{"title":"Embracing Classroom Diversity in the Third Space","authors":"global sci","doi":"10.4208/it1.20200004","DOIUrl":"https://doi.org/10.4208/it1.20200004","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78509612","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}
{"title":"Liberal Arts Education in an Uncertain World","authors":"C. Chen","doi":"10.4208/itl.20200002","DOIUrl":"https://doi.org/10.4208/itl.20200002","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84670270","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}
Abstract Despite an abundance of studies that address the fundamental issue of the relationship between students’ IELTS results and their academic performance, findings remain inconclusive. One reason for this are variations in research design, notably in how researchers collect, analyse, and interpret data, and report their findings. The present study constitutes a critical methodological synthesis of 32 published IELTS predictive validity studies. The results revealed a number of efficacious design practices, and also some concerning tendencies, including: (a) dependency on linear models of causality, (b) small sampling frames situated in Anglo-Australian contexts, (c) a lack of thoroughness in describing contexts, samples, and approaches to academic performance measurement, and (d) where qualitative data was generated through interviewing and observation, a tendency to overlook ‘quality’ issues, such as confirmability, dependability, and trustworthiness. Recommendations are made for enhancing research designs along with suggestions for novel investigations to address gaps in the predictive validity literature.
{"title":"The predictive validity of the Academic IELTS test","authors":"William S. Pearson","doi":"10.1075/itl.19021.pea","DOIUrl":"https://doi.org/10.1075/itl.19021.pea","url":null,"abstract":"Abstract Despite an abundance of studies that address the fundamental issue of the relationship between students’ IELTS results and their academic performance, findings remain inconclusive. One reason for this are variations in research design, notably in how researchers collect, analyse, and interpret data, and report their findings. The present study constitutes a critical methodological synthesis of 32 published IELTS predictive validity studies. The results revealed a number of efficacious design practices, and also some concerning tendencies, including: (a) dependency on linear models of causality, (b) small sampling frames situated in Anglo-Australian contexts, (c) a lack of thoroughness in describing contexts, samples, and approaches to academic performance measurement, and (d) where qualitative data was generated through interviewing and observation, a tendency to overlook ‘quality’ issues, such as confirmability, dependability, and trustworthiness. Recommendations are made for enhancing research designs along with suggestions for novel investigations to address gaps in the predictive validity literature.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89242020","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 investigated variation in receptive L2 English vocabulary among Norwegian university students in relation to their field of study and exposure to English, both within and outside of formal education. A survey comprising the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) and questions about sources of language acquisition was completed by 189 Norwegian university students. The results indicate that vocabulary knowledge varied between students whose courses required different amounts of English reading. Extramural exposure to English was found to be a stronger predictor of vocabulary scores than formal English education. Since vocabulary knowledge is an important predictor of reading comprehension, it is important to consider how much the observed variation in vocabulary knowledge might affect academic outcomes.
{"title":"Words from where?","authors":"Nicole Louise Busby","doi":"10.1075/itl.19018.bus","DOIUrl":"https://doi.org/10.1075/itl.19018.bus","url":null,"abstract":"\u0000This study investigated variation in receptive L2 English vocabulary among Norwegian university students in relation to their field of study and exposure to English, both within and outside of formal education. A survey comprising the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) and questions about sources of language acquisition was completed by 189 Norwegian university students. The results indicate that vocabulary knowledge varied between students whose courses required different amounts of English reading. Extramural exposure to English was found to be a stronger predictor of vocabulary scores than formal English education. Since vocabulary knowledge is an important predictor of reading comprehension, it is important to consider how much the observed variation in vocabulary knowledge might affect academic outcomes.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90234029","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 article reports on a corpus-based study of Traditional Chinese Medicine (TCM) vocabulary. It first provides a vocabulary profile of English-medium Traditional Chinese Medicine textbooks and journal articles using Nation’s (2012) British National Corpus/Corpus of Contemporary American English (BNC/COCA 25,000) frequency word lists and supplementary word lists of proper nouns, abbreviations, and compounds. Then, it categorizes items outside Nation’s BNC/COCA into Chinese loan words (e.g., qi, yang) and medical lexis (e.g., cinnamomi, rehmanniae), which cover 5.93% of the TCM Corpora in total. The next analysis focuses on Schmitt and Schmitt’s (2014) high, mid, low-frequency vocabulary framework and how it differs from Western medicine. Finally, a vocabulary load analysis shows that to reach 98%, 13,000 word families plus four supplementary lists and two TCM-specific lists are needed. Together, these analyses provide us with a rounded picture of TCM vocabulary. Implications for pedagogy and suggestions for future research follow.
