Pub Date : 2022-04-01DOI: 10.46451/ijts.2022.01.08
{"title":"Washback Effect of the Achievement Test on English Teaching in Senior Secondary Vocational Schools in Beijing","authors":"","doi":"10.46451/ijts.2022.01.08","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.08","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44417274","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.04
{"title":"Interactional Competence and the Role 'Role Play' Plays: The LanguageCert Perspective","authors":"","doi":"10.46451/ijts.2022.01.04","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.04","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43836495","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.13
David Coniam, Yiannis Papargyris
This paper reports on a study of the training and standardisation of examiners who mark LanguageCert’s International ESOL (IESOL) suite of English language tests linked to the Common European Framework of Reference (CEFR). Subjects in the study were a set of examiners (N=27) who had been marking LanguageCert’s IESOL Writing tests across the six CEFR levels. The focus of the study was on the consistency of marking in terms of severity within and across the six tests that the examiners mark. Correlations between examiner person measures across all six tests indicated that examiners were broadly consistent across tests, with examiner person measures generally correlating highly with their ‘partner’ test: A1 with A2, C1 with C2, and B1 with B2 tests. LanguageCert examiners – who undergo careful training and standardisation – may therefore be seen to mark consistently and accurately across a range of ability levels.
{"title":"Examiner Quality and Consistency across LanguageCert Writing Tests","authors":"David Coniam, Yiannis Papargyris","doi":"10.46451/ijts.2022.01.13","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.13","url":null,"abstract":"This paper reports on a study of the training and standardisation of examiners who mark LanguageCert’s International ESOL (IESOL) suite of English language tests linked to the Common European Framework of Reference (CEFR). Subjects in the study were a set of examiners (N=27) who had been marking LanguageCert’s IESOL Writing tests across the six CEFR levels. The focus of the study was on the consistency of marking in terms of severity within and across the six tests that the examiners mark. Correlations between examiner person measures across all six tests indicated that examiners were broadly consistent across tests, with examiner person measures generally correlating highly with their ‘partner’ test: A1 with A2, C1 with C2, and B1 with B2 tests. LanguageCert examiners – who undergo careful training and standardisation – may therefore be seen to mark consistently and accurately across a range of ability levels.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46334034","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 : 2022-04-01DOI: 10.46451/ijts.2022.02.04
Grisel S. Salmaso
This article is framed in a research project called “Literature from a linguistic perspective: modelling and teaching of literary narrative genres and response genres” carried out within the framework of Systemic Functional Linguistics (SFL). One of the aims of this project is to create a model of the generic macro-structure of the literary macro-genre short story to be used for teaching purposes. This model is developed on the basis of the existent categories of personal narratives (Plum 2004; Martin and Rose 2008; Salmaso 2014, 2017, 2021) and fairy tales (Hasan 1997) in SFL. This article presents the results of a qualitative analysis of the generic macro-structure of six short stories. It provides a generic macro-structure potential for literary macro-genre short story, the elementary genres that are inserted in the constituents of this macro-genre and the reasons why such genres are inserted where they are. This article also presents a series of activities based on the generic macro-structure potential of short stories proposed, which provide a more objective tool for the analysis and comprehension of certain aspects of this macro-genre, like its organisation into different constituents, their purpose and their contribution to the overall purpose of the macro-genre, showing that systematic analysis of this genre can foster students' reading comprehension. This paper is expected to make, on the one hand, a theoretical contribution to SFL through an initial modelling of the macro-genre short story and, on the other hand, a practical contribution to the teaching of English through literature. Facultad de Filosofía y Letras, UNCuyo; Mendoza, Argentina. In these subjects, literary narrative texts are used as an essential teaching tool to foster students’ development of different linguistic competences. These texts
