Proverbs express public wisdom and reflect public attitudes. In the traditional definition they are untouchable when it comes to form. Like other idiomatic expressions, they are learnt as whole, indivisible chunks. As such, they should be included in language classes, if a native-like mastery is to be achieved since they constitute an indispensible component of one’s linguistic repertoire. Recent studies have shown that proverbial form is not as “holy” as tradition holds it. Speakers “commit” different kinds of transformations to popular proverbs, their sanctity notwithstanding. Examples of different types of mutations are discussed in this paper and categorized under the headings of: sound imitation, word play, stunting (or cropping), combining more than one proverb, and introducing a completely new “proverb”. These different types are seen to produce proverb-like statements which could eventually turn into proverbs proper. This paper argues that all such transformations have a purpose not unlike the purpose of proverbs proper: they are often utilized by their users to “decorate” their texts with what sounds like traditionally accepted truths very similar to the truths expressed by proverbs. Inclusion of this part of language in language classes becomes integral to the process of teaching since knowledge of these expressions, like that of other idiomatic expressions, is essential for perfecting a learner’s mastery of a target language.
{"title":"Proverbs, Anti-Proverbs and Language Learning","authors":"Sana’ Ababneh, Mohammed K. Al-Ajlouny","doi":"10.22158/SELT.V5N4P710","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P710","url":null,"abstract":"Proverbs express public wisdom and reflect public attitudes. In the traditional definition they are untouchable when it comes to form. Like other idiomatic expressions, they are learnt as whole, indivisible chunks. As such, they should be included in language classes, if a native-like mastery is to be achieved since they constitute an indispensible component of one’s linguistic repertoire. Recent studies have shown that proverbial form is not as “holy” as tradition holds it. Speakers “commit” different kinds of transformations to popular proverbs, their sanctity notwithstanding. Examples of different types of mutations are discussed in this paper and categorized under the headings of: sound imitation, word play, stunting (or cropping), combining more than one proverb, and introducing a completely new “proverb”. These different types are seen to produce proverb-like statements which could eventually turn into proverbs proper. This paper argues that all such transformations have a purpose not unlike the purpose of proverbs proper: they are often utilized by their users to “decorate” their texts with what sounds like traditionally accepted truths very similar to the truths expressed by proverbs. Inclusion of this part of language in language classes becomes integral to the process of teaching since knowledge of these expressions, like that of other idiomatic expressions, is essential for perfecting a learner’s mastery of a target language.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127321523","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}
Classroom interaction plays a significant role in facilitating learners’ development of communicative competence by making input more comprehensible to learners and maximizing the language input to become learners’ intake (Krashen, 1987; Swain, 1995; Long, 1996; Gass, 1997; Lucha & Berhanu, 2015). Results of related studies reveal a low level of communicative competence of many Vietnamese learners of English, which could result from the lack of opportunities for interaction in Vietnamese EFL classes (Hiep, 2007; Ngoc, 2010; Canh, 2011; Ngan, 2013; Tuyen, 2013; Duy, 2014). This study aims to investigate EFL teachers’ challenges in maximizing classroom interaction. A questionnaire was administered to 50 lecturers from sixteen colleges and universities in the Mekong Delta of Viet Nam to examine their challenges in maximizing classroom interaction. The results of the study show that Vietnamese EFL lecturers encountered challenges related to physical factors or learning conditions, learners’ factors and teachers’ factors as well. Learner-related factors showed to be most significant challenge in this study.
{"title":"EFL Teachers’ Challenges in Maximizing Classroom Interaction","authors":"T. Lap, Huynh Vuong Uyen Thy","doi":"10.22158/SELT.V5N4P695","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P695","url":null,"abstract":"Classroom interaction plays a significant role in facilitating learners’ development of communicative competence by making input more comprehensible to learners and maximizing the language input to become learners’ intake (Krashen, 1987; Swain, 1995; Long, 1996; Gass, 1997; Lucha & Berhanu, 2015). Results of related studies reveal a low level of communicative competence of many Vietnamese learners of English, which could result from the lack of opportunities for interaction in Vietnamese EFL classes (Hiep, 2007; Ngoc, 2010; Canh, 2011; Ngan, 2013; Tuyen, 2013; Duy, 2014). This study aims to investigate EFL teachers’ challenges in maximizing classroom interaction. A questionnaire was administered to 50 lecturers from sixteen colleges and universities in the Mekong Delta of Viet Nam to examine their challenges in maximizing classroom interaction. The results of the study show that Vietnamese EFL lecturers encountered challenges related to physical factors or learning conditions, learners’ factors and teachers’ factors as well. Learner-related factors showed to be most significant challenge in this study.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125341564","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}
Through reviewing and combing the previous studies on linguistic disagreement over the past three decades from four dimensions or research hotspots—definitions of disagreement, classifications of disagreement, factors affecting the ways of raising disagreement, and strategies to present disagreement, this study shows that disagreement has experienced the transformation from being regarded as a marginal impolite phenomenon to an important, common socio-pragmatic phenomenon catching a mounting number of linguists’ attention. They define disagreement via directions or discoveries of corresponding studies, but the vague boundary between the synonymous concepts restrains the definition progress. The criteria of taxonomies, with their respective merits and demerits, contain the forms, functions and levels of disagreement. As to the factors affecting the disagreement raising, contextualization becomes the trend. But the overlaps of the specific factors’ scopes leave space for scrutinization. It is found that, given significant multi-perspective findings, disagreement literature often rents ideas from Impoliteness Theory, conducive to the discount of objectivity and pertinence of their elaboration. The disagreement-response or disagreement-reaction part, overtly rarely studied, makes a breakthrough for further research.