{"title":"Vocabulary in Traditional Chinese Medicine","authors":"Cailing Lu, Averil Coxhead","doi":"10.1075/ITL.18020.LU","DOIUrl":"https://doi.org/10.1075/ITL.18020.LU","url":null,"abstract":"\u0000This article reports on a corpus-based study of Traditional Chinese Medicine (TCM) vocabulary. It first provides a vocabulary profile of English-medium Traditional Chinese Medicine textbooks and journal articles using Nation’s (2012) British National Corpus/Corpus of Contemporary American English (BNC/COCA 25,000) frequency word lists and supplementary word lists of proper nouns, abbreviations, and compounds. Then, it categorizes items outside Nation’s BNC/COCA into Chinese loan words (e.g., qi, yang) and medical lexis (e.g., cinnamomi, rehmanniae), which cover 5.93% of the TCM Corpora in total. The next analysis focuses on Schmitt and Schmitt’s (2014) high, mid, low-frequency vocabulary framework and how it differs from Western medicine. Finally, a vocabulary load analysis shows that to reach 98%, 13,000 word families plus four supplementary lists and two TCM-specific lists are needed. Together, these analyses provide us with a rounded picture of TCM vocabulary. Implications for pedagogy and suggestions for future research follow.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029404","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}
{"title":"Gudmestad, Aarnes and Amanda Edmonds, eds. 2018. Critical Reflections on Data in Second Language Acquisition","authors":"P. Pauwels","doi":"10.1075/ITL.19002.PAU","DOIUrl":"https://doi.org/10.1075/ITL.19002.PAU","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44946237","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}
{"title":"Samuda, V., Van den Branden, K., & Bygate, M. (2018). TBLT as a researched pedagogy","authors":"M. Vanbuel","doi":"10.1075/ITL.19007.VAN","DOIUrl":"https://doi.org/10.1075/ITL.19007.VAN","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48695372","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}
{"title":"Preface","authors":"","doi":"10.1075/itl.00019.pre","DOIUrl":"https://doi.org/10.1075/itl.00019.pre","url":null,"abstract":"","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46928911","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}
Agurtzane Azkarai, María del Pilar García Mayo, R. Oliver
Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon TR these patterns barely varied. However, regardless of learners’ patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs.
{"title":"The effect of task repetition on the patterns of interaction of ESL children","authors":"Agurtzane Azkarai, María del Pilar García Mayo, R. Oliver","doi":"10.1075/ITL.17034.AZK","DOIUrl":"https://doi.org/10.1075/ITL.17034.AZK","url":null,"abstract":"\u0000Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon TR these patterns barely varied. However, regardless of learners’ patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/ITL.17034.AZK","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47102849","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 investigated the effectiveness of three types of instruction on learning the speech act of criticizing by 100 Iranian learners of English. For 10 weeks, the consciousness raising group (N = 27), input enhancement group (N = 23), and ZPD (Zone of Proximal Development)-sensitive group (N = 25) participated in the study. The three treatment groups were compared with a control group (N = 25) on pre-tests, immediate and delayed posttests performance of discourse completion test and role-play test. The results revealed that treatment groups significantly improved and outperformed the control group. They maintained their improvement in the delayed posttest. In addition, the results showed the superiority of ZPD-sensitive instruction in relation to two other methods, and better performance of consciousness raising instruction than input-enhancement method. Finally, by interviewing the participants, the researchers could understand the opinions of learners about the instructions they received. The findings and implications are discussed.
{"title":"Second language pragmatics development through different instructional techniques","authors":"Elaheh Zaferanieh, Mansoor Tavakoli, Abbass Eslami Rasekh","doi":"10.1075/ITL.17001.ZAF","DOIUrl":"https://doi.org/10.1075/ITL.17001.ZAF","url":null,"abstract":"\u0000This study investigated the effectiveness of three types of instruction on learning the speech act of criticizing by 100 Iranian learners of English. For 10 weeks, the consciousness raising group (N = 27), input enhancement group (N = 23), and ZPD (Zone of Proximal Development)-sensitive group (N = 25) participated in the study. The three treatment groups were compared with a control group (N = 25) on pre-tests, immediate and delayed posttests performance of discourse completion test and role-play test. The results revealed that treatment groups significantly improved and outperformed the control group. They maintained their improvement in the delayed posttest. In addition, the results showed the superiority of ZPD-sensitive instruction in relation to two other methods, and better performance of consciousness raising instruction than input-enhancement method. Finally, by interviewing the participants, the researchers could understand the opinions of learners about the instructions they received. The findings and implications are discussed.","PeriodicalId":53175,"journal":{"name":"ITL - International Journal of Applied Linguistics (Belgium)","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46344318","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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