Pub Date : 2020-01-01DOI: 10.18485/esptoday.2020.8.1.7
Sichen Ada Xia
The widespread adoption of digital communication has led to the evolution of human society into a digital and multimodal era. As genres are constructed to address the problems existing in reality, they tend to absorb the digital and multimodal elements and are developing into new forms and functions. In consideration of these developments, genre scholars have devised theoretical and methodological toolkits that might respond to reality. However, these newly formulated insights are dispersed among various studies which warrant a comprehensive review for the future scholars to refer to. In this context, the present article surveys a wide range of studies available in the literature and identifies three major developments in the genre analysis, namely, digital genre analysis, multimodal genre analysis, and genre innovation. In addition to these developments, it has been observed that in the digital era, the genre analysts are confronted with epistemological, methodological, and ethical issues. In consideration of these issues, the present report discusses the possible solutions that the analysts may consider while researching digital-multimodal genres. The developments and challenges identified in the present review reveal the social dimension of genre, and imply the necessity of viewing genre as a socially-oriented, dynamic, communicative phenomenon that corresponds to the continually evolving social reality.
{"title":"Genre Analysis in the Digital Era: Developments and Challenges","authors":"Sichen Ada Xia","doi":"10.18485/esptoday.2020.8.1.7","DOIUrl":"https://doi.org/10.18485/esptoday.2020.8.1.7","url":null,"abstract":"The widespread adoption of digital communication has led to the evolution of human society into a digital and multimodal era. As genres are constructed to address the problems existing in reality, they tend to absorb the digital and multimodal elements and are developing into new forms and functions. In consideration of these developments, genre scholars have devised theoretical and methodological toolkits that might respond to reality. However, these newly formulated insights are dispersed among various studies which warrant a comprehensive review for the future scholars to refer to. In this context, the present article surveys a wide range of studies available in the literature and identifies three major developments in the genre analysis, namely, digital genre analysis, multimodal genre analysis, and genre innovation. In addition to these developments, it has been observed that in the digital era, the genre analysts are confronted with epistemological, methodological, and ethical issues. In consideration of these issues, the present report discusses the possible solutions that the analysts may consider while researching digital-multimodal genres. The developments and challenges identified in the present review reveal the social dimension of genre, and imply the necessity of viewing genre as a socially-oriented, dynamic, communicative phenomenon that corresponds to the continually evolving social reality.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"60 1","pages":"141-159"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542058","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.2.6
Aránzazu García-Pinar
Over the past ten years, research on L2 motivation has been extensively influenced by Dörnyei’s (2005, 2009) motivational paradigm, the L2 Motivational Self System (L2MSS). A fundamental aspect of Dörnyei’s Motivational Self System are images. Their stimulatory character means that students who possess a more detailed ideal self are more likely to engage in the process of learning a second language than other students that have not articulated their possible selves. The aim of the study was to investigate whether engineering undergraduates’ L2 motivational selves in terms of learning English and engaging in public speaking could be increased with a multimodal pedagogy that drew on the use of TED Talks. For that purpose, a onegroup pretest-posttest research design drawing on a mixed methodology was conducted to analyse the motivational effects of implementing a multimodal pedagogy in the classroom during a semester. Findings showed that the intervention influenced positively on students’ possible L2 selves and on their learning experience. There were statistically significant differences between the preand the post-intervention questionnaires. Additionally, analysis of the interviews and the post-intervention open questionnaires suggested that the ideal L2 self is a potentially powerful generator of motivation.