{"title":"Modelling of the Genre Short Story for Teaching Purposes: An Approach from a Systemic Functional Perspective","authors":"Grisel S. Salmaso","doi":"10.46451/ijts.2022.02.04","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.04","url":null,"abstract":"This article is framed in a research project called “Literature from a linguistic perspective: modelling and teaching of literary narrative genres and response genres” carried out within the framework of Systemic Functional Linguistics (SFL). One of the aims of this project is to create a model of the generic macro-structure of the literary macro-genre short story to be used for teaching purposes. This model is developed on the basis of the existent categories of personal narratives (Plum 2004; Martin and Rose 2008; Salmaso 2014, 2017, 2021) and fairy tales (Hasan 1997) in SFL. This article presents the results of a qualitative analysis of the generic macro-structure of six short stories. It provides a generic macro-structure potential for literary macro-genre short story, the elementary genres that are inserted in the constituents of this macro-genre and the reasons why such genres are inserted where they are. This article also presents a series of activities based on the generic macro-structure potential of short stories proposed, which provide a more objective tool for the analysis and comprehension of certain aspects of this macro-genre, like its organisation into different constituents, their purpose and their contribution to the overall purpose of the macro-genre, showing that systematic analysis of this genre can foster students' reading comprehension. This paper is expected to make, on the one hand, a theoretical contribution to SFL through an initial modelling of the macro-genre short story and, on the other hand, a practical contribution to the teaching of English through literature. Facultad de Filosofía y Letras, UNCuyo; Mendoza, Argentina. In these subjects, literary narrative texts are used as an essential teaching tool to foster students’ development of different linguistic competences. These texts","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42170206","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.06
{"title":"Cognitive Processes and Foreign Language Reading: Investigating Students' Test Taking Behaviour with a Reflective Questionnaire","authors":"","doi":"10.46451/ijts.2022.01.06","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.06","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719468","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.02
{"title":"Features of Connector Use in Chinese College English Students’ Writing","authors":"","doi":"10.46451/ijts.2022.01.02","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.02","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47881878","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 : 2022-04-01DOI: 10.46451/ijts.2022.02.06
R. Harman
This paper provides a description of the multimodal curriculum design and meaning making processes in what we call a Culturally Sustaining Systemic Functional Linguistics (CS SFL) praxis, developed in the context of an integrated youth and preservice teacher afterschool program. Informed by Halliday’s theory of Systemic Functional Linguistics (SFL), in this paper we pay special attention to the mode continuum in our interactive curriculum that we designed to support multi semiotic meaning making and creative re-mixing processes of youth engaged in relational and civic work. We first provide an explanation of the conceptual framework of CS SFL praxis and then illustrate the approach by drawing on data from our program over the course of two years.
{"title":"Multimodal Curriculum Design: Culturally Sustaining SFL Praxis with Multilingual Youth in Out-of-School Contexts","authors":"R. Harman","doi":"10.46451/ijts.2022.02.06","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.06","url":null,"abstract":"This paper provides a description of the multimodal curriculum design and meaning making processes in what we call a Culturally Sustaining Systemic Functional Linguistics (CS SFL) praxis, developed in the context of an integrated youth and preservice teacher afterschool program. Informed by Halliday’s theory of Systemic Functional Linguistics (SFL), in this paper we pay special attention to the mode continuum in our interactive curriculum that we designed to support multi semiotic meaning making and creative re-mixing processes of youth engaged in relational and civic work. We first provide an explanation of the conceptual framework of CS SFL praxis and then illustrate the approach by drawing on data from our program over the course of two years.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48866592","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.10
{"title":"The Design and Validation of an Online Speaking Test for Young Learners in Uruguay: Challenges and Innovations","authors":"","doi":"10.46451/ijts.2022.01.10","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.10","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47888920","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 : 2022-04-01DOI: 10.46451/ijts.2022.01.05
{"title":"Language Standards Frameworks and Language Assessment: A Codependent Relationship","authors":"","doi":"10.46451/ijts.2022.01.05","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.05","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848435","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 : 2022-04-01DOI: 10.46451/ijts.2022.02.07
{"title":"Using SFL in Linguistically Responsive Instruction with Multilingual Youth: A Self-Study","authors":"","doi":"10.46451/ijts.2022.02.07","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.07","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428585","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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