Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.11
Marta Łockiewicz, Martyna Jaskulska
The aim of our study was to examine the spelling, grammar, syntax, and lexicon skills in learning English as a Foreign Language (EFL) in a free writing task of Polish students with and without dyslexia. We wanted to identify the potential linguistic transfer difficulties. We assumed that these difficulties would result from the deficient phonological skills, which is characteristic of dyslexia, and from language interference. 72 students with and 78 without dyslexia wrote a short text in English. We found that Polish secondary and junior secondary school students with dyslexia, as compared to the participants without dyslexia, made more spelling errors in the EFL free writing task. They, however, wrote equally long texts that did not differ in terms of grammar (including missing words), syntactic, and lexical errors. We found that 16-year-old native speakers of a semi-transparent Polish, having studied an opaque English for, on average, 8 years, were able to produce coherent compositions. However, they included errors that resulted from a negative linguistic transfer between Native Language and FL.
{"title":"Linguistic transfer in English as a foreign language in a single free writing task in Polish students with and without dyslexia","authors":"Marta Łockiewicz, Martyna Jaskulska","doi":"10.36534/erlj.2019.01.11","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.11","url":null,"abstract":"The aim of our study was to examine the spelling, grammar, syntax, and lexicon skills in learning English as a Foreign Language (EFL) in a free writing task of Polish students with and without dyslexia. We wanted to identify the potential linguistic transfer difficulties. We assumed that these difficulties would result from the deficient phonological skills, which is characteristic of dyslexia, and from language interference. 72 students with and 78 without dyslexia wrote a short text in English. We found that Polish secondary and junior secondary school students with dyslexia, as compared to the participants without dyslexia, made more spelling errors in the EFL free writing task. They, however, wrote equally long texts that did not differ in terms of grammar (including missing words), syntactic, and lexical errors. We found that 16-year-old native speakers of a semi-transparent Polish, having studied an opaque English for, on average, 8 years, were able to produce coherent compositions. However, they included errors that resulted from a negative linguistic transfer between Native Language and FL.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114851630","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.07
A. Dabrowska
The impact that language has on human cognitive processes unquestionably points to its educational value. A man acquires a language and through language learns the world. Thereby language becomes both the tool and the object of cognition. Language shapes the user’s perception of the world as well as introducing them into a given linguistic and cultural community. Youth slang being a socially-based language variety primarily performs a social function. So far it has been classified as a lower language register of limited usage and therefore has not been studied with respect to its educational value. However, in the present-day cultural context youth slang becomes more commonly used and, consequently, the question What exactly does youth slang teach? seems vital. The article will cover the following problems: What is the educational role of language? What do we mean by educational role of language referring to the particular variety which is Polish youth slang?
{"title":"Educational role of language and Polish youth slang – literature review","authors":"A. Dabrowska","doi":"10.36534/erlj.2019.01.07","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.07","url":null,"abstract":"The impact that language has on human cognitive processes unquestionably points to its educational value. A man acquires a language and through language learns the world. Thereby language becomes both the tool and the object of cognition. Language shapes the user’s perception of the world as well as introducing them into a given linguistic and cultural community. Youth slang being a socially-based language variety primarily performs a social function. So far it has been classified as a lower language register of limited usage and therefore has not been studied with respect to its educational value. However, in the present-day cultural context youth slang becomes more commonly used and, consequently, the question What exactly does youth slang teach? seems vital. The article will cover the following problems: What is the educational role of language? What do we mean by educational role of language referring to the particular variety which is Polish youth slang?","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124561825","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.10
Valéria Juhász
A key constituent of reading comprehension and learning ability is vocabulary. Mapping the children’s vocabulary will help consciously planned developing work. In this study research on vocabulary development will be presented, and then the importance of the role of vocabulary in understanding the lexicon of texts will be introduced. The research (Nagy 2004, Nation et al. 1997) shows that knowing the 5-6000 most frequent words is sufficient to understand everyday texts, because they cover almost 95 per cent of texts. The 2008 research of the ‘Vocabulary net’ department shows that the schoolbook families of various publishing houses contain 40 thousand words from 3rd to 8th grades. According to the 2004 examination by Nagy (2004), children in the 4th grade can recognise 4000 words on average by reading, which rises only to 4500 by the 10th grade. It can be seen from this data that an average child can hardly keep pace with the new terminologies/lexicon of the schoolbooks. Finally, a series of books will be presented whose lexicon is in line with the children’s hypothetical vocabulary, and its aim is to teach the repetitive words of the texts by using the sight word technique (but not as the method for teaching reading but as a level of reading ability, see Juhász 2019).
