Pub Date : 2022-04-01DOI: 10.46451/ijts.2022.01.09
{"title":"Vocational English Assessment in Senior Secondary Vocational Schools in China","authors":"","doi":"10.46451/ijts.2022.01.09","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.09","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":"47534335","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.2022.02.02
{"title":"What is Language Anyway? A View on Teaching English Proficiency in Higher Education","authors":"","doi":"10.46451/ijts.2022.02.02","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.02","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":"49205541","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.2022.02.05
Ana Elina Martinez-Insua
This study explores Theme and its presence in English L1 and L2 writing. Adopting the Hallidayan definition as a point of departure, Theme is characterised by its position and its orienting function. Drawing on Berry’s (2013) distinction between contentful and contentlight Subject Themes and Prince’s (1981) scale of assumed familiarity, the study works on a scale of contentfulness to classify thematic components according to semantic weight. The research aims to test the appli(c)ability of Theme and contentfulness in the process of teaching and learning English and assumes that greater awareness of the thematic structure of native English may benefit learners and teachers alike. The learner data are drawn from the Written Corpus of Learner English (WriCLE), and the English L1 control sample from the Louvain Corpus of Native English Essays (LOCNESS). The findings reveal the presence of significant differences between Themes produced by L1 and L2 writers, as well as significant connections between the L1-user/L2-user dichotomy and certain features of the thematic components in the essays analysed. The findings support the importance of introducing not only corpus literacy, but also notions such as Theme and contentfulness into the process of teaching and learning English L2. Boström 2009; Mauranen, and others). The aim of this research is to contribute to this latter group, continuing the line of inquiry initiated in Martinez-Insua (2018) to provide a deeper understanding of Theme and its uses in native and learner writing, and to consider how a greater focus on Theme may help to improve the process of language learning and teaching in English.
{"title":"Theme in English Native and Learner Writing","authors":"Ana Elina Martinez-Insua","doi":"10.46451/ijts.2022.02.05","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.05","url":null,"abstract":"This study explores Theme and its presence in English L1 and L2 writing. Adopting the Hallidayan definition as a point of departure, Theme is characterised by its position and its orienting function. Drawing on Berry’s (2013) distinction between contentful and contentlight Subject Themes and Prince’s (1981) scale of assumed familiarity, the study works on a scale of contentfulness to classify thematic components according to semantic weight. The research aims to test the appli(c)ability of Theme and contentfulness in the process of teaching and learning English and assumes that greater awareness of the thematic structure of native English may benefit learners and teachers alike. The learner data are drawn from the Written Corpus of Learner English (WriCLE), and the English L1 control sample from the Louvain Corpus of Native English Essays (LOCNESS). The findings reveal the presence of significant differences between Themes produced by L1 and L2 writers, as well as significant connections between the L1-user/L2-user dichotomy and certain features of the thematic components in the essays analysed. The findings support the importance of introducing not only corpus literacy, but also notions such as Theme and contentfulness into the process of teaching and learning English L2. Boström 2009; Mauranen, and others). The aim of this research is to contribute to this latter group, continuing the line of inquiry initiated in Martinez-Insua (2018) to provide a deeper understanding of Theme and its uses in native and learner writing, and to consider how a greater focus on Theme may help to improve the process of language learning and teaching in English.","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":"46023607","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.2022.01.14
{"title":"PRETCO: An English Test for Vocational and Technical College Students","authors":"","doi":"10.46451/ijts.2022.01.14","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.14","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":"47716519","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.2022.02.01
A. McCabe
Thus, language teaching/learning was present from the early stages of his theorizing about language, a theorizing which included context as an integral part of language (see Mouvet and Taverniers, this issue). Halliday saw as beneficial to L2 teaching “the systematic description of the relation between linguistic and situational features” (Halliday 2007 [1960], p. 160). In 1964, Halliday and colleagues, Angus McIntosh and Peter Strevens, published The Linguistic Sciences and Language Teaching, which set out “to describe how language – specifically, English – ‘works’” (Halliday et al. 1964: x). Acknowledging throughout their book the primary importance of good teaching practice, the authors also argued for descriptions of language that could help solve problems in L2 teaching. Heeding Halliday’s earlier call in 1960 for relating linguistic and situational features, the authors brought in the notion of register, or “variety of a