syafri Badaruddin

{"title":"Willa Cather's Notion on Traditional American Women in the Novel My Antonia: An Approach of Genetic Structuralism","authors":"Abbas Abbas, Amir Pattu, Fathu Rahman, Abidin Pammu, Muhammad Syafri Badaruddin","doi":"10.17507/jltr.1405.18","DOIUrl":"https://doi.org/10.17507/jltr.1405.18","url":null,"abstract":"This article discusses the traditional American woman initiated by Willa Cather in the novel My Antonia. It was written in 1913 which describes the social conditions of the frontiers in the farming areas of the American West in Nebraska, Hastings, Black Hawk, Lincoln, and others. Frontiers generally still maintain traditional values in the survival of their families, especially Nebraska. The literary study method used in this article is the Genetic Structuralism Approach which emphasizes the sociological analysis of literature based on the structural meaning of literature and literary genetics. This approach is very appropriate to be used to find universal values documented in literary works which are termed vision du monde or world views. This research found Willa Cather's imaginative ideas about traditional American women in the novel My Antonia which includes aspects of performance, position, role, identity, and perspective. Traditional women's performances have the same appearance and clothing as traditional women in general in America. The traditional position of a woman is as the wife of her husband and the mother of her children. The role of traditional women is to take care of the household and to maintain the continuity of family life. Traditional women's identity is a housewife. The perspective of traditional women is to devote all their souls and bodies for family happiness, domestic harmony, and maintaining good relations with neighbors. Then Willa Cather's notion of traditional American women is full domestication and partial domestication.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75265288","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 Twentieth Century Politics of Neologisms and Toponyms in the Albanian Language 20世纪阿尔巴尼亚语的新词和地名政治学

International Journal of Foreign Language Teaching and Research Pub Date : 2023-09-01 DOI: 10.17507/jltr.1405.04

Maklena Çabej

{"title":"The Twentieth Century Politics of Neologisms and Toponyms in the Albanian Language","authors":"Maklena Çabej","doi":"10.17507/jltr.1405.04","DOIUrl":"https://doi.org/10.17507/jltr.1405.04","url":null,"abstract":"This study analyses the political reasons behind the introduction of neologisms and new toponyms by the two most powerful Albanian rulers during the twentieth centuries, Ahmet Zogu and Enver Hoxha. The study adopts an interdisciplinary approach which combines linguistic, political and historical analysis, with selected reference to anthropological and folkloristic research. The analysis is based on a thorough review of scientific literature and official documents and periodic publications related to new toponyms and new words in the twentieth century. Zogu imposed his will for the use of new words and toponyms in all official correspondence and publications. By the end of his rule, he requested the change of more than 50% of toponyms. Hoxha followed suit after Zogu, however, most of the neologisms introduced by them with a top-down approach did not survive their rule. The toponyms introduced by Zogu were rescinded after he fled Albania, whereas the toponyms introduced by Enver Hoxha are still officially in use, but common people use most of the old toponyms in their daily parlance. Language is almost like a living thing, that grows and changes organically by the interactions of millions of cells – the people that speak and write it.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86533122","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 Use of Repair Strategies in the EFL University Classroom During the COVID-19 Pandemic in Indonesia, Algeria, and Iran 印度尼西亚、阿尔及利亚和伊朗新冠肺炎大流行期间英语大学课堂修复策略的使用

International Journal of Foreign Language Teaching and Research Pub Date : 2023-07-01 DOI: 10.17507/jltr.1404.27

M. Laila, D. Haryanti, Sigit Haryanto, M. Tedjani, H. Allami, Laily Rahmatika

{"title":"The Use of Repair Strategies in the EFL University Classroom During the COVID-19 Pandemic in Indonesia, Algeria, and Iran","authors":"M. Laila, D. Haryanti, Sigit Haryanto, M. Tedjani, H. Allami, Laily Rahmatika","doi":"10.17507/jltr.1404.27","DOIUrl":"https://doi.org/10.17507/jltr.1404.27","url":null,"abstract":"This research discusses the variations of repair strategies used by lecturers and students during the online learning process. The aim of the study is to compare repair strategy variations in online learning in the university classroom during the COVID-19 pandemic in Indonesia, Algeria and Iran. The research data are a series of utterances by lecturers and students in online classes, which were collected from video and audio recordings of three different university classroom sessions. The data collection was carried out using record and note techniques. The data were analyzed by applying the theories of Sacks et. al. (2015) & Learner (2004) to describe the variations of repair strategies in the EFL university classroom. The results show that four different variations of repair strategies were used by lecturers and students in EFL university classrooms in Indonesia, Algeria, and Iran: self-initiated self-repair, other-initiated self-repair, self-initiated other-repair, and other-initiated other-repair, with the exception of the EFL university classroom in Indonesia, where other-initiated other-repair was not used, and the most prominent variation was self-initiated self-repair.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80051040","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 Graduate Teaching Assistants’ Beliefs and Practices in Chinese as a Foreign Language Tutoring Program 研究生助教在对外汉语教学中的信念与实践探索