词汇是阅读理解和学习能力的重要组成部分。绘制孩子的词汇图有助于有意识地计划发展工作。本研究将介绍词汇发展的研究，然后介绍词汇在理解语篇词汇中的重要作用。这项研究(Nagy 2004, Nation et al. 1997)表明，知道5-6000个最常见的单词就足以理解日常文本，因为它们几乎覆盖了95%的文本。“词汇网”部门2008年的研究表明，各出版社的三年级至八年级的教科书家庭包含4万个单词。根据Nagy(2004) 2004年的测试，四年级的孩子通过阅读平均可以识别4000个单词，到十年级时只能识别4500个单词。从这些数据可以看出，一个普通的孩子很难跟上教科书上的新术语/词汇的步伐。最后，将展示一系列词汇符合儿童假设词汇的书籍，其目的是通过使用视词技巧来教授文本中的重复单词(但不是作为教学阅读的方法，而是作为阅读能力的一种水平，参见Juhász 2019)。
{"title":"The role of the lexicon of school books in school achievement","authors":"Valéria Juhász","doi":"10.36534/erlj.2019.01.10","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.10","url":null,"abstract":"A key constituent of reading comprehension and learning ability is vocabulary. Mapping the children’s vocabulary will help consciously planned developing work. In this study research on vocabulary development will be presented, and then the importance of the role of vocabulary in understanding the lexicon of texts will be introduced. The research (Nagy 2004, Nation et al. 1997) shows that knowing the 5-6000 most frequent words is sufficient to understand everyday texts, because they cover almost 95 per cent of texts. The 2008 research of the ‘Vocabulary net’ department shows that the schoolbook families of various publishing houses contain 40 thousand words from 3rd to 8th grades. According to the 2004 examination by Nagy (2004), children in the 4th grade can recognise 4000 words on average by reading, which rises only to 4500 by the 10th grade. It can be seen from this data that an average child can hardly keep pace with the new terminologies/lexicon of the schoolbooks. Finally, a series of books will be presented whose lexicon is in line with the children’s hypothetical vocabulary, and its aim is to teach the repetitive words of the texts by using the sight word technique (but not as the method for teaching reading but as a level of reading ability, see Juhász 2019).","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115586451","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.03
Loreta Andziulienė, Daiva Verikaitė-Gaigalienė
The aim of the present study is to investigate the present state and existing models of Content and Language Integrated Learning (CLIL) in the monolingual context of Lithuania and the current perspective of school administrators (school principals and vice-principals) on CLIL and its implementation in Lithuanian secondary schools. A survey of three hundred and one school administrators was conducted. The article discusses the results of the survey by considering the present state of CLIL in Lithuanian secondary schools, the factors that would motivate school administrators to be more willing to engage in CLIL implementation, and the help that school administrators perceive as necessary for more efficient CLIL implementation in their schools. The results of the present study are intended to provide suggestions and recommendations for using CLIL more effectively in Lithuanian secondary school classrooms.
{"title":"Secondary schools’ administration perspective on content and language integrated learning: the case of Lithuania","authors":"Loreta Andziulienė, Daiva Verikaitė-Gaigalienė","doi":"10.36534/erlj.2019.01.03","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.03","url":null,"abstract":"The aim of the present study is to investigate the present state and existing models of Content and Language Integrated Learning (CLIL) in the monolingual context of Lithuania and the current perspective of school administrators (school principals and vice-principals) on CLIL and its implementation in Lithuanian secondary schools. A survey of three hundred and one school administrators was conducted. The article discusses the results of the survey by considering the present state of CLIL in Lithuanian secondary schools, the factors that would motivate school administrators to be more willing to engage in CLIL implementation, and the help that school administrators perceive as necessary for more efficient CLIL implementation in their schools. The results of the present study are intended to provide suggestions and recommendations for using CLIL more effectively in Lithuanian secondary school classrooms.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116365543","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.05
Sladana Maric
This paper focuses on developing a wider understanding of ‘the educational role of language’ in the digital age. Features of virtual reality and the relationships with diverse learning settings are closely explored in a brief literature review of VR application in education. In addition, a small qualitative case study was conducted through an online survey posted on Facebook “VR in Education” pages and groups directed towards participants actively engaged in current issues about virtual reality in educational processes. Data included thirteen completed questionnaires from participants, from eleven different countries, that have experienced learning and/or teaching in virtual reality contexts or are focusing their work and research on issues on immersive virtual environments in education. The qualitative method of content analysis of data received through questionnaires was applied, and the results were presented through thirteen short stories of learning and/or teaching experiences and reflections on the use of virtual reality immersive technologies in the learning and teaching processes. A special focus in the analysis of these stories was directed towards the possible interconnections in learning and teaching content of other subjects through English (as a first, second or foreign language) or other languages.
