Building on studies of L1 error effects in writing, the present study aimed to gain further insight into thecommunicative consequences of actual and perceived L2 errors in writing by investigating their effects beyond theevaluation of text quality. No studies of L2 writing would appear to have investigated the impact of errors onperception of the author and communicative outcomes. We investigated the effect of L2 English errors in persuasivewriting on native and non-native English speakers’ evaluation of the text, of the author, and of the persuasiveness ofthe text. Selected, authentic, errors from a corpus of petitions written in English by Dutch native speakers wereincluded in a stimulus text. Two versions of the text were presented to (non-teacher) participants in a 2 (errors vs. noerrors) by 2 (native vs. non-native judges) between-subject experimental design. It was found that, while actual errorhad no effect on the participants’ evaluation of the text, the author, or the persuasiveness of the text, perceived error(that is, if participants thought the text contained errors) had a significant negative effect on text attractiveness andthe author’s trustworthiness, friendliness and competence. Thus, the findings would suggest that perceived errorplays an important role in how non-teacher judges evaluate a text and its author, and, more generally, that suchjudges would seem to use their own standards of correctness against which to judge writing and the writer, regardlessof whether the judges are native or non-native speakers.
{"title":"Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text","authors":"B. Planken, F. V. Meurs, Karin Maria","doi":"10.5430/IJELT.V6N1P1","DOIUrl":"https://doi.org/10.5430/IJELT.V6N1P1","url":null,"abstract":"Building on studies of L1 error effects in writing, the present study aimed to gain further insight into thecommunicative consequences of actual and perceived L2 errors in writing by investigating their effects beyond theevaluation of text quality. No studies of L2 writing would appear to have investigated the impact of errors onperception of the author and communicative outcomes. We investigated the effect of L2 English errors in persuasivewriting on native and non-native English speakers’ evaluation of the text, of the author, and of the persuasiveness ofthe text. Selected, authentic, errors from a corpus of petitions written in English by Dutch native speakers wereincluded in a stimulus text. Two versions of the text were presented to (non-teacher) participants in a 2 (errors vs. noerrors) by 2 (native vs. non-native judges) between-subject experimental design. It was found that, while actual errorhad no effect on the participants’ evaluation of the text, the author, or the persuasiveness of the text, perceived error(that is, if participants thought the text contained errors) had a significant negative effect on text attractiveness andthe author’s trustworthiness, friendliness and competence. Thus, the findings would suggest that perceived errorplays an important role in how non-teacher judges evaluate a text and its author, and, more generally, that suchjudges would seem to use their own standards of correctness against which to judge writing and the writer, regardlessof whether the judges are native or non-native speakers.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"52 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":"125027036","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}
There is a growing consensus that implementation of planning time exerts an effect on oral speech production oflearners. Research has yet to find out what strategies are used by learners in oral speech production. To contribute tothis ongoing debate, the present study examined activation of sociopragmatic, pragmalinguistic, and contentknowledge strategies employed by learners in pre-task planning time to produce answers. Ten M.A. students andPh.D. candidates majoring in TEFL gave their answers to oral request and refusal DCTs through think-aloudprotocol. The results revealed that the pre-task planning time caused the participants to activate a high degree ofsociopragmatic, pragmalinguistic, and content knowledge awareness. Therefore, implementation of planning time inspeaking tests may help individuals to produce more fluent and socially appropriate utterances.