International Journal of Foreign Language Teaching and Research Pub Date : 2023-07-01 DOI: 10.17507/jltr.1404.01

Yifan Guo

{"title":"Exploring Graduate Teaching Assistants’ Beliefs and Practices in Chinese as a Foreign Language Tutoring Program","authors":"Yifan Guo","doi":"10.17507/jltr.1404.01","DOIUrl":"https://doi.org/10.17507/jltr.1404.01","url":null,"abstract":"The current qualitative study researches graduate Teaching Assistants’ (TAs’) beliefs and teaching practices towards Chinese as a Foreign Language (CFL) tutoring sessions and examines the possible factors that shape and influence their beliefs about teaching and tutoring. Data was collected through semi-structured interviews with three experienced graduate TAs in a CFL program at a higher education institution in the U.S. Findings revealed that TAs viewed tutoring with four major functions: review/practice of course content, remedial work, test preparation, and individualized instruction. To achieve effectiveness with these functions, they identified three types of methods for tutoring: great emphasis on explicit and implicit instruction of grammar and vocabulary, adoption of error feedback in tutoring writing, and recognition and attempted implementation of task-based teaching. Four factors have been identified to impact TAs’ beliefs: TA training, curriculum guidelines, students’ feedback, and preconceived beliefs. By exploring the TAs’ beliefs, the program administrators would know more about the gaps in their curriculum objectives and actual teaching practices, thus can better train TAs in the future, which is also beneficial to the language learners. This professional and practical motivation is the goal of the current study.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82525072","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

Noises and Colors: Two Untraditional Methods of Teaching ESL/ EFL Pronunciation 噪音和颜色:两种非传统的ESL/ EFL发音教学方法

International Journal of Foreign Language Teaching and Research Pub Date : 2023-07-01 DOI: 10.17507/jltr.1404.04

R. Gabriel

{"title":"Noises and Colors: Two Untraditional Methods of Teaching ESL/ EFL Pronunciation","authors":"R. Gabriel","doi":"10.17507/jltr.1404.04","DOIUrl":"https://doi.org/10.17507/jltr.1404.04","url":null,"abstract":"This article is based on a professional development session or presentation that the author gave in a regional TESOL affiliate conference, and it discusses the importance of teaching, why ESL/ EFL teachers should teach pronunciation, the reasons they generally give for avoiding it and how we can integrate it into our curriculum. The author sheds light on SLA, Second Language Acquisition, research especially studies that are related to connectionism or the noticeability hypothesis and their connection to teaching and practicing pronunciation in the ESL/EFL classroom. The article focuses on not only teaching segmental aspects of English pronunciation such as vowel phonemes but underscores suprasegmental features such as thought groups/chunking and word/phrase stress because they shape rhythm in English, which is key to intelligibility. The author also suggests using two effective and tested techniques in teaching pronunciation to a variety of ESL/EFL learners and provides samples of classroom activities that could be easily implemented in teaching pronunciation together with vocabulary. The article concludes with reviewing some studies conducted quite recently about one of these two suggested approaches to see how effective this approach is.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88224341","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

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model 幼儿教育学位的英语教学:内容强化教学大纲模式的建议

International Journal of Foreign Language Teaching and Research Pub Date : 2023-07-01 DOI: 10.17507/jltr.1404.16

Violeta Delgado-Crespo

{"title":"Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model","authors":"Violeta Delgado-Crespo","doi":"10.17507/jltr.1404.16","DOIUrl":"https://doi.org/10.17507/jltr.1404.16","url":null,"abstract":"This paper presents a proposal for a content-enhanced syllabus model aimed at teaching and learning English in the Degree in Infant Education. The proposal addresses the challenge of providing meaningful learning opportunities to develop the linguistic and communicative competence of the learners. It acknowledges the limitations of the general needs approach commonly used in coursebook-driven English Language Teaching (ELT) within this specific context. Instead, the proposal considers the future professional needs of the learners. Thus, the main goals of the proposal are to develop the learners' learning-to-learn competence, focusing on learning strategies and self-directed learning resources, while fostering their language awareness, particularly in terms of pronunciation and form-meaning mappings. Additionally, the proposal incorporates a lexical, discourse-based approach that emphasizes the importance of multi-word units in language structure, second language learning, and language use. It prioritizes practices like noticing and cognitive engagement, supported by thinking routines, as well as exposure to relevant and rich input. In this way, the proposed content-enhanced syllabus translates into an instructional design based on validated principles of Second Language Acquisition. It revolves around meaning-focused language tasks, functional activities, and the utilization of authentic multimodal materials. This type of syllabus requires active participation from the learners, encouraging them to take an active role in their own learning process. By implementing this proposal, it is hoped that learners will enhance their linguistic and communicative competence, as well as their ability to learn effectively.","PeriodicalId":31813,"journal":{"name":"International Journal of Foreign Language Teaching and Research","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87243240","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