This study illuminates the genre-based pedagogy delivered by a novice EAP teacher for teaching discussion section writing to cross-discipline undergraduates in China. Followed by the demonstration of specifics of genre teaching, the researcher tapped into the effectiveness of genre-based pedagogy through an examination of student-produced writing submissions. Autoethnography and qualitative research methods were used to analyze video-recording, teaching journals and students’ writing assignments and it was revealed that the focal Chinese English teacher who specialized in EGP was able to teach genre knowledge and research writing skills through autonomous learning and teaching preparation. Furthermore, the efficacy of genre teaching could be affirmed since most learner-writers successfully transferred genre knowledge and writing skills taught in the classroom to their writing. From this study, pedagogical implications are drawn to shed light on future teacher education that aims to help Chinese English teachers attain better genre-based research writing instruction.
{"title":"Teaching Discussion Section Writing through a Genre-Based Approach to Undergraduates across Disciplines in China—A Novice EAP Teacher’s Classroom-Based Empirical Study","authors":"Jiakai Liu","doi":"10.22158/eltls.v4n4p55","DOIUrl":"https://doi.org/10.22158/eltls.v4n4p55","url":null,"abstract":"This study illuminates the genre-based pedagogy delivered by a novice EAP teacher for teaching discussion section writing to cross-discipline undergraduates in China. Followed by the demonstration of specifics of genre teaching, the researcher tapped into the effectiveness of genre-based pedagogy through an examination of student-produced writing submissions. Autoethnography and qualitative research methods were used to analyze video-recording, teaching journals and students’ writing assignments and it was revealed that the focal Chinese English teacher who specialized in EGP was able to teach genre knowledge and research writing skills through autonomous learning and teaching preparation. Furthermore, the efficacy of genre teaching could be affirmed since most learner-writers successfully transferred genre knowledge and writing skills taught in the classroom to their writing. From this study, pedagogical implications are drawn to shed light on future teacher education that aims to help Chinese English teachers attain better genre-based research writing instruction.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128817924","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 present paper provides details of a significant classroom based research study that explored the status of reading and comprehension instructions in early primary classrooms of Indian context. It is significant as there has been dearth of research in any of these fields—early reading, reading comprehension in early school years, and early grade classrooms in India. The study was exploratory, descriptive and qualitative in nature. It examines the nature of comprehension instructions, quality of reading experiences, whether reading experiences are meaningful for learners or not, kinds of reading materials present and accessible to students and nature of their engagement with texts in second grade classrooms. It describes various challenges of reading comprehension in early primary classrooms and evaluates the situation in light of the recommendations provided in the policy documents.
{"title":"Challenges of Reading Comprehension in Early Primary Classrooms of India","authors":"Dr. Pooja Bahuguna","doi":"10.22158/eltls.v4n4p1","DOIUrl":"https://doi.org/10.22158/eltls.v4n4p1","url":null,"abstract":"The present paper provides details of a significant classroom based research study that explored the status of reading and comprehension instructions in early primary classrooms of Indian context. It is significant as there has been dearth of research in any of these fields—early reading, reading comprehension in early school years, and early grade classrooms in India. The study was exploratory, descriptive and qualitative in nature. It examines the nature of comprehension instructions, quality of reading experiences, whether reading experiences are meaningful for learners or not, kinds of reading materials present and accessible to students and nature of their engagement with texts in second grade classrooms. It describes various challenges of reading comprehension in early primary classrooms and evaluates the situation in light of the recommendations provided in the policy documents.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129612501","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}
Maryam Tahvildary Biderooni, A. Jabbari, Yasaman Nasiriani
The present study focuses on recognition and production of the English genitive cases with similar structure in Guilaki (i.e., possessive determiners and possessive relations) or Persian (i.e., non-possessive relations) at initial state of EFL acquisition. In this regard, the researcher selected the most proficient Guilaki and Persian speakers-beginner EFL learners who were comparably aware of the structures under study to establish L3 and L2 groups. Both groups equally comprised 30 female third-grade junior high school English learners. The statistical analyses on GJT and Translation tests of the L3 group suggested different levels of cross-linguistic influence, and hence partially supporting FT/FA hypothesis, L2 transfer hypothesis or CEM for each form of genitive case. Moreover, the findings indicated a possible association between the L3 group’s poor performance and their incomplete L1 acquisition due to the intense contact with the majority language (i.e., Persian as L2). Consequently, EFL teaching through learners’ language background can improve their English and preserve their background languages.