{"title":"Disagreement Studies Reviewed and My Coy Disagreements","authors":"Lingling Xu","doi":"10.22158/selt.v5n4p679","DOIUrl":"https://doi.org/10.22158/selt.v5n4p679","url":null,"abstract":"Through reviewing and combing the previous studies on linguistic disagreement over the past three decades from four dimensions or research hotspots—definitions of disagreement, classifications of disagreement, factors affecting the ways of raising disagreement, and strategies to present disagreement, this study shows that disagreement has experienced the transformation from being regarded as a marginal impolite phenomenon to an important, common socio-pragmatic phenomenon catching a mounting number of linguists’ attention. They define disagreement via directions or discoveries of corresponding studies, but the vague boundary between the synonymous concepts restrains the definition progress. The criteria of taxonomies, with their respective merits and demerits, contain the forms, functions and levels of disagreement. As to the factors affecting the disagreement raising, contextualization becomes the trend. But the overlaps of the specific factors’ scopes leave space for scrutinization. It is found that, given significant multi-perspective findings, disagreement literature often rents ideas from Impoliteness Theory, conducive to the discount of objectivity and pertinence of their elaboration. The disagreement-response or disagreement-reaction part, overtly rarely studied, makes a breakthrough for further research.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114661953","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}
The term “bilingual education” can be described as a concept of educational research, based on its literal meaning, it usually refers to any educational program that involves two languages in the progress of teaching and learning. In modern society, bilingual education becomes increasingly popular, and has been widely used for the purpose of early education in many countries. This essay evaluates different types of bilingual education (early immersion, two-way language education, maintenance education) by analysing their strengths and limitations mainly in aspects of first language and second language development. From the systematic overview on the three most well-known forms of bilingual education, the author finds that all of them have influence on improving language skills and academic skills in a rolling basis while generally have no negative impacts on their growing process.
{"title":"Evaluation of Different Bilingual Education Models and Its Application on Primary School Children Literacy","authors":"Yang Chen","doi":"10.22158/selt.v5n4p667","DOIUrl":"https://doi.org/10.22158/selt.v5n4p667","url":null,"abstract":"The term “bilingual education” can be described as a concept of educational research, based on its literal meaning, it usually refers to any educational program that involves two languages in the progress of teaching and learning. In modern society, bilingual education becomes increasingly popular, and has been widely used for the purpose of early education in many countries. This essay evaluates different types of bilingual education (early immersion, two-way language education, maintenance education) by analysing their strengths and limitations mainly in aspects of first language and second language development. From the systematic overview on the three most well-known forms of bilingual education, the author finds that all of them have influence on improving language skills and academic skills in a rolling basis while generally have no negative impacts on their growing process.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123884976","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}
This paper is an introduction to and comment on Liu & Zhu’s antistrophos view of pragmatics-rhetoric relationship. It unfolds why they choose “antistrophos” rather than “counterpart(s)” for the bilateral positing, holding that “counterpart” is not impossible for that end. Then the paper affirms the merit of their “antistrophos view”, capable of facilitating “ reciprocal and reversible transformation” of pragmatics and rhetoric. In terms of the bilateral relations, this paper maintains the stance of radical pragmaticism of the complementarity camp. Finally we discuss the possibility of the disciplinary integration resulting in pragma-rhetoric.
