{"title":"Transfer of L1 processing strategies to the interpretation of sentence-level L2 input: A cross-linguistic comparison on the resolution of relative clause attachment ambiguities","authors":"Onur Uludag","doi":"10.32601/ejal.775796","DOIUrl":"https://doi.org/10.32601/ejal.775796","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41873171","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}
Endeavors have been invested to account for inefficient instruction, which is frequently attributed to disregarding learner idiosyncrasies. As a matter of course, differentiated instruction has begun to receive scholarly and professional attention in the hopes of ameliorating learner outcomes through learner-aware teaching. Despite a great deal of recorded research, little is known about how differentiated instruction is prepared and operationalized. This study, conducted at a private high school in Istanbul, Turkey, investigated the impact of differentiated instruction on Turkish L2 learners’ L2 achievement along with the perceptions of learners and teacher. Two intact classes were selected as control (N=14) and DI group (N=8). The control group was exposed to traditional instruction, while the DI group received differentiated instruction guided by the principles of constructivism, multiple intelligence theory (Gardner, 1993), and the differentiated instruction framework of Tomlinson (1999). Data collected by means of L2 achievement tests revealed that DI group outperformed the control group in overall L2 achievement. Learner reflective essays revealed that Turkish L2 learners found differentiated instruction as distinctive, entertaining, engaging, instructive, and interest-related, while teacher reflective journals raised the issues of time constraints, needs for learner awareness and training about differentiated instruction.
{"title":"The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions","authors":"Ahmet Cihat Yavuz","doi":"10.32601/ejal.776002","DOIUrl":"https://doi.org/10.32601/ejal.776002","url":null,"abstract":"Endeavors have been invested to account for inefficient instruction, which is frequently attributed to disregarding learner idiosyncrasies. As a matter of course, differentiated instruction has begun to receive scholarly and professional attention in the hopes of ameliorating learner outcomes through learner-aware teaching. Despite a great deal of recorded research, little is known about how differentiated instruction is prepared and operationalized. This study, conducted at a private high school in Istanbul, Turkey, investigated the impact of differentiated instruction on Turkish L2 learners’ L2 achievement along with the perceptions of learners and teacher. Two intact classes were selected as control (N=14) and DI group (N=8). The control group was exposed to traditional instruction, while the DI group received differentiated instruction guided by the principles of constructivism, multiple intelligence theory (Gardner, 1993), and the differentiated instruction framework of Tomlinson (1999). Data collected by means of L2 achievement tests revealed that DI group outperformed the control group in overall L2 achievement. Learner reflective essays revealed that Turkish L2 learners found differentiated instruction as distinctive, entertaining, engaging, instructive, and interest-related, while teacher reflective journals raised the issues of time constraints, needs for learner awareness and training about differentiated instruction.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42943627","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}
In terms of their directness and modification strategies, this study investigated how undergraduate speakers of Turkish formulate their naturally occurring requests in an academic context, in which they request things from an academic in his office. After a 4-year data collection period, the researcher analyzed 395 of the requests (hand-recorded as immediate field notes) made to him. The findings on levels of directness revealed that the strongest tendency is towards conventionally indirect strategies, while the female tendency towards them is even clearer. The dominance of conventional indirectness is in parallel also with the degree of imposition of the requests. ‘Zero marking’ is what dominates the findings on internal modification strategies, while some preferences, such as unfinished sentences, could suggest language or context-specific results. In light of these descriptive findings on a part of everyday language in academia, the study could in practical terms help learners and teachers of Turkish and Turkish learners/teachers of English or any other language as well. Moreover, it could contribute to the efforts towards handling the methodological concerns in pragmatics research about the extent to which elicited data can represent what people actually say in natural conversation.
{"title":"Naturally occurring requests in Turkish: A case from an academic context","authors":"Uğur Recep Çetinavcı","doi":"10.32601/ejal.775809","DOIUrl":"https://doi.org/10.32601/ejal.775809","url":null,"abstract":"In terms of their directness and modification strategies, this study investigated how undergraduate speakers of Turkish formulate their naturally occurring requests in an academic context, in which they request things from an academic in his office. After a 4-year data collection period, the researcher analyzed 395 of the requests (hand-recorded as immediate field notes) made to him. The findings on levels of directness revealed that the strongest tendency is towards conventionally indirect strategies, while the female tendency towards them is even clearer. The dominance of conventional indirectness is in parallel also with the degree of imposition of the requests. ‘Zero marking’ is what dominates the findings on internal modification strategies, while some preferences, such as unfinished sentences, could suggest language or context-specific results. In light of these descriptive findings on a part of everyday language in academia, the study could in practical terms help learners and teachers of Turkish and Turkish learners/teachers of English or any other language as well. Moreover, it could contribute to the efforts towards handling the methodological concerns in pragmatics research about the extent to which elicited data can represent what people actually say in natural conversation.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113925","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 reports on findings of an investigation into the relationship between ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom. Participants were a total of 90 university students majoring in English as a foreign language (ELF) at a foundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and the Willingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2 WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings also indicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outside the classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based on the findings obtained, the study concludes by outlining pedagogical implications and recommendations in relation to instructional practices in L2 classrooms.