{"title":"Acquisition of Genitive Case by Bilingual Guilaki-Persian English Learners","authors":"Maryam Tahvildary Biderooni, A. Jabbari, Yasaman Nasiriani","doi":"10.22158/eltls.v4n4p40","DOIUrl":"https://doi.org/10.22158/eltls.v4n4p40","url":null,"abstract":"The present study focuses on recognition and production of the English genitive cases with similar structure in Guilaki (i.e., possessive determiners and possessive relations) or Persian (i.e., non-possessive relations) at initial state of EFL acquisition. In this regard, the researcher selected the most proficient Guilaki and Persian speakers-beginner EFL learners who were comparably aware of the structures under study to establish L3 and L2 groups. Both groups equally comprised 30 female third-grade junior high school English learners. The statistical analyses on GJT and Translation tests of the L3 group suggested different levels of cross-linguistic influence, and hence partially supporting FT/FA hypothesis, L2 transfer hypothesis or CEM for each form of genitive case. Moreover, the findings indicated a possible association between the L3 group’s poor performance and their incomplete L1 acquisition due to the intense contact with the majority language (i.e., Persian as L2). Consequently, EFL teaching through learners’ language background can improve their English and preserve their background languages.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123503510","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}
When mainland students come to Hong Kong for higher education, they experience transition from Learning English as Foreign Language to Learning English as Second Language. This study aimed to investigate language learning anxiety, learning motivation and the relationship between the two, and to find out how do the mainland students motivate themselves to learn English within such pressing environment caused by the transition. This research used semi-structured interviews with 6 female mainland students to closely examine the topic. The results of the study showed that most mainland students think there is a positive relationship between motivation and anxiety, and some of their motivation actually originated from anxiety. The causes of the anxiety, different types of motivation, and implications of these findings in relation to learning English as a second language are discussed.
{"title":"An Investigation of Foreign Language Anxiety and English Learning Motivation of Female Mainland Students in an English Medium Institution in Hong Kong","authors":"L. He","doi":"10.22158/eltls.v4n4p10","DOIUrl":"https://doi.org/10.22158/eltls.v4n4p10","url":null,"abstract":"When mainland students come to Hong Kong for higher education, they experience transition from Learning English as Foreign Language to Learning English as Second Language. This study aimed to investigate language learning anxiety, learning motivation and the relationship between the two, and to find out how do the mainland students motivate themselves to learn English within such pressing environment caused by the transition. This research used semi-structured interviews with 6 female mainland students to closely examine the topic. The results of the study showed that most mainland students think there is a positive relationship between motivation and anxiety, and some of their motivation actually originated from anxiety. The causes of the anxiety, different types of motivation, and implications of these findings in relation to learning English as a second language are discussed.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114632795","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 study examined various teaching strategies using Blended Learning in teaching 21st Century Literature of the Philippines and the World (21st CLPW) in the university, assessed various challenges that teachers encountered using Blended Learning in teaching the subject, identified the significant difference in the extent of the use of Blended Learning in teaching 21st CLPW according to their profile, and recognized the significant relationship between the strategies and the profile of the teacher-respondents. The study employed a mix method of quantitative and qualitative research approaches. The researcher utilized a researcher-made questionnaire to identify teachers using Blended Learning to teach 21st CLPW among Grade 12 students in a university. Data gathering was administered via Google form, and interpretated using mean, standard deviation, Kruskal-Wallis H Test, and Chi-square Test of Independence. Results revealed that most of the teacher-respondents are young adults who are Bachelor’s Degree holders, have been teaching for five years or less, and the most common seminars and pieces of training they have attended were school-based. Challenges Encountered obtained an overall mean of 3.12 and a standard deviation of 0.47, which is interpreted as Agree. This means that challenges in using Blended Learning in teaching 21st CLPW is inevitable.
