AJELP: The Asian Journal of English Language and Pedagogy最新文献_第2页

The Role of Inner Speech Instruction in Fostering Visual and Auditory Learners' Reading Ability and Perception 内在言语教学在培养视觉和听觉学习者阅读能力和感知中的作用

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-11-27 DOI: 10.37134/AJELP.VOL6.4.2018

K. Shabani, Ghazaleh Khasrei, Iman Bakhoda

{"title":"The Role of Inner Speech Instruction in Fostering Visual and Auditory Learners' Reading Ability and Perception","authors":"K. Shabani, Ghazaleh Khasrei, Iman Bakhoda","doi":"10.37134/AJELP.VOL6.4.2018","DOIUrl":"https://doi.org/10.37134/AJELP.VOL6.4.2018","url":null,"abstract":"The purpose of this study was to investigate whether inner speech instruction had any significant effect on upper-intermediate EFL learners’ reading comprehension. To this end, 60 female subjects participated in this study and were assigned to the experimental and control groups each consisting of 30 participants. The same teaching materials comprising twelve reading texts were taught to both groups through a 10-session treatment with a difference in the procedure during which the experimental group underwent an inner speech instruction while the control group did not receive such an instruction. Results of paired samples t-test indicated the effectiveness of inner speech instruction in the experimental group. Moreover, the interview analysis revealed that the visual and auditory learners preferred to visualize and hear voices while completing the task and developing a positive perception towards the use of inner speech as a tool to enhance their reading ability. It is assumed that applying inner mental self-speech instruction in a social context of classroom leads learners to move from inter-psychological to intrapsychological functioning in order to modify their current developed ability to higher cognitive performance.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881006","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

Opening Pandora's Box: A Culturally-oriented Look at the Covert Content of Passages 1 打开潘多拉的盒子:从文化的角度看段落的隐藏内容

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-11-23 DOI: 10.37134/AJELP.VOL6.3.2018

Yazdan Choubsaz, M. Jannejad, Saleh Arizavi

{"title":"Opening Pandora's Box: A Culturally-oriented Look at the Covert Content of Passages 1","authors":"Yazdan Choubsaz, M. Jannejad, Saleh Arizavi","doi":"10.37134/AJELP.VOL6.3.2018","DOIUrl":"https://doi.org/10.37134/AJELP.VOL6.3.2018","url":null,"abstract":"This study investigates the cultural content and covert syllabus of one well-known widely printed English Language Teaching (ELT) course book: Passages 1. In order to analyse the content, two coding systems the Five Dimensions of Culture and the Categories of Culture by Chao (2011) were used. The findings indicate that Passages 1 has encouraged various aspects of culture with an emphasis on the presentation of products, persons and viewpoints of the West. The partiality for the Target Culture (countries with English as the native language) is clear throughout the course book in terms of the selection of reading texts, listening tracks, and the images. Findings indicate that there is a minimal focus on the introduction of local and the Middle Eastern cultures. The theme of 'universality across cultures', as a specific classification in this study, is mostly placed in the speaking practices which revolves around sharing personal experiences rather than engaging in intercultural thinking and awareness. Based on the findings, some recommendations are given to ensure some aspects of the target culture are adequately addressed in the writing of ELT course books.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125971616","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

ESL Teachers’ Perceptions towards the Use of Facebook in Teaching Literature for Secondary Schools ESL教师对中学文学教学中使用Facebook的看法

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-11-22 DOI: 10.37134/AJELP.VOL6.2.2018

Logenthini Mariappan, A. Abu, A. Omar

引用次数: 3

Using Translation in Foreign Language Classrooms: Examining its Effectiveness in Teaching Vocabulary to EFL Students 在外语课堂中运用翻译:对英语学生进行词汇教学的有效性检验

AJELP: The Asian Journal of English Language and Pedagogy Pub Date : 2018-11-20 DOI: 10.37134/AJELP.VOL6.1.2018

Hossein Navidinia, Saber Atash Nazarloo, Z. Esmaeili

{"title":"Using Translation in Foreign Language Classrooms: Examining its Effectiveness in Teaching Vocabulary to EFL Students","authors":"Hossein Navidinia, Saber Atash Nazarloo, Z. Esmaeili","doi":"10.37134/AJELP.VOL6.1.2018","DOIUrl":"https://doi.org/10.37134/AJELP.VOL6.1.2018","url":null,"abstract":"The use of mother tongue in foreign language classes has been a controversial issue in the history of language teaching. The purpose of this study is to examine the effectiveness of using L1 in teaching vocabulary to EFL students. To do so, 72 participants (36 boys and 36 girls) were divided into 6 classes in three levels based on their language proficiency, namely beginner, elementary and pre-intermediate. The students in each level were randomly assigned to control and experimental groups. In order to measure the effect of using L1 on their vocabulary learning, the control and experimental groups were taught for 20 sessions through the use of different methods. In the experimental groups, after teaching the new words through images and pictures, students’ L1 was used to tell the students the Persian meaning(s) of the words, while in the control group, the Persian meanings were not told to the students and only the target language and visuals were used for teaching the new words. The students’ performance in the posttest at the end of the class was compared using T-test. The finding indicated that the students in the experimental groups had a significantly better performance than that of the students in the control groups which substantiated the positive effect of using L1 in EFL classrooms.","PeriodicalId":405354,"journal":{"name":"AJELP: The Asian Journal of English Language and Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121520195","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