{"title":"The Influence of TED Talks on ESP Undergraduate Students’ L2 Motivational Self System in the Speaking Skill: A Mixed-Method Study","authors":"Aránzazu García-Pinar","doi":"10.18485/esptoday.2019.7.2.6","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.2.6","url":null,"abstract":"Over the past ten years, research on L2 motivation has been extensively influenced by Dörnyei’s (2005, 2009) motivational paradigm, the L2 Motivational Self System (L2MSS). A fundamental aspect of Dörnyei’s Motivational Self System are images. Their stimulatory character means that students who possess a more detailed ideal self are more likely to engage in the process of learning a second language than other students that have not articulated their possible selves. The aim of the study was to investigate whether engineering undergraduates’ L2 motivational selves in terms of learning English and engaging in public speaking could be increased with a multimodal pedagogy that drew on the use of TED Talks. For that purpose, a onegroup pretest-posttest research design drawing on a mixed methodology was conducted to analyse the motivational effects of implementing a multimodal pedagogy in the classroom during a semester. Findings showed that the intervention influenced positively on students’ possible L2 selves and on their learning experience. There were statistically significant differences between the preand the post-intervention questionnaires. Additionally, analysis of the interviews and the post-intervention open questionnaires suggested that the ideal L2 self is a potentially powerful generator of motivation.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511462","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.1.4
Andreea Rosca
The present study emerged from the need to give more visibility to business disciplines in connection with problem-based learning (PBL) and to give voice to students, who may be regarded as the major stakeholders in a PBL project. This article examines students’ perceptions and attitudes towards the implementation of a PBL project in the subject of Business English. We analyze the results obtained from a student questionnaire that was administered at the end of a 9-week experiment. Overall, feedback was positive as most students rated this methodology as good or very good and envisaged the possibility of applying it to theoretical subjects of their own degree. Some of the frustrations expressed by students were uncooperative team members, the lack of direction associated with insecurity about the performance of activities, boredom caused by the lack of variety in writings, and the difficulty to find the right solutions. We believe that future PBL programs should take into account students’ criticism and suggestions for improvement. Therefore, teachers should consider allotting sufficient time for the performance of activities, including a larger pool of writing activities, more personalized feedback on students’ writings and using a more appealing wording
{"title":"What Do Major Stakeholders Really Think? Business English Students’ Perceptions About Problem-Based Learning","authors":"Andreea Rosca","doi":"10.18485/esptoday.2019.7.1.4","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.1.4","url":null,"abstract":"The present study emerged from the need to give more visibility to business disciplines in connection with problem-based learning (PBL) and to give voice to students, who may be regarded as the major stakeholders in a PBL project. This article examines students’ perceptions and attitudes towards the implementation of a PBL project in the subject of Business English. We analyze the results obtained from a student questionnaire that was administered at the end of a 9-week experiment. Overall, feedback was positive as most students rated this methodology as good or very good and envisaged the possibility of applying it to theoretical subjects of their own degree. Some of the frustrations expressed by students were uncooperative team members, the lack of direction associated with insecurity about the performance of activities, boredom caused by the lack of variety in writings, and the difficulty to find the right solutions. We believe that future PBL programs should take into account students’ criticism and suggestions for improvement. Therefore, teachers should consider allotting sufficient time for the performance of activities, including a larger pool of writing activities, more personalized feedback on students’ writings and using a more appealing wording","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511558","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.1.2
Irina Shchemeleva
Nowadays, when English has firmly established itself as a lingua franca (ELF) in academic settings, it is very important to study the features of texts written by L2 speakers who come from a variety of cultural and L1 backgrounds and who use ELF in their academic communication. The present study focuses on clusters of epistemic stance expressions used in research articles in social sciences and humanities written by L2 speakers. The analysis of twenty papers from the SciELF corpus reveals the patterns in the use of epistemic stance clusters, their distribution in different sections of research articles and the functions the clusters perform at the textual level. The results show that there are many similarities in the distribution and functions of epistemic stance clusters in texts. This suggests that the way L2 speakers, who are professionals in their fields, express epistemic stance seems to be more influenced by the norms of the genre and the discipline than by their linguistic and cultural backgrounds.
{"title":"“It Seems Plausible to Maintain that…”: Clusters of Epistemic Stance Expressions in Written Academic Elf Texts","authors":"Irina Shchemeleva","doi":"10.18485/esptoday.2019.7.1.2","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.1.2","url":null,"abstract":"Nowadays, when English has firmly established itself as a lingua franca (ELF) in academic settings, it is very important to study the features of texts written by L2 speakers who come from a variety of cultural and L1 backgrounds and who use ELF in their academic communication. The present study focuses on clusters of epistemic stance expressions used in research articles in social sciences and humanities written by L2 speakers. The analysis of twenty papers from the SciELF corpus reveals the patterns in the use of epistemic stance clusters, their distribution in different sections of research articles and the functions the clusters perform at the textual level. The results show that there are many similarities in the distribution and functions of epistemic stance clusters in texts. This suggests that the way L2 speakers, who are professionals in their fields, express epistemic stance seems to be more influenced by the norms of the genre and the discipline than by their linguistic and cultural backgrounds.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511457","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.2.1
Renu Joseph, Jason Miin-Hwa Lim
Writers incorporate recommendations in the Discussion sections of research articles to indicate how their findings can lead to interesting avenues for further research and useful applications in real life, but it is not clear how such recommendations are positioned and realised using different language resources in their attempt to get their papers published. Based on a genre-based move analysis of 60 Forestry research articles, we have found that such recommendations appear in a vast majority of the Forestry Discussion sections while two-thirds of them close with a recommendation. Recommendations for practical applications occur far more frequently than those for further research, thus reflecting the applied nature of Forestry. In terms of language resources, recommendations for further research involve largely overt signals indicating possible knowledge outcomes, while those for practical applications require implicit linguistic signals demonstrating additional insights and values. It is suggested that learners be acquainted with the prevalent structures first before attention is directed to other covert strategies for highlighting the practical contributions of a study. Our findings can be used to illustrate how experienced writers aptly deploy rhetorical shifts to sensibly move to their targeted recommendations via relevant statements on the limitations and findings of their current research.