{"title":"The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom","authors":"Mehmet Sak","doi":"10.32601/ejal.775798","DOIUrl":"https://doi.org/10.32601/ejal.775798","url":null,"abstract":"This study reports on findings of an investigation into the relationship between ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom. Participants were a total of 90 university students majoring in English as a foreign language (ELF) at a foundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and the Willingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2 WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings also indicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outside the classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based on the findings obtained, the study concludes by outlining pedagogical implications and recommendations in relation to instructional practices in L2 classrooms.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348106","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}
Elyas Barabadi, Mohammad Ali Robatjazi, Mokarrameh Bayat
Given that formulaic sequences play an important role in enhancing L2 learners' academic writing skills and that phraseological sequences constitute a large proportion of written discourse, the current study was an attempt to draw up a list of key phrase frames– phraseological sequences with a variable slot– in a corpus of research articles (RAs) in the field of environment. A complete list of such frames, extracted by kfNgram software, was subjected to a series of corpus statistics such as frequency, range, and keyness, as well as manual filtering. This resulted in the generation of 65 four-word and 20 five-word key phrase frames specific to the field of environment. Structural analysis revealed that the vast majority of these key phrase frames were content word sequences, while functionally most of them belonged to referential expressions. Pedagogically speaking, L2 learners are recommended to develop a rich repertoire of formulaic sequences such as key phrase frames which are considered the cornerstone of academic discourse.
{"title":"A phraseological examination of research articles in the field of environment using key phrase frame","authors":"Elyas Barabadi, Mohammad Ali Robatjazi, Mokarrameh Bayat","doi":"10.32601/ejal.710217","DOIUrl":"https://doi.org/10.32601/ejal.710217","url":null,"abstract":"Given that formulaic sequences play an important role in enhancing L2 learners' academic writing skills and that phraseological sequences constitute a large proportion of written discourse, the current study was an attempt to draw up a list of key phrase frames– phraseological sequences with a variable slot– in a corpus of research articles (RAs) in the field of environment. A complete list of such frames, extracted by kfNgram software, was subjected to a series of corpus statistics such as frequency, range, and keyness, as well as manual filtering. This resulted in the generation of 65 four-word and 20 five-word key phrase frames specific to the field of environment. Structural analysis revealed that the vast majority of these key phrase frames were content word sequences, while functionally most of them belonged to referential expressions. Pedagogically speaking, L2 learners are recommended to develop a rich repertoire of formulaic sequences such as key phrase frames which are considered the cornerstone of academic discourse.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45091956","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 aim of this comparative study is to investigate the deployment of interactional metadiscourse features in two different academic genres. For this purpose, a small, specialized corpus of 48 research articles and book reviews from seven different disciplines were collected. The conclusion sections of the texts written by non-native speakers of English were investigated to find out how interactional metadiscourse features were used. Drawing on previous metadiscourse frameworks, hedges, boosters, attitude markers, self-mentions and engagement markers were identified in both sub-corpora. The results indicated significant differences across the groups on how writers constructed their authorial stance with interactional metadiscourse markers. Findings revealed that by using a rich number and variety of attitude markers, book reviewers were more evaluative in their conclusions. On the contrary, higher use of hedges in research articles allowed the authors sound more cautious in their commitment to the propositions. This study offers a detailed account of interactional metadiscourse in these two genres and illustrates how interpersonal function of language is accomplished for particular purposes in different academic texts.