{"title":"Blended Learning: Strategies and Challenges in Teaching 21st Century Literature of the Philippines and the World to Grade 12 Students","authors":"Shenna Joy S. Bobila, Dr. Crisanto A. Daing","doi":"10.22158/eltls.v4n3p36","DOIUrl":"https://doi.org/10.22158/eltls.v4n3p36","url":null,"abstract":"This study examined various teaching strategies using Blended Learning in teaching 21st Century Literature of the Philippines and the World (21st CLPW) in the university, assessed various challenges that teachers encountered using Blended Learning in teaching the subject, identified the significant difference in the extent of the use of Blended Learning in teaching 21st CLPW according to their profile, and recognized the significant relationship between the strategies and the profile of the teacher-respondents. The study employed a mix method of quantitative and qualitative research approaches. The researcher utilized a researcher-made questionnaire to identify teachers using Blended Learning to teach 21st CLPW among Grade 12 students in a university. Data gathering was administered via Google form, and interpretated using mean, standard deviation, Kruskal-Wallis H Test, and Chi-square Test of Independence. Results revealed that most of the teacher-respondents are young adults who are Bachelor’s Degree holders, have been teaching for five years or less, and the most common seminars and pieces of training they have attended were school-based. Challenges Encountered obtained an overall mean of 3.12 and a standard deviation of 0.47, which is interpreted as Agree. This means that challenges in using Blended Learning in teaching 21st CLPW is inevitable.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"310 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116379327","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 presents the results of an experiment conducted to investigate how adult native speakers of English perceive some Arabic contrasts within Brown’s Phonological Interference Model (PIM) (1998, 2000), based on the theory of Feature Geometry. Three Arabic pairs of contrasts were chosen for the experiment: the contrast /b – d/ consisting of consonants present in both English and Arabic; the contrast /x – ?/ consisting of consonants that are non-native to English but are distinguished by the features [dorsal, voice, continuant] which are available in the English feature geometry; and finally the contrast /h – ?/, of which only the former exists in English, whereas the latter is non-native to English and is distinguished by the feature [RTR], which is unavailable in the English feature geometry, thereby rendering /?/ completely alien to the English sound system. The experiment consisted of an AX Discrimination task where subjects heard two sounds and were asked to decide whether they were the same or different. Three groups participated in the experiment: an Arabic L1 control group, an English L1 group, and finally an Arabic L2 group. The results of the experiment confirm Brown’s findings in a similar experiment with Japanese and Chinese speakers’ perception of English.
{"title":"Testing English Speakers’ Perception of Arabic Contrasts","authors":"Alwaleed A. Alsuhaibani","doi":"10.22158/eltls.v4n3p19","DOIUrl":"https://doi.org/10.22158/eltls.v4n3p19","url":null,"abstract":"This paper presents the results of an experiment conducted to investigate how adult native speakers of English perceive some Arabic contrasts within Brown’s Phonological Interference Model (PIM) (1998, 2000), based on the theory of Feature Geometry. Three Arabic pairs of contrasts were chosen for the experiment: the contrast /b – d/ consisting of consonants present in both English and Arabic; the contrast /x – ?/ consisting of consonants that are non-native to English but are distinguished by the features [dorsal, voice, continuant] which are available in the English feature geometry; and finally the contrast /h – ?/, of which only the former exists in English, whereas the latter is non-native to English and is distinguished by the feature [RTR], which is unavailable in the English feature geometry, thereby rendering /?/ completely alien to the English sound system. The experiment consisted of an AX Discrimination task where subjects heard two sounds and were asked to decide whether they were the same or different. Three groups participated in the experiment: an Arabic L1 control group, an English L1 group, and finally an Arabic L2 group. The results of the experiment confirm Brown’s findings in a similar experiment with Japanese and Chinese speakers’ perception of English.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116421172","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 study investigates the effectiveness of classroom exercises in the teaching and learning of Creative Writing in tertiary institutions. The exercises presented in this study are restricted to the three basic genres of literature: drama, prose and poetry. In contemporary scholarship, Creative Writing is part of the curriculum of tertiary education. Creative Writing programmes continue to develop in different parts of the world, with emphasis on workshops which promote the acquisition of the craft through different pedagogical approaches. The thrust of such approaches is that creative writing courses can be significantly assessed to measure individualistic progress of the learners. Creative Writing exercises test and evaluate discrete skills in the course. Hinging on the Non-traditional Academic Approach which posits that evaluation is crucial in the teaching and learning of Creative Writing, this study concludes that classroom exercises are potent instruments for teaching and learning Creative Writing in tertiary institutions.