{"title":"Directions for the Future: A Genre-Based Investigation into Recommendations for Further Research and Practical Applications in Forestry","authors":"Renu Joseph, Jason Miin-Hwa Lim","doi":"10.18485/esptoday.2019.7.2.1","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.2.1","url":null,"abstract":"Writers incorporate recommendations in the Discussion sections of research articles to indicate how their findings can lead to interesting avenues for further research and useful applications in real life, but it is not clear how such recommendations are positioned and realised using different language resources in their attempt to get their papers published. Based on a genre-based move analysis of 60 Forestry research articles, we have found that such recommendations appear in a vast majority of the Forestry Discussion sections while two-thirds of them close with a recommendation. Recommendations for practical applications occur far more frequently than those for further research, thus reflecting the applied nature of Forestry. In terms of language resources, recommendations for further research involve largely overt signals indicating possible knowledge outcomes, while those for practical applications require implicit linguistic signals demonstrating additional insights and values. It is suggested that learners be acquainted with the prevalent structures first before attention is directed to other covert strategies for highlighting the practical contributions of a study. Our findings can be used to illustrate how experienced writers aptly deploy rhetorical shifts to sensibly move to their targeted recommendations via relevant statements on the limitations and findings of their current research.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511548","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.1.5
Uma Maheswari Viswanathan, A. Shahin Sultana, Suhasini Shankar
The present study was conducted to investigate the use of etymology and semantic grouping as cognitive vocabulary learning strategies in professional colleges like engineering colleges to enhance the L2 learners’ reading comprehension of academic texts. Despite a plethora of research in ESP, specific vocabulary learning strategies in relation to multilingual student population elude ESP practitioners entrusted with the task of providing the learners with enough lexical knowledge to read and understand the textbooks written in English. Hence a diagnostic study was conducted among 370 students of an engineering college in India, a country where students receive school education through 42 languages. Based on the results, an experimental study was conducted among 80 students. The experimental group was provided with vocabulary strategies at cognitive level to enhance reading comprehension. A paired samples t-test was conducted to find the difference in the means of the post-test and the pre-test of the experimental group. The t-value was 15.43 and when the standardized difference between the means was calculated in terms of Cohen’s d, the value was 2.4, which was very large (>0.8). Thus, the study underscored the assumption that more than word meanings, the word meaning processes are causal components of comprehension skill.
{"title":"Bipolar Synergies: The Role of Diachronic and Synchronic Study of Words in Content Comprehension at Tertiary Level","authors":"Uma Maheswari Viswanathan, A. Shahin Sultana, Suhasini Shankar","doi":"10.18485/esptoday.2019.7.1.5","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.1.5","url":null,"abstract":"The present study was conducted to investigate the use of etymology and semantic grouping as cognitive vocabulary learning strategies in professional colleges like engineering colleges to enhance the L2 learners’ reading comprehension of academic texts. Despite a plethora of research in ESP, specific vocabulary learning strategies in relation to multilingual student population elude ESP practitioners entrusted with the task of providing the learners with enough lexical knowledge to read and understand the textbooks written in English. Hence a diagnostic study was conducted among 370 students of an engineering college in India, a country where students receive school education through 42 languages. Based on the results, an experimental study was conducted among 80 students. The experimental group was provided with vocabulary strategies at cognitive level to enhance reading comprehension. A paired samples t-test was conducted to find the difference in the means of the post-test and the pre-test of the experimental group. The t-value was 15.43 and when the standardized difference between the means was calculated in terms of Cohen’s d, the value was 2.4, which was very large (>0.8). Thus, the study underscored the assumption that more than word meanings, the word meaning processes are causal components of comprehension skill.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511458","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.2.2
María José Marín Pérez
In spite of being popularly regarded as examples of objectivity, two collections of Spanish and British judicial decisions related to the search terms migration, immigration and their Spanish equivalents were examined in search for evidence of the use of evaluative vocabulary, which appears to be considerably significant judging by the amount of such lexical items found in both corpora. This research thus introduces a contrastive corpus-based study of two legal corpora through the replication of the appraisal theory model. The frequency lists from both corpora, obtained using the software Lancsbox (Brezina et al., 2015) were compared by examining and classifying those vocabulary items amongst the top 2,500 types in the lists using the taxonomy provided by appraisal theory. The findings show that the British dataset contains a greater proportion of evaluative vocabulary, particularly as regards the category affect within the appraisal system. Such findings could be related to the very nature of its legal system, where the law is said to be judge-made, leaving greater freedom for the expression of stance as opposed to the Spanish system, which is codified and may somehow constrain legal actors in the way in which they convey their attitude towards the propositional content of legal texts.