{"title":"Metadiscourse in academic writing: A comparison of research articles and book reviews","authors":"Betül Bal Gezegin, M. Baş","doi":"10.32601/ejal.710204","DOIUrl":"https://doi.org/10.32601/ejal.710204","url":null,"abstract":"The aim of this comparative study is to investigate the deployment of interactional metadiscourse features in two different academic genres. For this purpose, a small, specialized corpus of 48 research articles and book reviews from seven different disciplines were collected. The conclusion sections of the texts written by non-native speakers of English were investigated to find out how interactional metadiscourse features were used. Drawing on previous metadiscourse frameworks, hedges, boosters, attitude markers, self-mentions and engagement markers were identified in both sub-corpora. The results indicated significant differences across the groups on how writers constructed their authorial stance with interactional metadiscourse markers. Findings revealed that by using a rich number and variety of attitude markers, book reviewers were more evaluative in their conclusions. On the contrary, higher use of hedges in research articles allowed the authors sound more cautious in their commitment to the propositions. This study offers a detailed account of interactional metadiscourse in these two genres and illustrates how interpersonal function of language is accomplished for particular purposes in different academic texts.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074478","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}
Readers’ decisions about the relevance and significance of research presented in a journal article are often influenced by the introduction section. Several factors contribute to authors’ writing of effective introductions. This descriptive study aimed to explore strategies used by English and Turkish authors in the introduction section of educational sciences research articles published between 2012 and 2018. Towards this end, the creation of a research space (CARS) model and authorial voice were investigated in a 358,068-word collection of 62 journal articles (31 Turkish & 31 English). Results showed that the English collection revealed more frequent use of the submoves in CARS. Additionally, it included other moves (i.e., announcing principal findings and description of the methodology used) which were absent in the Turkish collection of text. The authors of the English introductions and those of the Turkish introductions also differed from each other significantly in their use of authorial voice. The former used the active voice more often than the passive voice. There was also some use of personal pronouns in the English texts while they were never used in the Turkish texts. These results point to a general pattern in education research article introductions in English and Turkish. The results imply that authors' lack of attention to these trends when writing in a foreign language may result in limited visibility in their fields. It is, therefore, recommended that scholars and training students should be informed about the ways they could navigate these issues within their discourse communities.
{"title":"The introduction section of research articles in English and Turkish: The case of educational sciences – a preliminary study","authors":"Tanju Deveci","doi":"10.32601/ejal.710233","DOIUrl":"https://doi.org/10.32601/ejal.710233","url":null,"abstract":"Readers’ decisions about the relevance and significance of research presented in a journal article are often influenced by the introduction section. Several factors contribute to authors’ writing of effective introductions. This descriptive study aimed to explore strategies used by English and Turkish authors in the introduction section of educational sciences research articles published between 2012 and 2018. Towards this end, the creation of a research space (CARS) model and authorial voice were investigated in a 358,068-word collection of 62 journal articles (31 Turkish & 31 English). Results showed that the English collection revealed more frequent use of the submoves in CARS. Additionally, it included other moves (i.e., announcing principal findings and description of the methodology used) which were absent in the Turkish collection of text. The authors of the English introductions and those of the Turkish introductions also differed from each other significantly in their use of authorial voice. The former used the active voice more often than the passive voice. There was also some use of personal pronouns in the English texts while they were never used in the Turkish texts. These results point to a general pattern in education research article introductions in English and Turkish. The results imply that authors' lack of attention to these trends when writing in a foreign language may result in limited visibility in their fields. It is, therefore, recommended that scholars and training students should be informed about the ways they could navigate these issues within their discourse communities.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571833","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}
Gholam Hassan Khajavy, H. Makiabadi, S. A. Navokhi
By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.
{"title":"The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement","authors":"Gholam Hassan Khajavy, H. Makiabadi, S. A. Navokhi","doi":"10.32601/ejal.651346","DOIUrl":"https://doi.org/10.32601/ejal.651346","url":null,"abstract":"By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45819177","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 focuses on teaching Chinese for Special Purposes (CSP) and explores how terminology used in Chinese commercial contracts can be taught using a contrastive terminology analysis. Firstly, we outline the contextual differences that exist between commercial contracts drafted in Chinese and those drafted in English. Secondly, we describe the method of contrastive semantic analysis and show how it can be paired with corpus linguistics in order to help L2 Chinese learners acquire vocabulary used in Business Chinese, focusing specifically on Chinese commercial contracts. Thirdly, we shall explore the semantic equivalence between lexical items of different languages. Lastly, we present a semantic analysis of terminology found in Chinese and English commercial contracts. We hope that the theoretical framework presented in this paper will be of use to teachers of Chinese for Special Purposes.
{"title":"Using Contrastive Terminology Analysis in Teaching a Foreign Language","authors":"Chu-hsia Wu, Jennifer Baccanello","doi":"10.32601/ejal.651339","DOIUrl":"https://doi.org/10.32601/ejal.651339","url":null,"abstract":"This study focuses on teaching Chinese for Special Purposes (CSP) and explores how terminology used in Chinese commercial contracts can be taught using a contrastive terminology analysis. Firstly, we outline the contextual differences that exist between commercial contracts drafted in Chinese and those drafted in English. Secondly, we describe the method of contrastive semantic analysis and show how it can be paired with corpus linguistics in order to help L2 Chinese learners acquire vocabulary used in Business Chinese, focusing specifically on Chinese commercial contracts. Thirdly, we shall explore the semantic equivalence between lexical items of different languages. Lastly, we present a semantic analysis of terminology found in Chinese and English commercial contracts. We hope that the theoretical framework presented in this paper will be of use to teachers of Chinese for Special Purposes.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47845615","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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