AJELP: The Asian Journal of English Language and Pedagogy最新文献

Examining the Mechanisms Utilized by CML Web-Logging Instructors in ESL Classroom: A Case Study 考察CML网络日志讲师在ESL课堂中使用的机制:一个案例研究

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-12-20 DOI: 10.37134/AJELP.VOL7.2.4.2019

Noriah Ismail, Supyan Hussin, Rehab Omar Salim Aboswider

引用次数: 1

L2 Learners’ expected ideal English as a Second Language (ESL) Teacher 第二语言学习者对理想英语教师的期望

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-12-04 DOI: 10.37134/AJELP.VOL7.2.2.2019

K. Prasangani

{"title":"L2 Learners’ expected ideal English as a Second Language (ESL) Teacher","authors":"K. Prasangani","doi":"10.37134/AJELP.VOL7.2.2.2019","DOIUrl":"https://doi.org/10.37134/AJELP.VOL7.2.2.2019","url":null,"abstract":"This study investigated the expected ideal English as a Second Language (ESL) teacher of the L2 learners in Sri Lanka. ESL teacher is a key person in the ESL classroom in Sri Lanka. School is the primary spot for the vast majority of the L2 students to start their L2 learning in Sri Lanka. This investigation was led among 30 Sri Lankan state funded university students by utilizing the mixed method. There were non-English majors among the participants and participation was voluntary. The questionnaire data were analyzed by utilizing SPSS and group discussion information were analyzed through categorization technique. The results of the questionnaire analysis showed that, L2 students expect their ESL educators to have good skill in using English language, be well prepared, have the capacity to motivate the students and possess great individual characteristics. Furthermore, through the group discussion, it was identified that most of the students lost their inspiration because of the personality and teaching ability of the ESL teacher at school. More significantly, these students feel motivated to begin their L2 learning later because of a motivating ESL instructor either in a tuition center or in an institute. Indeed, the findings recommend that the qualities and ability of the ESL teacher in an L2 classroom are critical in motivating the L2 students in Sri Lanka. These findings can be applied for the advancement of the selection of English Language teachers in Sri Lanka.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128900229","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

Translation errors of noodles product cooking instructions from Indonesian into English 面条产品烹饪说明从印尼语到英语的翻译错误

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-12-02 DOI: 10.37134/AJELP.VOL7.2.1.2019

D. Setianingrum, A. Dwiyanto

{"title":"Translation errors of noodles product cooking instructions from Indonesian into English","authors":"D. Setianingrum, A. Dwiyanto","doi":"10.37134/AJELP.VOL7.2.1.2019","DOIUrl":"https://doi.org/10.37134/AJELP.VOL7.2.1.2019","url":null,"abstract":"This paper discussed the translation errors in various top brands of instant noodles in Indonesia, ranging from the products produced by the local industries to the one imported from overseas. In this research, the researchers used a descriptive qualitative research method. The sources of the data for the objects of the research were ten cooking instructions or procedures of various brands of instant noodles in Indonesia, translated from Indonesian into English. The data were collected by documentation techniques. The types of data were words, phrases and sentences. The data were classified and tabulated based on the error types, following the standard of ATA’s Framework for Standard Error Making Classification. The result of the analysis showed that there were 40 translation errors, found in 10 of 23 error categories with Omission as the most frequent error produced. The three most prominent error categories found in the instant noodles’ cooking instructions are Omission, Mistranslation, Syntax and Cohesion. Omission turns to be the highest category of translation errors which appeared 13 times out of 40 errors or 32.5 % of errors found in the analysis, followed by Mistranslation with 15% and Syntax and Cohesion that shares the same percentage of findings by reaching 12.5%. The researchers also found that out of 10 instant noodle brands, instant noodle brand D has the most translation errors with 9 error out of 40 errors in total, followed by brand J with 8 errors. The implication of the study is that the findings are hoped to be useful for the industry in terms of usage of English in labeling and branding the products, to avoid miscommunication and misinterpretation.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129837559","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

The Comparative Effects of L1 Equivalent versus Contextualized Vocabulary Instruction: EFL Learners’ Vocabulary Retention in Focus 母语等值与语境化词汇教学的对比效应:英语学习者的词汇记忆焦点

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-06-07 DOI: 10.37134/ajelp.vol7.1.4.2019