尽管被普遍认为是客观的例子，两集西班牙和英国的司法判决有关的搜索词迁移，移民和他们的西班牙语等价物的研究，以寻找证据的使用评价词汇，这似乎是相当重要的判断这类词汇项目的数量在两个语料库中发现。因此，本研究通过复制评价理论模型，引入了一种基于对比语料库的两种法律语料库研究。使用软件Lancsbox (Brezina et al.， 2015)获得的两个语料库的频率列表通过使用评估理论提供的分类法检查和分类列表中前2500种类型中的词汇项来进行比较。研究结果表明，英国数据集包含了更大比例的评估词汇，特别是在评估系统中的类别影响方面。这种发现可能与它的法律制度的本质有关，那里的法律据说是由法官制定的，给表达立场留下了更大的自由，这与西班牙的制度相反，西班牙的制度是编纂的，可能在某种程度上限制法律行为者表达他们对法律案文的命题内容的态度的方式。
{"title":"Exploring the Unexpected in Legal Discourse: A Corpus-Based Contrastive Analysis of Spanish and British Judgments on Immigration","authors":"María José Marín Pérez","doi":"10.18485/esptoday.2019.7.2.2","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.2.2","url":null,"abstract":"In spite of being popularly regarded as examples of objectivity, two collections of Spanish and British judicial decisions related to the search terms migration, immigration and their Spanish equivalents were examined in search for evidence of the use of evaluative vocabulary, which appears to be considerably significant judging by the amount of such lexical items found in both corpora. This research thus introduces a contrastive corpus-based study of two legal corpora through the replication of the appraisal theory model. The frequency lists from both corpora, obtained using the software Lancsbox (Brezina et al., 2015) were compared by examining and classifying those vocabulary items amongst the top 2,500 types in the lists using the taxonomy provided by appraisal theory. The findings show that the British dataset contains a greater proportion of evaluative vocabulary, particularly as regards the category affect within the appraisal system. Such findings could be related to the very nature of its legal system, where the law is said to be judge-made, leaving greater freedom for the expression of stance as opposed to the Spanish system, which is codified and may somehow constrain legal actors in the way in which they convey their attitude towards the propositional content of legal texts.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511463","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.2.4
Gabrielė Guščytė, Jolanta Šinkūnienė
In this paper we analyse the generic structure of acknowledgements in four disciplines: Biology, Robotics, Education, and Art history. The study is based on a self-compiled corpus of acknowledgements and employs the rhetorical move/step structure analysis to investigate disciplinary trends of expressing gratitude in research articles. The results show that in hard sciences acknowledgements are more frequent than in soft fields. In addition, scholars in Robotics, Biology and Education frequently express gratitude for various types of resources provided, whereas researchers in Art history rely on academic assistance in the form of feedback on manuscripts and discussions. The most vivid and least formulaic expressions of gratitude are observed in research articles written by scholars in Art history. Overall, the study reveals certain distinct disciplinary practices in expressing gratitude and confirms the importance of acknowledgements in EAP/ESP fields. It also points towards the need to reconsider the communicative purpose(s) of acknowledgement texts.
