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Tytuł:
Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing
Autorzy:
Juknevičienė, Rita
Grabowski, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/620546.pdf
Data publikacji:
2018-11-16
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
EFL writing
learner corpus
Lithuanian EFL learners
phrase-frame
Polish EFL learners
Opis:
Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002- 2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
Źródło:
Research in Language; 2018, 16, 3
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AN EXPLORATORY STUDY OF ICT USE IN ENGLISH LANGUAGE LEARNING AMONG EFL UNIVERSITY STUDENTS
Autorzy:
Tri, Dang Hoang
Nguyen, Nhung Hong Thi
Powiązania:
https://bibliotekanauki.pl/articles/941305.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ICT
EFL
Opis:
There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help “shed light on how best to determine their educational uses” (Fujimoto, 2012, p.165). Pedagogical implications were also given in this current inquiry.
Źródło:
Teaching English with Technology; 2014, 14, 4; 32-46
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Polish Learners Early Reading in English: Traditional vs. Contemporary Approach
Nauczanie polskich uczniów czytania początkowego w języku angielskim: podejście tradycyjne i współczesne
Autorzy:
Struk, Barbara
Sawczuk, Anna
Powiązania:
https://bibliotekanauki.pl/chapters/2190038.pdf
Data publikacji:
2022
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
EFL teacher knowledge
teaching early EFL reading
early reading
subcomponents
early EFL reading instruction
Opis:
Learning to read in English usually poses a challenge for early EFL learners because the language represents a deep orthography, which is manifested by the irregularities in the relation between the written and spoken form of words. Teaching learners to read amid such irregularities requires advanced linguistic knowledge and appropriate didactic solutions on part of the teachers. The research concerns in–service teachers’ knowledge of the fundamental subcomponents of early reading, their familiarity with some linguistic terms necessary in teaching early reading and use of appropriate didactic applications. The current study is quantitative and qualitative in nature; a survey was conducted among primary school, Polish EFL teachers working in and around Biała Podlaska. The research indicates that the knowledge teachers have regarding the development of early reading is considerable, however, in some cases the basic linguistic terminology, i.e. phonological awareness, seems to be misunderstood. Also, in some cases, the choice of early EFL reading instruction in early literacy does not follow the current recommendations. The results suggest that in–service, primary school, Polish EFL teachers might need additional, supplementary training in early reading development. It can also be concluded that university courses aimed at pre-service EFL teachers should devote more time and resources to early reading development in English.
Źródło:
Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 97-114
9788364881893
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE AFFORDANCES AND TROUBLESHOOTING OF AN IT ENABLED EFL CLASSROOM: FOUR PRACTICAL EXAMPLES
Autorzy:
Byrne, Jason
Furuyabu, Mariko
Powiązania:
https://bibliotekanauki.pl/articles/955904.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
BYOD
Google Classroom
paperless
EFL listening
EFL speaking
Opis:
This paper aims to provide teachers with a practical guide to working in an IT enabled classroom. The paper outlines four central practical examples, with teacher reflections, of what was required in starting an actual IT enabled English listening & speaking program. The classroom environment described is board-less, meaning the teacher’s presented with PowerPoint. The environment is largely paperless, meaning a Bring Your Own Device (BYOD) approach was implemented for both students and teachers. The paperless philosophy also meant material creation was digital, and delivery/submission was via Google Classroom. The teachers’ largely thrived in the environment, and many unexpected affordances were discovered, however, technical and pedagogical issues were also identified and the paper troubleshoots ways in which IT enabled EFL classrooms could be enhanced.
Źródło:
Teaching English with Technology; 2019, 19, 2; 70-87
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LAMS AS AN ASSESSMENT TOOL FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
Autorzy:
Castaño, Antonio Brenes
Urgal, Candela Contero
Gómez, Gregorio Rodríguez
Ruiz, Miguel Ángel Gómez
Noche, Beatriz Gallego
Powiązania:
https://bibliotekanauki.pl/articles/941136.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS
assessment
EFL
Opis:
In this paper we describe how LAMS (Learning Activity Management System) might help English language teachers to design and implement e-Learning-oriented e-Assessment and to enhance the techniques they employ to provide complete assessment units embracing all linguistic skills. In doing so, we present an example of an assessment unit in which such an implementation can be seen through the combination of different resources LAMS provides, thus improving the design of didactic syllabuses.
Źródło:
Teaching English with Technology; 2011, 11, 1; 204-215
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of metonymy and metaphor in descriptive essays by intermediate and advanced EFL students
Autorzy:
Kapranov, Oleksandr
Powiązania:
https://bibliotekanauki.pl/articles/1040229.pdf
Data publikacji:
2017-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
advanced EFL level
essay
intermediate EFL level
metonymy
metaphor
Opis:
This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010; Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.
Źródło:
Linguistics Beyond and Within; 2017, 3; 87-101
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USING TAILOR-MADE YOUTUBE VIDEOS AS A PRETEACHING STRATEGY FOR ENGLISH LANGUAGE LEARNERS IN MOROCCO: TOWARDS A HYBRID LANGUAGE LEARNING COURSE
Autorzy:
Seilstad, Brian
Powiązania:
https://bibliotekanauki.pl/articles/955925.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
YouTube
videos
EFL
Opis:
This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated YouTube videos to preteach class-specific course content for English language learners is presented. These videos were created to 1) be under five minutes, 2) annotated with text to reinforce the key concepts, 3) specific to the teacher’s classes and not necessarily for a wider audience, and 4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners.