{"title":"Sizing up the Antistrophos View of Pragmatics-Rhetoric Relationship","authors":"Guojin Hou","doi":"10.22158/selt.v5n4p641","DOIUrl":"https://doi.org/10.22158/selt.v5n4p641","url":null,"abstract":"This paper is an introduction to and comment on Liu & Zhu’s antistrophos view of pragmatics-rhetoric relationship. It unfolds why they choose “antistrophos” rather than “counterpart(s)” for the bilateral positing, holding that “counterpart” is not impossible for that end. Then the paper affirms the merit of their “antistrophos view”, capable of facilitating “ reciprocal and reversible transformation” of pragmatics and rhetoric. In terms of the bilateral relations, this paper maintains the stance of radical pragmaticism of the complementarity camp. Finally we discuss the possibility of the disciplinary integration resulting in pragma-rhetoric.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127862565","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}
The research explored EFL learners’ knowledge and use of gender stereotypes of common English nouns (e.g., doctor and nurse). In the study, we compared how EFL learners living in Saudi Arabia and native English speakers rated 24 nouns that can be used to refer to either males or females and how they interpreted sentences containing the gender-specific pronouns his and her preceded by one of the three types of these nouns (i.e., male stereotyped, female stereotyped, or gender neutral). The results showed that performance for EFL learners differed from native speakers’ in both tasks. EFL learners rated nouns as generally referring to males more often than did native English speakers. EFL learners were also significantly less likely to interpret her and his as referring to the preceding noun than were native English speakers. The results suggest that in EFL courses, learners are likely to benefit from explicit coverage of gender ambiguous English nouns and the topic of gender stereotyping as an important aspect of vocabulary knowledge.
{"title":"EFL Learners’ Knowledge and Use of Gender Stereotypes: Evidence from Arabic Native Speakers","authors":"Nawal Alzahrani, S. Kennison","doi":"10.22158/SELT.V5N4P632","DOIUrl":"https://doi.org/10.22158/SELT.V5N4P632","url":null,"abstract":"The research explored EFL learners’ knowledge and use of gender stereotypes of common English nouns (e.g., doctor and nurse). In the study, we compared how EFL learners living in Saudi Arabia and native English speakers rated 24 nouns that can be used to refer to either males or females and how they interpreted sentences containing the gender-specific pronouns his and her preceded by one of the three types of these nouns (i.e., male stereotyped, female stereotyped, or gender neutral). The results showed that performance for EFL learners differed from native speakers’ in both tasks. EFL learners rated nouns as generally referring to males more often than did native English speakers. EFL learners were also significantly less likely to interpret her and his as referring to the preceding noun than were native English speakers. The results suggest that in EFL courses, learners are likely to benefit from explicit coverage of gender ambiguous English nouns and the topic of gender stereotyping as an important aspect of vocabulary knowledge.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127809827","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}
The study examines the factors that facilitate the implementation of the student’s portfolio as viewed by EFL students and teachers. Gender differences in the factors were also investigated. To collect the data needed for answering the research questions, two instruments were developed, validated, and checked for reliability. The study sample included 953 students and 258 teachers. The main findings r regarding factors that facilitate the implementation of the student’s portfolio, both teachers and students agreed on the list of the given factors in the research instrument. Teachers considered the availability of materials and resources as the most important factor for better implementation of the student’s portfolio. Students viewed teachers’ support as the most important factor that would lead for better implementation of the student’s portfolio. Moreover, gender differences were reported with regard to the factors for both teachers and students.
{"title":"Factors Facilitating the Implementation of the EFL Student’s Portfolio","authors":"E. Al-Kindi, Abdo Mohamed Al-Melklafi","doi":"10.22158/selt.v5n4p612","DOIUrl":"https://doi.org/10.22158/selt.v5n4p612","url":null,"abstract":"The study examines the factors that facilitate the implementation of the student’s portfolio as viewed by EFL students and teachers. Gender differences in the factors were also investigated. To collect the data needed for answering the research questions, two instruments were developed, validated, and checked for reliability. The study sample included 953 students and 258 teachers. The main findings r regarding factors that facilitate the implementation of the student’s portfolio, both teachers and students agreed on the list of the given factors in the research instrument. Teachers considered the availability of materials and resources as the most important factor for better implementation of the student’s portfolio. Students viewed teachers’ support as the most important factor that would lead for better implementation of the student’s portfolio. Moreover, gender differences were reported with regard to the factors for both teachers and students.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126866971","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}
Cultural integration, an important part of college English teaching, plays a key role in enhancing students’ English proficiency and overall quality. The author in this paper attempts to explore the cultivation of college English learners’ intercultural competence from the three aspects of relationship between cultural integration and college English teaching, the contents and ways of cultural integration into college English teaching. The author considers that college English learners’ intercultural competence involves both intercultural communicative competence and overall quality including virtues, critical thinking and extensive knowledge.
