Eurasian Journal of Applied Linguistics最新文献_第3页

Transfer of L1 processing strategies to the interpretation of sentence-level L2 input: A cross-linguistic comparison on the resolution of relative clause attachment ambiguities 从L1加工策略到句子级L2输入的翻译:关系小句附件歧义解决的跨语言比较

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-07-31 DOI: 10.32601/ejal.775796

Onur Uludag

引用次数: 4

The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions 差异化教学对土耳其学生二语成绩以及学生和教师认知的影响

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-07-31 DOI: 10.32601/ejal.776002

Ahmet Cihat Yavuz

{"title":"The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions","authors":"Ahmet Cihat Yavuz","doi":"10.32601/ejal.776002","DOIUrl":"https://doi.org/10.32601/ejal.776002","url":null,"abstract":"Endeavors have been invested to account for inefficient instruction, which is frequently attributed to disregarding learner idiosyncrasies. As a matter of course, differentiated instruction has begun to receive scholarly and professional attention in the hopes of ameliorating learner outcomes through learner-aware teaching. Despite a great deal of recorded research, little is known about how differentiated instruction is prepared and operationalized. This study, conducted at a private high school in Istanbul, Turkey, investigated the impact of differentiated instruction on Turkish L2 learners’ L2 achievement along with the perceptions of learners and teacher. Two intact classes were selected as control (N=14) and DI group (N=8). The control group was exposed to traditional instruction, while the DI group received differentiated instruction guided by the principles of constructivism, multiple intelligence theory (Gardner, 1993), and the differentiated instruction framework of Tomlinson (1999). Data collected by means of L2 achievement tests revealed that DI group outperformed the control group in overall L2 achievement. Learner reflective essays revealed that Turkish L2 learners found differentiated instruction as distinctive, entertaining, engaging, instructive, and interest-related, while teacher reflective journals raised the issues of time constraints, needs for learner awareness and training about differentiated instruction.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42943627","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

Naturally occurring requests in Turkish: A case from an academic context 土耳其语中自然发生的请求：一个来自学术背景的案例

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-07-31 DOI: 10.32601/ejal.775809

Uğur Recep Çetinavcı

{"title":"Naturally occurring requests in Turkish: A case from an academic context","authors":"Uğur Recep Çetinavcı","doi":"10.32601/ejal.775809","DOIUrl":"https://doi.org/10.32601/ejal.775809","url":null,"abstract":"In terms of their directness and modification strategies, this study investigated how undergraduate speakers of Turkish formulate their naturally occurring requests in an academic context, in which they request things from an academic in his office. After a 4-year data collection period, the researcher analyzed 395 of the requests (hand-recorded as immediate field notes) made to him. The findings on levels of directness revealed that the strongest tendency is towards conventionally indirect strategies, while the female tendency towards them is even clearer. The dominance of conventional indirectness is in parallel also with the degree of imposition of the requests. ‘Zero marking’ is what dominates the findings on internal modification strategies, while some preferences, such as unfinished sentences, could suggest language or context-specific results. In light of these descriptive findings on a part of everyday language in academia, the study could in practical terms help learners and teachers of Turkish and Turkish learners/teachers of English or any other language as well. Moreover, it could contribute to the efforts towards handling the methodological concerns in pragmatics research about the extent to which elicited data can represent what people actually say in natural conversation.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113925","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 role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom 理想二语自我在预测二语课堂内外交流意愿中的作用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-07-31 DOI: 10.32601/ejal.775798

Mehmet Sak

引用次数: 6

A phraseological examination of research articles in the field of environment using key phrase frame 使用关键短语框架对环境领域研究文章进行短语学检查

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-03-27 DOI: 10.32601/ejal.710217

Elyas Barabadi, Mohammad Ali Robatjazi, Mokarrameh Bayat

引用次数: 4

Metadiscourse in academic writing: A comparison of research articles and book reviews 学术写作中的元话语:研究论文与书评的比较

