International Journal of TESOL Studies最新文献_第9页

Vocational English Assessment in Senior Secondary Vocational Schools in China 中国高级职业学校职业英语评估

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.09

引用次数: 0

What is Language Anyway? A View on Teaching English Proficiency in Higher Education 什么是语言？浅谈高等教育中的英语能力教学

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.02.02

引用次数: 1

Theme in English Native and Learner Writing 英语母语与学习者写作中的主题

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.02.05

Ana Elina Martinez-Insua

{"title":"Theme in English Native and Learner Writing","authors":"Ana Elina Martinez-Insua","doi":"10.46451/ijts.2022.02.05","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.05","url":null,"abstract":"This study explores Theme and its presence in English L1 and L2 writing. Adopting the Hallidayan definition as a point of departure, Theme is characterised by its position and its orienting function. Drawing on Berry’s (2013) distinction between contentful and contentlight Subject Themes and Prince’s (1981) scale of assumed familiarity, the study works on a scale of contentfulness to classify thematic components according to semantic weight. The research aims to test the appli(c)ability of Theme and contentfulness in the process of teaching and learning English and assumes that greater awareness of the thematic structure of native English may benefit learners and teachers alike. The learner data are drawn from the Written Corpus of Learner English (WriCLE), and the English L1 control sample from the Louvain Corpus of Native English Essays (LOCNESS). The findings reveal the presence of significant differences between Themes produced by L1 and L2 writers, as well as significant connections between the L1-user/L2-user dichotomy and certain features of the thematic components in the essays analysed. The findings support the importance of introducing not only corpus literacy, but also notions such as Theme and contentfulness into the process of teaching and learning English L2. Boström 2009; Mauranen, and others). The aim of this research is to contribute to this latter group, continuing the line of inquiry initiated in Martinez-Insua (2018) to provide a deeper understanding of Theme and its uses in native and learner writing, and to consider how a greater focus on Theme may help to improve the process of language learning and teaching in English.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023607","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

PRETCO: An English Test for Vocational and Technical College Students preco:职业技术学院学生英语考试

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.14

引用次数: 0

Systemic Functional Linguistics in Teaching English Beyond School 系统功能语言学在校外英语教学中的应用

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.02.01

A. McCabe

{"title":"Systemic Functional Linguistics in Teaching English Beyond School","authors":"A. McCabe","doi":"10.46451/ijts.2022.02.01","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.01","url":null,"abstract":"Thus, language teaching/learning was present from the early stages of his theorizing about language, a theorizing which included context as an integral part of language (see Mouvet and Taverniers, this issue). Halliday saw as beneficial to L2 teaching “the systematic description of the relation between linguistic and situational features” (Halliday 2007 [1960], p. 160). In 1964, Halliday and colleagues, Angus McIntosh and Peter Strevens, published The Linguistic Sciences and Language Teaching, which set out “to describe how language – specifically, English – ‘works’” (Halliday et al. 1964: x). Acknowledging throughout their book the primary importance of good teaching practice, the authors also argued for descriptions of language that could help solve problems in L2 teaching. Heeding Halliday’s earlier call in 1960 for relating linguistic and situational features, the authors brought in the notion of register, or “variety of a language distinguished according to use” (Halliday et al. 1964: 87). They also argued that learning will take place more readily “if the language is encountered in active use than if it is seen or heard only as a set of disembodied utterances or exercises” (Halliday et al. 1964: 181). The authors, therefore, acknowledged the importance of real language in use for learners of an additional language. This 1964 volume was described “as a kind of applied linguistics manifesto” at the time of its publication (Widdowson, 2009: 194), and Halliday is cited as a major figure of inspiration for the communicative approach to L2 teaching (Brumfit and Johnson, 1979; Melrose, 1995: 3; McCabe et al., 2015; McCabe, 2017). Its focus on register has also meant that SFL has adapted readily to English for Specific Purposes (ESP) (and, obviously, the more general Language for Specific Purposes – LSP) teaching. In fact, Swales (2000, p. 59) called Halliday, et al. (1964) a “a landmark volume”, which provided “a clarion call” for descriptions of language in use, citing as a key passage:","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494569","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

Equating Rasch Values and Expert Judgement Through Externally-Referenced Anchoring 通过外部参考锚定等价鲁莽价值和专家判断

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.12

引用次数: 1

Eye-Tracking L2 Students Taking Online Multiple-Choice Reading Tests: Benefits and Challenges 眼动追踪L2学生参加在线多项选择阅读测试的好处和挑战

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.07

引用次数: 0

Online Invigilation of English Language Examinations: A Survey of China Candidates' Attitudes and Perceptions 英语在线监考：对中国考生态度和认知的调查

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.03

引用次数: 0

Using Self-Assessments to Investigate Comparability of the CEFR and CSE: An Exploratory Study Using the LanguageCert Test of English 用自评法考察CEFR和CSE的可比性:基于英语语言证书测试的探索性研究

International Journal of TESOL Studies Pub Date : 2022-04-01 DOI: 10.46451/ijts.2022.01.11

引用次数: 1

Noticing Collocation in Reading: A Multi-Case Study of Five Chinese EFL Learners 阅读中注意搭配:五名中国英语学习者的多案例研究

International Journal of TESOL Studies Pub Date : 2021-12-31 DOI: 10.46451/ijts.2021.12.10

引用次数: 0