Źródło:
Teaching English with Technology; 2012, 12, 4; 31-47
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
Autorzy:
Kapranov, Oleksandr
Powiązania:
https://bibliotekanauki.pl/articles/1026699.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
English as a foreign language (EFL)
in-service EFL teachers
phonetically difficult words (PDWs)
young EFL learners
Opis:
This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
Źródło:
Research in Language; 2019, 17, 3; 297-315
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pre-Service English Teachers’ Narrative Identity
Autorzy:
ULUM, Ömer Gökhan
Powiązania:
https://bibliotekanauki.pl/articles/628378.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
EFL teachers
pre-service EFL teachers
practicum
narrative identity
professional identity
Opis:
Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 92-101
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION
Autorzy:
AbuSeileek, Ali Farhan
Rabab'ah, Ghaleb
Powiązania:
https://bibliotekanauki.pl/articles/941190.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CMC
discourse analysis
EFL
Opis:
This study explored the discourse generated by English as a foreign language (EFL) learners using synchronous computer-mediated communication (CMC) as an approach to help English language learners to create social interaction in the classroom. It investigated the impact of synchronous CMC mode on the quantity of total words, lexical range and discourse functions of EFL learners’ writing from different genders (males vs. females). Thirty-two intermediate EFL students discussed four topics in four CMC sessions. The findings revealed that gender played a major role in shaping the quantity of discourse (total words), lexical range (variety), and linguistic output (i.e., the quantity and type of discourse functions) that was generated using synchronous CMC mode. By and large, the female participants produced more words, complex lexical range and output discourse functions than males in the CMC setting. Moreover, the study showed that the participants produced discourse functions shaped by the particularities of local social arrangements. Users found opportunities in the virtual world of CMC which enabled them to blind their identities, so people in subordinate conditions, such as females in certain conservative societies, EFL learners, and shy students may find CMC useful for fostering their communicative competence.
Źródło:
Teaching English with Technology; 2013, 13, 1; 42-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
From EFL classroom language to classroom lexicon: Importing formulaic story language into teacher talk
Autorzy:
Masoni, Licia
Powiązania:
https://bibliotekanauki.pl/articles/911923.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL teacher talk
formulaic language
repetition in the EFL classroom
classroom lexicon
Opis:
This paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing their experience. Comments by student teachers assessed the use of picturebook-derived formulaic language on both their learning and perceived ability to teach English, and revealed much about their pedagogical perspectives on teacher talk. Results suggest that promoting the use of authentic and meaningful language in context can help student teachers conceive of classroom communication as lexicon (a shared communicative practice the rules of which are fully known only by a restricted community of speakers) rather than mere language-based interaction
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 123-141
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USING VIDEOS OF STUDENTS IN THE CLASSROOM TO ENHANCE LEARNER AUTONOMY
Autorzy:
Wachob, Phyllis
Powiązania:
https://bibliotekanauki.pl/articles/955915.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
digital videos
EFL
learner autonomy
Opis:
Although the technology of digital videos is available, many classroom EFL teachers are unsure of what they can do with videos. This paper will present some reasons why teachers should consider using videos of student performance based on ideas of motivation and learner autonomy. Three activities are presented with checklists and protocols that can be implemented in classrooms. These activities are based on using technology, but integrate skills such as: reflection, evaluation, critique, listening, speaking and writing. These critical skills, along with higher levels of motivation, are prerequisites to learner autonomy. Some considerations about how to prepare students before, during and after videotaping as well as some hints on how to videotape are also included. Technology is not a substitute for teaching, nor does it stand alone as a technique, but when integrated into other classroom practices can help promote learner autonomy.
Źródło:
Teaching English with Technology; 2011, 11, 2; 18-28
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morphological Awareness as a Potential Catalyst for Jordanian EFL Students Reading Comprehension
Autorzy:
Bataineh, Ruba Fahmi
Al-Kofeiri, Qasim Mahmoud
Powiązania:
https://bibliotekanauki.pl/articles/605928.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
EFL
morphological awareness
reading comprehension
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
Le numéro contient uniquement les résumés en anglais.
Том содержит аннотаций на английском языке.
Źródło:
Lublin Studies in Modern Languages and Literature; 2018, 42, 2
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Decision-making Tasks in Computer-mediated Communication (CMC)
Autorzy:
Khamis, Hanaa
Powiązania:
https://bibliotekanauki.pl/articles/569195.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CMC
EFL
interaction
communicative competence
Opis:
This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based learning and network-based language learning (NBLT) activities in contexts of English as a foreign/second language (EFL/ESL).
Źródło:
Teaching English with Technology; 2009, 9, 1; 3-17
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Arab EFL Learners Acquisition of Modals
Autorzy:
Saeed, Aziz
Powiązania:
https://bibliotekanauki.pl/articles/620612.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Acquisition
modals
EFL Arab learners
Opis:
This paper investigates Arab EFL learners' acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students' mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.
Źródło:
Research in Language; 2009, 7; 75-98
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
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