{"title":"On the Cultivation of College English Learners’ Intercultural Competence","authors":"T. Lihua","doi":"10.22158/selt.v5n4p600","DOIUrl":"https://doi.org/10.22158/selt.v5n4p600","url":null,"abstract":"Cultural integration, an important part of college English teaching, plays a key role in enhancing students’ English proficiency and overall quality. The author in this paper attempts to explore the cultivation of college English learners’ intercultural competence from the three aspects of relationship between cultural integration and college English teaching, the contents and ways of cultural integration into college English teaching. The author considers that college English learners’ intercultural competence involves both intercultural communicative competence and overall quality including virtues, critical thinking and extensive knowledge.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126453465","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}
Vocabulary is recognized as a central aspect of mastery of the language and the use of monolingual dictionaries is regarded as a crucial tool in determining meanings of words in reading exercises. This paper aims at exploring the effects of dictionaries on reading appreciation among Sudanese students. The reading comprehension test was a replication of the text used in an experiment by Nesi and Meara (1992). Its rationale is simple: since monolingual dictionaries are designed to help in reading comprehension, it is reasonable to assume that dictionary users will score significantly better than non-dictionary users. The study sample comprised 50 students from a Public Sudanese university, with half the students carrying out the test using monolingual dictionaries and the other half without this aid. Dictionary users were asked to tick the words they had looked up and to write down their meanings. The meanings selected were matched with the original context, and judgment was made as to whether the degree of correctness had affected the scores. The results indicate that no statistically significant differences exist between the two groups. This conclusion contradicts the bulk of research and the researcher proposes a number of explanations for this apparent failure. It is suggested that the poor reference skills of the subjects is the major responsible factor.
{"title":"The Impact of Monolingual Dictionaries on Reading Comprehension among Sudanese English Majors","authors":"Abuelgasim Abdelbagi Elhaj","doi":"10.22158/SELT.V5N3P578","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P578","url":null,"abstract":"Vocabulary is recognized as a central aspect of mastery of the language and the use of monolingual dictionaries is regarded as a crucial tool in determining meanings of words in reading exercises. This paper aims at exploring the effects of dictionaries on reading appreciation among Sudanese students. The reading comprehension test was a replication of the text used in an experiment by Nesi and Meara (1992). Its rationale is simple: since monolingual dictionaries are designed to help in reading comprehension, it is reasonable to assume that dictionary users will score significantly better than non-dictionary users. The study sample comprised 50 students from a Public Sudanese university, with half the students carrying out the test using monolingual dictionaries and the other half without this aid. Dictionary users were asked to tick the words they had looked up and to write down their meanings. The meanings selected were matched with the original context, and judgment was made as to whether the degree of correctness had affected the scores. The results indicate that no statistically significant differences exist between the two groups. This conclusion contradicts the bulk of research and the researcher proposes a number of explanations for this apparent failure. It is suggested that the poor reference skills of the subjects is the major responsible factor.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1996 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128210510","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}
The evaluation of spoken language requires a rigid structure to make the analysis reliable, however, it is challenging to set the right criteria that work for different types of speech samples. Spoken language may be evaluated from different perspectives, depending on what to look at (e.g., intelligibility, Complexity, Accuracy, and Fluency). The former tend to concern a holistic evaluation of the spoken data, whereas the latter involves numeric measurements. Although they both analyse oral data, they do not seem to coexist in the same research field. Also, the research tools in both fields do not cater for evaluating data produced by speakers of low proficiency. This is because once a speech is labelled “low”, there are no additional classifications for further analysis. This paper, therefore, attempts to create those further categories. In this paper, intelligibility and existing methods for analysing spoken data in Second Language Acquisition (SLA) are reviewed to see if there are some overarching themes in teaching, assessing, and analysing spoken languages. Some of the issues from intelligibility and SLA are, then, delineated for designing a unit of analysis. The paper, finally, proposes the hierarchical C-unit, which is designed to deal with oral data produced by low-proficient speakers.
{"title":"Ranking Competencies of Oral Output: A Unit of Analysis for Low-Proficient L2 Speakers","authors":"Nobue Tanaka-Ellis","doi":"10.22158/SELT.V5N3P560","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P560","url":null,"abstract":"The evaluation of spoken language requires a rigid structure to make the analysis reliable, however, it is challenging to set the right criteria that work for different types of speech samples. Spoken language may be evaluated from different perspectives, depending on what to look at (e.g., intelligibility, Complexity, Accuracy, and Fluency). The former tend to concern a holistic evaluation of the spoken data, whereas the latter involves numeric measurements. Although they both analyse oral data, they do not seem to coexist in the same research field. Also, the research tools in both fields do not cater for evaluating data produced by speakers of low proficiency. This is because once a speech is labelled “low”, there are no additional classifications for further analysis. This paper, therefore, attempts to create those further categories. In this paper, intelligibility and existing methods for analysing spoken data in Second Language Acquisition (SLA) are reviewed to see if there are some overarching themes in teaching, assessing, and analysing spoken languages. Some of the issues from intelligibility and SLA are, then, delineated for designing a unit of analysis. The paper, finally, proposes the hierarchical C-unit, which is designed to deal with oral data produced by low-proficient speakers.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128101962","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}
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