Global Journal of Foreign Language Teaching最新文献_第10页

A Comparative Genre Analysis of Academic Textbook Introductions in Applied Linguistics and Medicine 《应用语言学与医学》学术教材介绍的体裁比较分析

Global Journal of Foreign Language Teaching Pub Date : 2018-08-30 DOI: 10.18844/GJFLT.V8I3.3614

Seyedeh Elham Elhambakhsh, A. Jalilifar, P. White

{"title":"A Comparative Genre Analysis of Academic Textbook Introductions in Applied Linguistics and Medicine","authors":"Seyedeh Elham Elhambakhsh, A. Jalilifar, P. White","doi":"10.18844/GJFLT.V8I3.3614","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I3.3614","url":null,"abstract":"Motivated by the need to explore the adjacency of introductory sections of textbooks, the present study attempted to scrutinize prefaces, introductions, and forewords, as three realizations of academic textbook introductions, in terms of their functions and potential generic structures. The study aimed to investigate the possible variations across medicine and applied linguistics, representing hard applied and soft applied sciences respectively. In order to proceed systematically in developing a potential generic model, a heuristic analysis was employed to achieve a less biased view of the nature of these variations of introductions. To this aim, 600 text samples were selected from the two disciplines. The findings showed that, overall, although the informative moves were more frequent than the promotional moves in the schematic frameworks for the different manifestations of introductions in medicine compared with applied linguistics, the genres in the two disciplines were more similar than different. The study revealed the ways in which the writers appropriated the generic resources and successfully mixed promotional, informative, and evaluative purposes of these adjacent genres. \u0000Keywords: Applied Linguistics, Genre analysis, Medicine, Textbook introductions;","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128630480","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

Teaching Vocabulary Using Multimedia: The Case of U.S. International Students. 运用多媒体教学词汇:以美国留学生为例。

Global Journal of Foreign Language Teaching Pub Date : 2018-05-29 DOI: 10.18844/gjflt.v8i2.3190

Patrick Mthethwa

{"title":"Teaching Vocabulary Using Multimedia: The Case of U.S. International Students.","authors":"Patrick Mthethwa","doi":"10.18844/gjflt.v8i2.3190","DOIUrl":"https://doi.org/10.18844/gjflt.v8i2.3190","url":null,"abstract":"The study examined the use of Multimedia in teaching of vocabulary. For the past decades, the use of technology in the language classrooms has been an important aspect of language instruction. Most research in language teaching has focused on the efficacy of teaching using computers. Sixty participants (40 females and 20 males), studying in the United States, participated in this study. Stratified sampling using nationality as a stratification variable was used to select participants. In this study, there were two independent variables, with each variable having two levels. The first independent variable was “use of pictures,” with two levels: still versus animation, and the second independent variable was “knowledge type”, with two levels: receptive versus productive. The dependent variables were participants’ scores derived from vocabulary tests obtained from pre-test and post-test. Data were analyzed using dependent t–tests and Pearson r correlation efficient. The results revealed that there was a positive correlation between the use of still and animated pictures in teaching vocabulary, while the dependent t-tests revealed that there was a significant difference between retention of still receptive knowledge and still productive knowledge, also between animated receptive knowledge and animated productive knowledge. The results have implications for teaching vocabulary using Multimedia. \u0000 ","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133973403","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: 7

Comparing NLP and Communicative Approach: A Study on Spoken Performance in ELT NLP与交际教学法之比较:英语口语表现的研究

Global Journal of Foreign Language Teaching Pub Date : 2018-05-29 DOI: 10.18844/gjflt.v8i2.573

H. Saraç, Ozdag Daglioglu Yazici

引用次数: 1

An Investigation into Inductive and Deductive Methods in Teaching Grammar to German EFL Learners: A Comparative Study 归纳与演绎法在德语英语语法教学中的比较研究

Global Journal of Foreign Language Teaching Pub Date : 2018-05-29 DOI: 10.18844/gjflt.v8i2.3202

Mehrdad Vasheghani Farahani

引用次数: 7

Academic infractions of assessed work in Japanese langauge 日语评估工作的学术违规

Global Journal of Foreign Language Teaching Pub Date : 2018-05-29 DOI: 10.18844/GJFLT.V8I2.3373