language distinguished according to use” (Halliday et al. 1964: 87). They also argued that learning will take place more readily “if the language is encountered in active use than if it is seen or heard only as a set of disembodied utterances or exercises” (Halliday et al. 1964: 181). The authors, therefore, acknowledged the importance of real language in use for learners of an additional language. This 1964 volume was described “as a kind of applied linguistics manifesto” at the time of its publication (Widdowson, 2009: 194), and Halliday is cited as a major figure of inspiration for the communicative approach to L2 teaching (Brumfit and Johnson, 1979; Melrose, 1995: 3; McCabe et al., 2015; McCabe, 2017). Its focus on register has also meant that SFL has adapted readily to English for Specific Purposes (ESP) (and, obviously, the more general Language for Specific Purposes – LSP) teaching. In fact, Swales (2000, p. 59) called Halliday, et al. (1964) a “a landmark volume”, which provided “a clarion call” for descriptions of language in use, citing as a key passage:
因此，语言教学/学习从他关于语言的理论的早期阶段就出现了，这个理论包括语境作为语言的一个组成部分(见Mouvet和Taverniers，本期)。韩礼德认为“系统地描述语言和情景特征之间的关系”对二语教学是有益的(韩礼德2007[1960]，第160页)。1964年，韩礼德和他的同事安格斯·麦金托什(Angus McIntosh)和彼得·斯特雷文斯(Peter Strevens)出版了《语言科学与语言教学》(The Linguistic Sciences and Language Teaching)，该书开始“描述语言——特别是英语——是如何‘起作用’的”(韩礼德等人，1964:x)。作者在整本书中都承认良好教学实践的首要重要性，他们还主张对语言进行描述，以帮助解决第二语言教学中的问题。注意到韩礼德早在1960年提出的将语言和情境特征联系起来的观点，作者引入了语域的概念，或“根据使用区分的语言多样性”(韩礼德等人，1964:87)。他们还认为，“如果语言是在积极的使用中遇到的，而不是仅仅作为一组无实体的话语或练习来看到或听到的”，学习将更容易发生(Halliday et al. 1964: 181)。因此，作者承认在使用一门额外语言的学习者真实的语言的重要性。这本1964年出版的书在出版时被描述为“一种应用语言学宣言”(Widdowson, 2009: 194)，韩halliday被认为是第二语言交际教学法的主要灵感来源(Brumfit and Johnson, 1979;梅尔罗斯，1995:3;McCabe et al.， 2015;麦凯布,2017)。它对语域的关注也意味着SFL很容易适应特殊用途英语(ESP)(显然，还有更通用的特殊用途语言- LSP)教学。事实上，Swales (2000, p. 59)称Halliday等人(1964)是一部“里程碑式的著作”，它为描述使用中的语言提供了“号角”，并引用了其中的关键段落:
{"title":"Systemic Functional Linguistics in Teaching English Beyond School","authors":"A. McCabe","doi":"10.46451/ijts.2022.02.01","DOIUrl":"https://doi.org/10.46451/ijts.2022.02.01","url":null,"abstract":"Thus, language teaching/learning was present from the early stages of his theorizing about language, a theorizing which included context as an integral part of language (see Mouvet and Taverniers, this issue). Halliday saw as beneficial to L2 teaching “the systematic description of the relation between linguistic and situational features” (Halliday 2007 [1960], p. 160). In 1964, Halliday and colleagues, Angus McIntosh and Peter Strevens, published The Linguistic Sciences and Language Teaching, which set out “to describe how language – specifically, English – ‘works’” (Halliday et al. 1964: x). Acknowledging throughout their book the primary importance of good teaching practice, the authors also argued for descriptions of language that could help solve problems in L2 teaching. Heeding Halliday’s earlier call in 1960 for relating linguistic and situational features, the authors brought in the notion of register, or “variety of a language distinguished according to use” (Halliday et al. 1964: 87). They also argued that learning will take place more readily “if the language is encountered in active use than if it is seen or heard only as a set of disembodied utterances or exercises” (Halliday et al. 1964: 181). The authors, therefore, acknowledged the importance of real language in use for learners of an additional language. This 1964 volume was described “as a kind of applied linguistics manifesto” at the time of its publication (Widdowson, 2009: 194), and Halliday is cited as a major figure of inspiration for the communicative approach to L2 teaching (Brumfit and Johnson, 1979; Melrose, 1995: 3; McCabe et al., 2015; McCabe, 2017). Its focus on register has also meant that SFL has adapted readily to English for Specific Purposes (ESP) (and, obviously, the more general Language for Specific Purposes – LSP) teaching. In fact, Swales (2000, p. 59) called Halliday, et al. (1964) a “a landmark volume”, which provided “a clarion call” for descriptions of language in use, citing as a key passage:","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":"44494569","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.2022.01.12
{"title":"Equating Rasch Values and Expert Judgement Through Externally-Referenced Anchoring","authors":"","doi":"10.46451/ijts.2022.01.12","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.12","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":"43839772","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.2022.01.03
{"title":"Online Invigilation of English Language Examinations: A Survey of China Candidates' Attitudes and Perceptions","authors":"","doi":"10.46451/ijts.2022.01.03","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.03","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":"49603171","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.2022.01.11
{"title":"Using Self-Assessments to Investigate Comparability of the CEFR and CSE: An Exploratory Study Using the LanguageCert Test of English","authors":"","doi":"10.46451/ijts.2022.01.11","DOIUrl":"https://doi.org/10.46451/ijts.2022.01.11","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70511441","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.10
{"title":"Noticing Collocation in Reading: A Multi-Case Study of Five Chinese EFL Learners","authors":"","doi":"10.46451/ijts.2021.12.10","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.10","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47443361","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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