Hamed Barjesteh, Salimeh Alinia Omran

{"title":"The Comparative Effects of L1 Equivalent versus Contextualized Vocabulary Instruction: EFL Learners’ Vocabulary Retention in Focus","authors":"Hamed Barjesteh, Salimeh Alinia Omran","doi":"10.37134/ajelp.vol7.1.4.2019","DOIUrl":"https://doi.org/10.37134/ajelp.vol7.1.4.2019","url":null,"abstract":"This study set out to compare the efficacy of first language (L1) equivalent versus contextualized vocabulary instruction on the vocabulary retention of EFL learners. In this study, forty-five English as foreign language (EFL) learners were divided into three groups, i.e., two experimental and one control group. The experimental groups used first language (L1) equivalent and contextualized vocabulary instruction. The first experimental group received Persian translation of the predetermine word, and the second experimental group received 60 sentences in which they were asked to fill the gap using target words. The words are considered to be the most frequent vocabularies extracted from reading passages of the students' textbooks. Before the intervention, a pre-test of vocabulary was conducted to check the students’ knowledge of vocabulary. The data were collected during a period of seven weeks by a post test and a delayed test. The findings revealed that using L1 equivalents could not significantly improve EFL learners' vocabulary retention; however, incorporating contextualized vocabulary instruction promote EFL learners' vocabulary retention. The findings may help EFL teachers and material developers note that vocabulary learning does not happen in isolation. This study suggests that EFL students should take the advantage of contextualized vocabulary instruction for retention of new words.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121922112","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

Code mixing by a Non-ESL content instructor: The Language Choice and Syntactic Features 非esl内容讲师的代码混合:语言选择和句法特征

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-06-05 DOI: 10.37134/ajelp.vol7.1.3.2019

Norzie Diana Baharum, Kamisah Ariffin, Rahimah Abd. Wahab

引用次数: 0

Written Corrective Feedback on the Use of Conjunctions among Malaysian ESL Learners 马来西亚英语学习者对连词使用的书面纠正反馈

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-06-03 DOI: 10.37134/ajelp.vol7.1.2.2019

Evon Yin Cheng Lee, Sim Tam Shu

{"title":"Written Corrective Feedback on the Use of Conjunctions among Malaysian ESL Learners","authors":"Evon Yin Cheng Lee, Sim Tam Shu","doi":"10.37134/ajelp.vol7.1.2.2019","DOIUrl":"https://doi.org/10.37134/ajelp.vol7.1.2.2019","url":null,"abstract":": This mixed - methods study explored the influence of metalinguistic corrective feedback on thirty Malaysian ESL learners’ appropriate and inappropriate use of conjunctions in their writing practice. Data were derived from three sources: students’ essays, questionnaires and semi - structured interviews. The categories of conjunctions explored in this study were additive conjunctions, causal conjunctions, temporal conjunctions, and adversative conjunctions. The percentages of appropriate and inappropriate use of conjunctions were tabulated based on three writing assignments (expository essay, cause and effect essay, and problem - solution essay). The results showed a positive influence of metalinguistic corrective feedback on the ESL learners’ use of conjunctions. The findings from the survey questionnaire revealed positive perceptions in three main aspects: the helpfulness and preferences of coded metalinguistic corrective feedback and their feelings receiving the feedback. Additionally, the efficacy of metalinguistic corrective feedback was explored in the questionnaire and interviews with the feedback perceived as a mediator tool, a trigger for noticing, a correction aid for conjunctions use in writing and as a tool to promote independent learning.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128439116","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

Written feedback in an English Language writing class 英语写作课的书面反馈

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2019-05-31 DOI: 10.37134/ajelp.vol7.1.1.2019

W. H. Osman

{"title":"Written feedback in an English Language writing class","authors":"W. H. Osman","doi":"10.37134/ajelp.vol7.1.1.2019","DOIUrl":"https://doi.org/10.37134/ajelp.vol7.1.1.2019","url":null,"abstract":": The Malaysian English syllabi for primary schools, secondary schools, and higher learning institutions focus mainly on the four skills, i.e. listening, speaking, reading, and writing. Among the four skills, writing is the most difficult skill to master, and it becomes harder when using a second language. Because of this, when students write in a second language, it is very important that the feedback they receive are useful and motivating. There are many views on what academics give as feedback and how it is given which will help to motivate and improve the students’ writing. This paper attempts to identify the common practices and styles of giving feedback by academics at a public university in Malaysia. The respondents for this research are students and academics, who were learning and teaching an academic writing module in the university. The students were given a questionnaire which was adapted from Montgomery & Baker (2007) and Lee (2003) and the academics were interviewed in order to obtain in-dept information regarding the matter being investigated. This research also aims to obtain the students’ perceptions and suggestions on what they consider as good, clear, and motivating feedback.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948517","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