Junko Winch

{"title":"Academic infractions of assessed work in Japanese langauge","authors":"Junko Winch","doi":"10.18844/GJFLT.V8I2.3373","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I2.3373","url":null,"abstract":"Google Translate (GT) is a free on-line translation tool and accessible to anyone including students who study languages. Before the advent of GT, dictionaries have been used by language learners, which have only receptive translation function. Unlike dictionaries, GT has two translation functions: receptive and productive. This productive function of GT has been increasingly creating problems in university language assessment and language teachers with students’ cheating, plagiarism or academic infractions. The purpose of this article is to find evidence that GT has a causal effect of students’ cheating, plagiarism or academic infractions. As GT seems to be associated with cheating, plagiarism as well as academic infractions, these terms are defined. In addition, as coherence seems to be also associated with academic infraction, how coherence and academic infractions are also discussed before the methodology. The study investigated the formative Japanese coursework essay writings of three students who have studied Japanese for one year but with no basic understanding or knowledge of the Japanese language at a university of South of England. It is concluded that all three students were suspected of committing plagiarism in spite of teacher’s warning of plagiarism. The implications of this study are directed at institutions, teachers and students. Institutions should review the information gap between the websites which are written for students and the university’s official published website statement on plagiarism. Institutions may also need to mention GT specifically in the plagiarism documentation. Institutions may also consider adopting an additional coversheet system to use as students’ declaration of plagiarism. Language teacher should be familiar with the differences between plagiarism vs. cheatings, plagiarism vs. academic infractions/offences and the components of academic infractions of the university they work. Students should submit their own work, not using GT or copying and pasting translated sentences from websites.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129030501","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

Message from Editor 编辑留言

Global Journal of Foreign Language Teaching Pub Date : 2018-03-09 DOI: 10.18844/GJFLT.V8I1.3216

J. Garcia

{"title":"Message from Editor","authors":"J. Garcia","doi":"10.18844/GJFLT.V8I1.3216","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I1.3216","url":null,"abstract":"Dear Readers,It is a great honor for us to publish 8th volume, 4th issue of Global Journal of Foreign LanguageTeaching (GJFLT).Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations andcomprehensive literature review articles focusing on foreign language teaching and topics related tolinguistics. The journal is an international journal published quarterly and it is a platform forpresenting and discussing the emerging developments in foreign language teaching in aninternational arena.A total number of eleven (11) manuscripts were submitted for this issue and each paper has beensubjected to double-blind peer review process by the reviewers specialized in the related field. At theend of the review process, a total number of five (5) high quality research papers were selected andaccepted for publication.Aim of this issue is to give the researchers an opportunity to share the results of their academicstudies. There are different research topics discussed in the articles. For example, SeyedehMaryam Mousavi, Laya Heidari Darani, Effect of collocations on Iranian EFL learners’ writing:Attitude in focus, Anteneh Kebede Lakew, Words: Are we really teaching them? The case of twoEFL teachers in Ethiopia, Jeannette Valencia Robles, Current perspectives of teaching Englishthrough affective learning strategies, Özgür Çelik, A Review of Research on the Effect of the Useof Web-based Tools on Speaking Motivation, Shahram Alipour, The Effect of Engagement inSocial Networking Application on Iranian EFL Learners’ Willingness to Communicate in English.The topics of the next issue will be different. We are trying to serve you with our journal with a richknowledge through which different kinds of topics will be discussed in 2018 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Jesus Laborda GarciaEditor – in Chief","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125989051","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 effect of social class on Persian EFL learners’ pragmatic performance of Speech act of compliment responses 社会阶层对波斯语学习者恭维反应言语行为语用表现的影响

Global Journal of Foreign Language Teaching Pub Date : 2015-12-31 DOI: 10.18844/GJFLT.V5I2.189

Saman Ebadi, Farkhondeh Pursiah

引用次数: 3

Table of Content 目录表

Global Journal of Foreign Language Teaching Pub Date : 2015-11-17 DOI: 10.18844/gjflt.v5i1.100

Assoc. Prof. Dr. Ali Rahimi

引用次数: 0