{"title":"Research Article Acknowledgements Across Disciplines: Patterns of Scholarly Communication and Tradition","authors":"Gabrielė Guščytė, Jolanta Šinkūnienė","doi":"10.18485/esptoday.2019.7.2.4","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.2.4","url":null,"abstract":"In this paper we analyse the generic structure of acknowledgements in four disciplines: Biology, Robotics, Education, and Art history. The study is based on a self-compiled corpus of acknowledgements and employs the rhetorical move/step structure analysis to investigate disciplinary trends of expressing gratitude in research articles. The results show that in hard sciences acknowledgements are more frequent than in soft fields. In addition, scholars in Robotics, Biology and Education frequently express gratitude for various types of resources provided, whereas researchers in Art history rely on academic assistance in the form of feedback on manuscripts and discussions. The most vivid and least formulaic expressions of gratitude are observed in research articles written by scholars in Art history. Overall, the study reveals certain distinct disciplinary practices in expressing gratitude and confirms the importance of acknowledgements in EAP/ESP fields. It also points towards the need to reconsider the communicative purpose(s) of acknowledgement texts.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511459","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.2.5
Manica Danko, Mitja Dečman
In administering the Strategy Inventory for Language Learning (SILL) survey, our research focused on the use of second language learning strategies (SLLS) among higher education students, ascertaining what SLLS they use, the relationships between the strategies, and how the use of one group of SLLS can explain the use of other groups of strategies. This study examined the validity of the SILL (Oxford, 1990: 293-300) in a specific context by performing an exploratory and confirmatory factor analyses based on the survey response data of 225 students learning English at the Faculty of Administration, University of Ljubljana, Slovenia. The results show that most of the fit indexes used to test Oxford’s SILL provide an unacceptable fit, so a modification is proposed on the basis of the results of a confirmatory factor analysis (CFA). The adapted strategy inventory model with validated fit is introduced and discussed. It shows that basic cognitive and metacognitive strategies explain 58% of the variance of social learning strategies. The results also show that certain SILL strategies are out-dated, possibly due to advancements in information technology and language learning. The implications of these findings are discussed in the light of future study areas of SILL and SLLS research.
{"title":"The Strategy Inventory for Second Language Learning: Tested, Adapted, and Validated in the Slovenian Higher Education Context","authors":"Manica Danko, Mitja Dečman","doi":"10.18485/esptoday.2019.7.2.5","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.2.5","url":null,"abstract":"In administering the Strategy Inventory for Language Learning (SILL) survey, our research focused on the use of second language learning strategies (SLLS) among higher education students, ascertaining what SLLS they use, the relationships between the strategies, and how the use of one group of SLLS can explain the use of other groups of strategies. This study examined the validity of the SILL (Oxford, 1990: 293-300) in a specific context by performing an exploratory and confirmatory factor analyses based on the survey response data of 225 students learning English at the Faculty of Administration, University of Ljubljana, Slovenia. The results show that most of the fit indexes used to test Oxford’s SILL provide an unacceptable fit, so a modification is proposed on the basis of the results of a confirmatory factor analysis (CFA). The adapted strategy inventory model with validated fit is introduced and discussed. It shows that basic cognitive and metacognitive strategies explain 58% of the variance of social learning strategies. The results also show that certain SILL strategies are out-dated, possibly due to advancements in information technology and language learning. The implications of these findings are discussed in the light of future study areas of SILL and SLLS research.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511468","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 : 2019-01-01DOI: 10.18485/esptoday.2019.7.1.3
Ekaterina Sinyashina
This study intends to identify the minimal number of repetitions needed for successful incidental learning of legal vocabulary after watching authentic videos as a leisure time activity. It also examines the effectiveness of long-term exposure to authentic videos for incidental learning of legal vocabulary. For this purpose, the participants were distributed between two groups: the incidental and the control one. The incidental group had to watch 5 hours of authentic TV documentary Forensic Files. Fourteen target legal words had from 4 to 46 repetitions in the videos. The post-tests measured incidental learning of two aspects of the target words: form recognition and meaning recall. The overall results revealed that watching five hours of authentic videos leads to incidental learning of legal vocabulary. The results of the form recognition post-test suggest that the possible minimal number of repetitions for successful incidental learning of this aspect of the legal words may lie around 14 repetitions. No definite conclusion could be drawn about the minimal number of repetitions necessary for successful recall of the meanings of the target words.
{"title":"The Effect of Repetition on Incidental Legal Vocabulary Learning Through Long-Term Exposure to Authentic Videos","authors":"Ekaterina Sinyashina","doi":"10.18485/esptoday.2019.7.1.3","DOIUrl":"https://doi.org/10.18485/esptoday.2019.7.1.3","url":null,"abstract":"This study intends to identify the minimal number of repetitions needed for successful incidental learning of legal vocabulary after watching authentic videos as a leisure time activity. It also examines the effectiveness of long-term exposure to authentic videos for incidental learning of legal vocabulary. For this purpose, the participants were distributed between two groups: the incidental and the control one. The incidental group had to watch 5 hours of authentic TV documentary Forensic Files. Fourteen target legal words had from 4 to 46 repetitions in the videos. The post-tests measured incidental learning of two aspects of the target words: form recognition and meaning recall. The overall results revealed that watching five hours of authentic videos leads to incidental learning of legal vocabulary. The results of the form recognition post-test suggest that the possible minimal number of repetitions for successful incidental learning of this aspect of the legal words may lie around 14 repetitions. No definite conclusion could be drawn about the minimal number of repetitions necessary for successful recall of the meanings of the target words.","PeriodicalId":501121,"journal":{"name":"ESP Today","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138511552","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：