Exploring Discourse Patterns in Literature Circles 文学界话语模式探析

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-12-07 DOI: 10.37134/AJELP.VOL6.7.2018

H. Ying, Nor Azmi Mostafa

{"title":"Exploring Discourse Patterns in Literature Circles","authors":"H. Ying, Nor Azmi Mostafa","doi":"10.37134/AJELP.VOL6.7.2018","DOIUrl":"https://doi.org/10.37134/AJELP.VOL6.7.2018","url":null,"abstract":"This study explores the discourse patterns produced by a group of ESL students and the roles played by the group discussion leaders in literature circles that effectively enhance their comprehension of the stories in graphic and non-graphic novels. Six ESL students were selected in this study and seven literature circles were conducted to gather data to address the research questions. Data were gathered from direct observation, interviews and transcripts of literature circles. The data obtained from the transcripts of literature circles showed that the students used different comprehension strategies during discussions such as questioning, evaluating, using prior knowledge, interpreting and summarising that effectively enhance their understanding of the texts. Turn-taking in discussions also showed that students with better language proficiency in English language dominated the discussions and could comprehend the stories more effectively. Data collected from the transcripts of the students’ participation in literature circles and direct observation showed that the group discussion leader played an important role in assisting the group members to understand the graphic and non-graphic novels by paraphrasing the questions asked, initiating the conversation and motivating quiet group members to give personal responses and opinions during the discussions. Discourse patterns produced by the students and the group discussion leaders’ roles in literature circles were analysed as to determine whether literature circles assisted the students in comprehending the graphic and non-graphic novels. The findings help teachers to improve literature circles as they know the important aspects in literature circles that should be emphasised to enhance students’ comprehension.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129907860","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

An Exploration of English Language Teachers' Strategies for Disciplining Unauthorized Behavior in Iranian Public and Private Language Schools 伊朗公立和私立语言学校英语教师惩戒违规行为的策略探讨

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-12-03 DOI: 10.37134/AJELP.VOL6.6.2018

Marjan Vosough, Zohreh Nafissi

{"title":"An Exploration of English Language Teachers' Strategies for Disciplining Unauthorized Behavior in Iranian Public and Private Language Schools","authors":"Marjan Vosough, Zohreh Nafissi","doi":"10.37134/AJELP.VOL6.6.2018","DOIUrl":"https://doi.org/10.37134/AJELP.VOL6.6.2018","url":null,"abstract":"In this article, an attempt was made to explore English language teachers’ strategies for disciplining unauthorized behavior (misbehavior) in public high schools and private language institutes. To this end, two sets of general and specific teacher strategies for disciplining misbehavior were surveyed in two successive stages. First, American Teacher Strategies Questionnaire from the Incredible Years Programs (IYP) incorporation (2012) was examined to decide on the most appropriate teacher techniques for general Class Management (CM) scheme; secondly, teacher interview logs were used to decide on the specific CM strategies, which were characteristic of language classes. Then, a researcher-developed questionnaire with a five-point Likert scale was constructed and distributed among some fifty-five Iranian teachers from public high schools and private language institutes in four large cities in Tehran, Isfahan, and Khorasan Razavi Provinces, and their responses were analyzed using Multinomial Logistic Regression method. The findings showed that only seven strategies could significantly differentiate language teachers' disciplining mannerism; three strategies in general CM and four strategies in specific CM for a language class were then interpreted. Finally, implications for discipline matters in formal and informal settings were critically discussed.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134179104","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

An Analysis of Lexical Negative Transfer in English Writing of Malay Students 马来学生英语写作中的词汇负迁移分析

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-11-28 DOI: 10.37134/AJELP.VOL6.5.2018

Haifeng Hui, Aryantie Ariffin, A. M. Ma'rof

引用次数: 1