{"title":"Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English","authors":"Hadi Maghsoud","doi":"10.5430/ijelt.v5n2p67","DOIUrl":"https://doi.org/10.5430/ijelt.v5n2p67","url":null,"abstract":"There is a growing consensus that implementation of planning time exerts an effect on oral speech production oflearners. Research has yet to find out what strategies are used by learners in oral speech production. To contribute tothis ongoing debate, the present study examined activation of sociopragmatic, pragmalinguistic, and contentknowledge strategies employed by learners in pre-task planning time to produce answers. Ten M.A. students andPh.D. candidates majoring in TEFL gave their answers to oral request and refusal DCTs through think-aloudprotocol. The results revealed that the pre-task planning time caused the participants to activate a high degree ofsociopragmatic, pragmalinguistic, and content knowledge awareness. Therefore, implementation of planning time inspeaking tests may help individuals to produce more fluent and socially appropriate utterances.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120968874","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 teaching and learning of a specific language whether it's considered foreign or second, has changed throughout the years. It began to transfer from a setting where the teacher was the basic and the role model into a setting where the learner would become the center or the focus. If we take in consideration all of these findings, methods, and approaches, in addition to the experiences which were created and further emphasized in an environment where learning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, in certain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change in the way foreign languages came to be taught. That is, from the way the foreign language would be specified to a certain approach where we would calculate the competence and the performance of a learner. This has led to a shift from the tutor being the figure of authority, the specialized person, and the role model into the facilitator where he would guide students in the learning process to bring about change. The enhancements of today's time tend to focus on social media in addition to the current research being carried out. Moreover, public pedagogy is also very important and always creates a path towards constructing, bettering and increasing the level of competence of the learner when acquiring a specific language.
{"title":"Teaching and Learning English as a Foreign Language","authors":"Thara Mahmoud Ali Al-oglah","doi":"10.5430/ijelt.v5n2p57","DOIUrl":"https://doi.org/10.5430/ijelt.v5n2p57","url":null,"abstract":"The teaching and learning of a specific language whether it's considered foreign or second, has changed throughout the years. It began to transfer from a setting where the teacher was the basic and the role model into a setting where the learner would become the center or the focus. If we take in consideration all of these findings, methods, and approaches, in addition to the experiences which were created and further emphasized in an environment where learning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, in certain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change in the way foreign languages came to be taught. That is, from the way the foreign language would be specified to a certain approach where we would calculate the competence and the performance of a learner. This has led to a shift from the tutor being the figure of authority, the specialized person, and the role model into the facilitator where he would guide students in the learning process to bring about change. The enhancements of today's time tend to focus on social media in addition to the current research being carried out. Moreover, public pedagogy is also very important and always creates a path towards constructing, bettering and increasing the level of competence of the learner when acquiring a specific language.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114143763","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 article explored the background for task-based games and how they could best fit in educational contexts tomake use of their potential benefits for language teaching and learning purposes. First, the assumptions of task-basedlanguage teaching (TBLT) and game-based learning (GBL), as the two underlying theories of task-based games,were touched upon. It was suggested that pedagogical tasks could be used as a framework for designing educationalgames. The benefits and pitfalls of implementation of TBLT and GBL were also investigated. Moreover, it wasargued that supplementary educational games that are in line with the syllabus rather than games used as the mainmeans of instruction could result in more efficient teaching and learning. Finally, task-based games were posited as apowerful educational tool to utilize the merits and to compensate for the shortcomings of TBLT and GBL.
{"title":"Integrated Supplementary Task-based Games","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P43","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P43","url":null,"abstract":"This article explored the background for task-based games and how they could best fit in educational contexts tomake use of their potential benefits for language teaching and learning purposes. First, the assumptions of task-basedlanguage teaching (TBLT) and game-based learning (GBL), as the two underlying theories of task-based games,were touched upon. It was suggested that pedagogical tasks could be used as a framework for designing educationalgames. The benefits and pitfalls of implementation of TBLT and GBL were also investigated. Moreover, it wasargued that supplementary educational games that are in line with the syllabus rather than games used as the mainmeans of instruction could result in more efficient teaching and learning. Finally, task-based games were posited as apowerful educational tool to utilize the merits and to compensate for the shortcomings of TBLT and GBL.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130227106","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 investigated whether L2 learners of English process sentences semantically or syntactically when they areengaged in production rather than comprehension. Thirty-four Persian speaking second language learners of Englishacross two proficiency levels participated in a production task which involved completing sentences such as Andyshot the man with… with a determiner phrase (DP) of their own choice. In majority of cases, the participants acrossboth proficiency levels supplied DPs that were semantically related to the verb (i.e., semantic-based processing). Thefindings are argued to support the constraint-based theories and shallow structure hypothesis.
