rEFLections最新文献_第7页

An Analysis of Medical Students’ Performance on the Word Stress Patterns in English Polysyllabic Medical Terms 医学生在英语多音节医学术语单词重音模式上的表现分析

rEFLections Pub Date : 2023-02-01 DOI: 10.61508/refl.v30i1.263555

Juthamas Thongsongsee, Sasa Watanapokakul

{"title":"An Analysis of Medical Students’ Performance on the Word Stress Patterns in English Polysyllabic Medical Terms","authors":"Juthamas Thongsongsee, Sasa Watanapokakul","doi":"10.61508/refl.v30i1.263555","DOIUrl":"https://doi.org/10.61508/refl.v30i1.263555","url":null,"abstract":"Word stress instruction has increasingly become a focus among EFL teachers. Owing to the phonological differences between the learner’s first language and English, EFL learners of different nationalities encounter varying degrees of difficulty when pronouncing English polysyllabic words. The majority of EFL students studying medicine tend to find it particularly challenging to pronounce English polysyllabic medical terms correctly. To gain better insights into this issue, this study aims to assess Thai medical students’ ability to correctly mark stress in English polysyllabic medical terms and to analyze their errors in identifying their stressed syllables. A purposive sampling was employed to recruit seventy-five mixed-ability first year medical students enrolled in the course entitled “Foundation English for Medical Profession II” of the academic year 2020 in a public university in Thailand to participate in the study. The participants were asked to pronounce 40 medical terms via Zoom, and the quantitative data were analyzed statistically. Nine students of mixed English ability took part in the semi-structured interviews, and thematic analysis was employed to analyze the qualitative data. In light of the key findings, pedagogical implications and recommendations are discussed and highlighted in the study, which found it evident that word stress instruction should be integrated in the EAP/ESP courses for medical students either as part of the core lessons or through supplementary online resources.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"171 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201374","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

Collaboration before Writing: Exploring How Student Talk Contributes to English L2 Written Narratives 写作前的合作：探索学生谈话如何有助于英语第二语言的书面叙述

rEFLections Pub Date : 2020-04-27 DOI: 10.61508/refl.v27i1.241791

Kim McDonough, T. González

引用次数: 2

The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice 语言和跨文化交流教育学的批判性转向：理论、研究与实践

rEFLections Pub Date : 2020-04-27 DOI: 10.61508/refl.v27i1.241972

Lin Hai

引用次数: 0

Measuring Intercultural Sensitivity of Thai University Students: Impact of their Participation in the US Summer Work and Travel Program 衡量泰国大学生的跨文化敏感性：参加美国暑期工作和旅行计划的影响

rEFLections Pub Date : 2020-04-27 DOI: 10.61508/refl.v27i1.241822

Nitchaya Wattanavorakijkul

引用次数: 7

ESL Students Use of Alliteration and Assonance in Recalling Formulaic Language ESL 学生在记忆公式化语言时使用拟声词和同音词

rEFLections Pub Date : 2020-04-27 DOI: 10.61508/refl.v27i1.241971

Paul Horness

{"title":"ESL Students Use of Alliteration and Assonance in Recalling Formulaic Language","authors":"Paul Horness","doi":"10.61508/refl.v27i1.241971","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241971","url":null,"abstract":"Formulaic language, such as lexical phrases as hot as hell or pass the buck, in English is common in daily usage. Although formulaic language is common, the lexical phrases are often excluded from word lists. Second language learners of English need to use formulaic language to enhance their proficiency level. Beyond incorporating lexical phrases to word lists, other methods should be examined. This study examined the mnemonic benefit of noticing alliterative and assonant phrases with low and high proficiency learners of English. Previous research has shown that highlighting the concepts of alliteration and assonance is beneficial in recalling monosyllabic two-word units such as pet peeve or bite size. This study inquired whether the mnemonic effect is effective with longer lexical phrases beyond two-syllable phrases even when deliberative learning is not involved. Students from two public universities in Japan participated in the semester-long activity. The participants were asked to classify the phrases into different categories, and then recall the phrases over time. The results indicate that the mnemonic effect is not as clear with longer lexical phrases than it is with monosyllabic lexical phrases. Recall for alliterative expressions seemed to be better than for assonant expressions, but similar to non-salient expressions. Lower proficiency learners seem to process the longer lexical phrases similar to higher proficiency learners so the benefit of noticing alliterative and assonant expressions might be equal for both groups.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"11 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141209893","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

Laughter: A Communication Strategy in Business Meeting between Thai and Burmese Professionals 笑声：泰国和缅甸专业人士商务会议中的沟通策略

rEFLections Pub Date : 2020-04-24 DOI: 10.61508/refl.v27i1.241721

Tabtip Kanchanapoomi, Wannapa Trakulkasemsuk

引用次数: 0

Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts 语法课、间接反馈和金属语言反馈是否有助于提高语言意识？研究生跨草稿写作研究

rEFLections Pub Date : 2020-04-24 DOI: 10.61508/refl.v27i1.241698

D. Loo

{"title":"Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts","authors":"D. Loo","doi":"10.61508/refl.v27i1.241698","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241698","url":null,"abstract":"This study examines the support for developing graduate students’ language awareness in academic writing drafts through the provision of grammar lessons and feedback – indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters’ and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students’ written drafts. The survey results showed students’ positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students’ written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"127 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141210275","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: 4

Phrasal Complexity Measures as Predictors of EFL University Students’ English Academic Writing Proficiency 作为 EFL 大学生英语学术写作水平预测指标的短语复杂性测量方法

rEFLections Pub Date : 2020-04-24 DOI: 10.61508/refl.v27i1.241750

Krittaya Thongyoi, Kornwipa Poonpon

{"title":"Phrasal Complexity Measures as Predictors of EFL University Students’ English Academic Writing Proficiency","authors":"Krittaya Thongyoi, Kornwipa Poonpon","doi":"10.61508/refl.v27i1.241750","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241750","url":null,"abstract":" The study aims to investigate phrasal complexity measures that can predict EFL students’ academic writing proficiency. Academic English written test responses were derived from written responses from the Khon Kaen University Academic English Language Test (KKU-‐AELT). Five hundred and thirty written responses were separated into groups based on their writing scores. Sixty-‐six phrasal complexity measures (Kyle, 2016) were analyzed for this study. The Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a computational tool for phrasal complexity analysis, was used to calculate the average numbers of occurring measures in written responses. Phrasal complexity measures occurring in written responses were analyzed with the independent t-‐test. Then, 11 significant phrasal complexity measures, derived from the independent t-‐test, were entered into Binary logistic regression in order to examine potential phrasal complexity measures that can predict proficiency levels. The results revealed three phrasal complexity measures that can predict academic writing for higher proficiency level students. ","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"125 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141210104","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: 3

Covenant of caring. 关怀之约。

rEFLections Pub Date : 1998-01-01

N Dickenson-Hazard

引用次数: 0

Building multinational research. 建立跨国研究。

rEFLections Pub Date : 1998-01-01

J Sochalski, L H Aiken, A M Rafferty, J Shamian, G Müller-Mundt, J M Hunt, P Giovannetti, H F Clarke

引用次数: 0