{"title":"The educational role of language in experiences with virtual reality","authors":"Sladana Maric","doi":"10.36534/erlj.2019.01.05","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.05","url":null,"abstract":"This paper focuses on developing a wider understanding of ‘the educational role of language’ in the digital age. Features of virtual reality and the relationships with diverse learning settings are closely explored in a brief literature review of VR application in education. In addition, a small qualitative case study was conducted through an online survey posted on Facebook “VR in Education” pages and groups directed towards participants actively engaged in current issues about virtual reality in educational processes. Data included thirteen completed questionnaires from participants, from eleven different countries, that have experienced learning and/or teaching in virtual reality contexts or are focusing their work and research on issues on immersive virtual environments in education. The qualitative method of content analysis of data received through questionnaires was applied, and the results were presented through thirteen short stories of learning and/or teaching experiences and reflections on the use of virtual reality immersive technologies in the learning and teaching processes. A special focus in the analysis of these stories was directed towards the possible interconnections in learning and teaching content of other subjects through English (as a first, second or foreign language) or other languages.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123935758","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.06
Gemma Tarpey-Brown, Abdel-Hakeem Kasem
This paper investigates the ethnolinguistic vitality of Arabic in Australian society and the implications such vitality has on claims of a successfully multicultural Australia. Vitality in this regard is defined as ‘that which makes a group likely to behave as a distinctive and active collective entity in intergroup situations’ (Giles, Bourhis and Taylor 1977, p. 308). To conduct this research, empirical data was collected to understand the way members of the Arabic ethnolinguistic community view their own vitality. Additionally, secondary sources were studied to present an overview of the place Arabic holds within the Australian multicultural landscape. A total number of 53 (n=53) students across Melbourne were surveyed. The results indicate that when looking at the variable of demography and informal institutional support, Arabic held a high rate of vitality. However, participants believed Arabic had a low vitality in regard to the level of social status and formal institutionalised support.
{"title":"The ethnolinguistic vitality of Arabic in the Australian multicultural landscape","authors":"Gemma Tarpey-Brown, Abdel-Hakeem Kasem","doi":"10.36534/erlj.2019.01.06","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.06","url":null,"abstract":"This paper investigates the ethnolinguistic vitality of Arabic in Australian society and the implications such vitality has on claims of a successfully multicultural Australia. Vitality in this regard is defined as ‘that which makes a group likely to behave as a distinctive and active collective entity in intergroup situations’ (Giles, Bourhis and Taylor 1977, p. 308). To conduct this research, empirical data was collected to understand the way members of the Arabic ethnolinguistic community view their own vitality. Additionally, secondary sources were studied to present an overview of the place Arabic holds within the Australian multicultural landscape. A total number of 53 (n=53) students across Melbourne were surveyed. The results indicate that when looking at the variable of demography and informal institutional support, Arabic held a high rate of vitality. However, participants believed Arabic had a low vitality in regard to the level of social status and formal institutionalised support.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116441096","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}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.12
L. Lin
This paper examines the impact of the writing component in the NMET (National Matriculation English Test) on the development of learners’ writing skills in China. By analysing the results of three types of data, a writing test (WT) taken by 83 participants who received considerably high scores on the NMET, a questionnaire survey and three focus-group interviews, the study finds the NMET has had a major negative impact on the writing of this group of learners. Factors attributed to this impact include the test design, and the implicit and explicit marking criteria of the NMET.
{"title":"The NMET impact on the English writing of mainland Chinese students","authors":"L. Lin","doi":"10.36534/erlj.2019.01.12","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.12","url":null,"abstract":"This paper examines the impact of the writing component in the NMET (National Matriculation English Test) on the development of learners’ writing skills in China. By analysing the results of three types of data, a writing test (WT) taken by 83 participants who received considerably high scores on the NMET, a questionnaire survey and three focus-group interviews, the study finds the NMET has had a major negative impact on the writing of this group of learners. Factors attributed to this impact include the test design, and the implicit and explicit marking criteria of the NMET.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130064765","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}
Pub Date : 2019-08-06DOI: 10.36534/erlj.2019.01.00
Michał Daszkiewicz
{"title":"Why ERL Journal and why this volume’s theme?","authors":"Michał Daszkiewicz","doi":"10.36534/erlj.2019.01.00","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.00","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131770775","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：