本研究调查了二语英语学习者在生产而非理解过程中是在语义上还是句法上加工句子。34名不同熟练程度的波斯语第二语言英语学习者参加了一项生产任务，该任务涉及用他们自己选择的限定词(DP)完成句子，如“Andyshot the man with…”。在大多数情况下，两种熟练程度的参与者都提供了与动词在语义上相关的dp(即基于语义的处理)。研究结果支持了基于约束的理论和浅结构假说。
{"title":"Attachment Preferences of L2 Learners in a Production Task","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P50","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P50","url":null,"abstract":"This study investigated whether L2 learners of English process sentences semantically or syntactically when they areengaged in production rather than comprehension. Thirty-four Persian speaking second language learners of Englishacross two proficiency levels participated in a production task which involved completing sentences such as Andyshot the man with… with a determiner phrase (DP) of their own choice. In majority of cases, the participants acrossboth proficiency levels supplied DPs that were semantically related to the verb (i.e., semantic-based processing). Thefindings are argued to support the constraint-based theories and shallow structure hypothesis.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131619926","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 aims to find whether the concept of metaphorical “BUBBLE” can assist us in understanding thephenomena of US housing bubble appearing from 2001 to 2007. With the node of “housing bubble”, the researcherssearch the collocates of it and dig into the context of highly frequent collocates. The study finds: 1)the collocates of“housing bubble”, mainly categorized in “v+N”, “n/adj+N” and “N+v”, reflect the 5 stages of housing bubbledevelopment and the context explains the cause and effect of housing bubble in every stage; 2)the maincorrespondences of BUBBLE metaphor have been concluded in the real estate market; 3)the combination of bubblemetaphor and orientation metaphor can explain the demand and supply curve of real estate. As a result, it can assistbusiness English teachers in teaching the supply and demand curve of the housing bubble.
{"title":"A Corpus-based Study of Bubble Metaphor in the American Real Estate Market","authors":"Guihang Guo, Zhaohui Wang","doi":"10.5430/IJELT.V5N2P34","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P34","url":null,"abstract":"The study aims to find whether the concept of metaphorical “BUBBLE” can assist us in understanding thephenomena of US housing bubble appearing from 2001 to 2007. With the node of “housing bubble”, the researcherssearch the collocates of it and dig into the context of highly frequent collocates. The study finds: 1)the collocates of“housing bubble”, mainly categorized in “v+N”, “n/adj+N” and “N+v”, reflect the 5 stages of housing bubbledevelopment and the context explains the cause and effect of housing bubble in every stage; 2)the maincorrespondences of BUBBLE metaphor have been concluded in the real estate market; 3)the combination of bubblemetaphor and orientation metaphor can explain the demand and supply curve of real estate. As a result, it can assistbusiness English teachers in teaching the supply and demand curve of the housing bubble.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128017625","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 investigated the prepositional phrase attachment preferences of Persian speaking second language learnersof English in dealing with globally ambiguous sentences. Results are reported from 34 participants across twoproficiency levels who took part in an online reading task and an offline reading task. In both tasks, the preferenceswere examined in biased and neutral conditions; in the former the verb was semantically biased towards the DPinside the PP (e.g. Peter killed the man with a gun) and in the latter condition there was no bias (e.g. Peter met theman with a gun). The findings showed that in both online and offline reading tasks participants resolved theambiguity by attaching the ambiguous DP to the verb, being influenced by the semantic relationship between the two,but in the neutral condition, the preferences were almost equal for both interpretations. The proficiency level did notinfluence preferences except for a slight interaction effect in the offline reading task. The findings indicate that L2learners of different proficiency levels rely on semantics rather than syntax in processing globally ambiguoussentences. The findings of this study in the neutral condition, are in line with the unrestricted race model. However,this model and the constraint-based theories fail to provide a proper explanation for the biased and neutral conditionsrespectively. It is suggested that discrepancy between the assumptions of the constraint-based theories and theunrestricted race model seems to be due to ignoring the role of semantic relationship between phrases in sentencesused for elicitation of parsing preferences; a factor that needs to be taken into account in future studies.