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-03-27 DOI: 10.32601/ejal.710204

Betül Bal Gezegin, M. Baş

{"title":"Metadiscourse in academic writing: A comparison of research articles and book reviews","authors":"Betül Bal Gezegin, M. Baş","doi":"10.32601/ejal.710204","DOIUrl":"https://doi.org/10.32601/ejal.710204","url":null,"abstract":"The aim of this comparative study is to investigate the deployment of interactional metadiscourse features in two different academic genres. For this purpose, a small, specialized corpus of 48 research articles and book reviews from seven different disciplines were collected. The conclusion sections of the texts written by non-native speakers of English were investigated to find out how interactional metadiscourse features were used. Drawing on previous metadiscourse frameworks, hedges, boosters, attitude markers, self-mentions and engagement markers were identified in both sub-corpora. The results indicated significant differences across the groups on how writers constructed their authorial stance with interactional metadiscourse markers. Findings revealed that by using a rich number and variety of attitude markers, book reviewers were more evaluative in their conclusions. On the contrary, higher use of hedges in research articles allowed the authors sound more cautious in their commitment to the propositions. This study offers a detailed account of interactional metadiscourse in these two genres and illustrates how interpersonal function of language is accomplished for particular purposes in different academic texts.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074478","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 introduction section of research articles in English and Turkish: The case of educational sciences – a preliminary study 英语和土耳其语研究论文导论部分:以教育科学为例——初步研究

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2020-03-27 DOI: 10.32601/ejal.710233

Tanju Deveci

{"title":"The introduction section of research articles in English and Turkish: The case of educational sciences – a preliminary study","authors":"Tanju Deveci","doi":"10.32601/ejal.710233","DOIUrl":"https://doi.org/10.32601/ejal.710233","url":null,"abstract":"Readers’ decisions about the relevance and significance of research presented in a journal article are often influenced by the introduction section. Several factors contribute to authors’ writing of effective introductions. This descriptive study aimed to explore strategies used by English and Turkish authors in the introduction section of educational sciences research articles published between 2012 and 2018. Towards this end, the creation of a research space (CARS) model and authorial voice were investigated in a 358,068-word collection of 62 journal articles (31 Turkish & 31 English). Results showed that the English collection revealed more frequent use of the submoves in CARS. Additionally, it included other moves (i.e., announcing principal findings and description of the methodology used) which were absent in the Turkish collection of text. The authors of the English introductions and those of the Turkish introductions also differed from each other significantly in their use of authorial voice. The former used the active voice more often than the passive voice. There was also some use of personal pronouns in the English texts while they were never used in the Turkish texts. These results point to a general pattern in education research article introductions in English and Turkish. The results imply that authors' lack of attention to these trends when writing in a foreign language may result in limited visibility in their fields. It is, therefore, recommended that scholars and training students should be informed about the ways they could navigate these issues within their discourse communities.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571833","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

The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement 心理资本在语言学习者沟通意愿、动机和成就中的作用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-11-26 DOI: 10.32601/ejal.651346

Gholam Hassan Khajavy, H. Makiabadi, S. A. Navokhi

{"title":"The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement","authors":"Gholam Hassan Khajavy, H. Makiabadi, S. A. Navokhi","doi":"10.32601/ejal.651346","DOIUrl":"https://doi.org/10.32601/ejal.651346","url":null,"abstract":"By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45819177","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: 12

Enhancing Critical Awareness through Socratic Pedagogy 通过苏格拉底教学法提高批判意识

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-11-26 DOI: 10.32601/ejal.651348

Seher Balbay

引用次数: 8

Using Contrastive Terminology Analysis in Teaching a Foreign Language 词汇对比分析在外语教学中的应用

IF 1.9

Eurasian Journal of Applied Linguistics Pub Date : 2019-11-26 DOI: 10.32601/ejal.651339

Chu-hsia Wu, Jennifer Baccanello

引用次数: 4