{"title":"The Effectiveness of Classroom Exercises in the Teaching and Learning of Creative Writing in Tertiary Institutions","authors":"Acheoah John Emike, Zainab Abdulkarim","doi":"10.22158/eltls.v4n3p1","DOIUrl":"https://doi.org/10.22158/eltls.v4n3p1","url":null,"abstract":"This study investigates the effectiveness of classroom exercises in the teaching and learning of Creative Writing in tertiary institutions. The exercises presented in this study are restricted to the three basic genres of literature: drama, prose and poetry. In contemporary scholarship, Creative Writing is part of the curriculum of tertiary education. Creative Writing programmes continue to develop in different parts of the world, with emphasis on workshops which promote the acquisition of the craft through different pedagogical approaches. The thrust of such approaches is that creative writing courses can be significantly assessed to measure individualistic progress of the learners. Creative Writing exercises test and evaluate discrete skills in the course. Hinging on the Non-traditional Academic Approach which posits that evaluation is crucial in the teaching and learning of Creative Writing, this study concludes that classroom exercises are potent instruments for teaching and learning Creative Writing in tertiary institutions.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127704833","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 review critically presents the “Metaphoric Criticism” in “Rhetorical Criticism: Exploration and Practice” and tries to discuss the purposes of metaphor which is persuasive in people’s lives. In a conclusion, Conceptual metaphor is a powerful cognitive tool, as well as “Metaphoric Criticism” is not just a book for research, but a learning guide.
{"title":"Review of on “Metaphoric Criticism” in “Rhetorical Criticism: Exploration and Practice” by Sonja K. Fo","authors":"Shuai Chen","doi":"10.22158/eltls.v4n2p51","DOIUrl":"https://doi.org/10.22158/eltls.v4n2p51","url":null,"abstract":"This review critically presents the “Metaphoric Criticism” in “Rhetorical Criticism: Exploration and Practice” and tries to discuss the purposes of metaphor which is persuasive in people’s lives. In a conclusion, Conceptual metaphor is a powerful cognitive tool, as well as “Metaphoric Criticism” is not just a book for research, but a learning guide.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"217 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113982625","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}
{"title":"Carl Jung and Education","authors":"R. Murphy","doi":"10.22158/eltls.v4n2p46","DOIUrl":"https://doi.org/10.22158/eltls.v4n2p46","url":null,"abstract":"<jats:p>---</jats:p>","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127793304","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}
Reading is one of the most reliable sources of language input. As the main source of English input for non-English undergraduates, textbooks for General English play a critical role in developing their reading abilities. Based on the text readability benchmark of the reading tests in national College English Test (CET), this study aims to explore readability of the texts in an English coursebook series for general purpose used by non-English major undergraduates in a university from China, and tries to examine the impact of students’ reading coursebooks on their reading achievements in CET reading tests. Samples include 72 English texts from 4 target textbooks and 72 texts from the reading tests in CET between 2017 and 2021. Results show that the average text readability index from Book 1 to Book 4 is short of scientific variations despite the trend of a descending order. Besides, a noticeable gap in text readability has been discovered between the target books and CET. Given the guiding role CET has been playing in college English teaching and learning, it is proposed that reading materials selected for non-English undergraduates in and out of class should be more scientific by taking the readability benchmark in CET into consideration.
{"title":"Readability in Students’ General English Textbooks: An Empirical Study Based on Benchmark","authors":"Chunbao Huang","doi":"10.22158/eltls.v4n2p34","DOIUrl":"https://doi.org/10.22158/eltls.v4n2p34","url":null,"abstract":"Reading is one of the most reliable sources of language input. As the main source of English input for non-English undergraduates, textbooks for General English play a critical role in developing their reading abilities. Based on the text readability benchmark of the reading tests in national College English Test (CET), this study aims to explore readability of the texts in an English coursebook series for general purpose used by non-English major undergraduates in a university from China, and tries to examine the impact of students’ reading coursebooks on their reading achievements in CET reading tests. Samples include 72 English texts from 4 target textbooks and 72 texts from the reading tests in CET between 2017 and 2021. Results show that the average text readability index from Book 1 to Book 4 is short of scientific variations despite the trend of a descending order. Besides, a noticeable gap in text readability has been discovered between the target books and CET. Given the guiding role CET has been playing in college English teaching and learning, it is proposed that reading materials selected for non-English undergraduates in and out of class should be more scientific by taking the readability benchmark in CET into consideration.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115931955","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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