{"title":"Prepositional Phrase Attachment Global Ambiguity Resolution in Semantically Biased and Neutral Conditions by L2 Learners","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P20","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P20","url":null,"abstract":"This study investigated the prepositional phrase attachment preferences of Persian speaking second language learnersof English in dealing with globally ambiguous sentences. Results are reported from 34 participants across twoproficiency levels who took part in an online reading task and an offline reading task. In both tasks, the preferenceswere examined in biased and neutral conditions; in the former the verb was semantically biased towards the DPinside the PP (e.g. Peter killed the man with a gun) and in the latter condition there was no bias (e.g. Peter met theman with a gun). The findings showed that in both online and offline reading tasks participants resolved theambiguity by attaching the ambiguous DP to the verb, being influenced by the semantic relationship between the two,but in the neutral condition, the preferences were almost equal for both interpretations. The proficiency level did notinfluence preferences except for a slight interaction effect in the offline reading task. The findings indicate that L2learners of different proficiency levels rely on semantics rather than syntax in processing globally ambiguoussentences. The findings of this study in the neutral condition, are in line with the unrestricted race model. However,this model and the constraint-based theories fail to provide a proper explanation for the biased and neutral conditionsrespectively. It is suggested that discrepancy between the assumptions of the constraint-based theories and theunrestricted race model seems to be due to ignoring the role of semantic relationship between phrases in sentencesused for elicitation of parsing preferences; a factor that needs to be taken into account in future studies.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125537558","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 qualitative study examines the challenges faced by Saudi students in the process of applying to graduateprograms while studying in an anglophone country. Through the lens of gatekeeping scholarship, this study sought toshed light on the role of letter of intent on predicting the success of Saudi students with their graduate programsapplications. Writing a letter of intent in one of the main factors influencing students’ applications. Data collectedwas mainly through semi-structured interviews and analysis of the students’ letters of intent. In conclusion, theletters of intent were found to be one of the defining factors in successful graduate applications
{"title":"The Impact of Letter of Intent as Gatekeeping Encounters on Saudi Students Graduate Applications","authors":"M. Alzahrani","doi":"10.5430/IJELT.V5N2P12","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P12","url":null,"abstract":"This qualitative study examines the challenges faced by Saudi students in the process of applying to graduateprograms while studying in an anglophone country. Through the lens of gatekeeping scholarship, this study sought toshed light on the role of letter of intent on predicting the success of Saudi students with their graduate programsapplications. Writing a letter of intent in one of the main factors influencing students’ applications. Data collectedwas mainly through semi-structured interviews and analysis of the students’ letters of intent. In conclusion, theletters of intent were found to be one of the defining factors in successful graduate applications","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125255453","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 rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.
{"title":"Collaborative Teacher-Students Talks on the Identity of Native vs. Nonnative English Teachers","authors":"Hadi Maghsoud","doi":"10.5430/IJELT.V5N2P1","DOIUrl":"https://doi.org/10.5430/IJELT.V5N2P1","url":null,"abstract":"The rise of English as an international language and English globalization has rekindled the debate over native vs.nonnative teachers’ identity in terms of their strengths and weaknesses in foreign language education. To contributeto the debate, this study explored EFL learners’ and teachers’ perceptions of native and nonnative teachers’ identity.Six nonnative teachers and their students (N=40) participated in collaborative talks to construct teacher identity inseparate discussion sessions. The conversations were transcribed to extract the main themes through content analysis.The findings showed that, from the students’ point of view, nonnative teachers enjoy bilingual advantage, have abetter understanding of learners’ culture, and are more capable in establishing rapport with learners. Regardingnative teachers, the students believed that they enjoy linguistic advantage and transfer L2 culture more competentlythan non-native teachers. The teachers had similar opinions about linguistic advantage, advanced/elementary levelinstruction, and art of teaching. However, they did not fully agree with nonnanative teachers’ bilingual advantage.The findings indicated that EFL learners and teachers prefer native and nonnative teachers in different respects andthat nativeness is not the sole determining factor in teacher identity.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"PC-20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666821","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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