Nominalizations In Scientific And Political Genres: A Systemic Functional Linguistics Perspective, 2014 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Nominalizations In Scientific And Political Genres: A Systemic Functional Linguistics Perspective, Bahram Kazemian, Somayyeh Hashemi
Bahram Kazemian
Language, science and politics go together and learning these genres is to learn a language created for codifying, extending and conveying scientific and political knowledge. Grammatical metaphor is divided into two broad areas: ideational and interpersonal. This article focuses on the first type of grammatical metaphor, i.e. the ideational one, which includes process types and nominalization. The principal objective of the current work is to analyze a corpus comprising 10 scientific and 10 political texts. The Ideational Grammatical Metaphor framework was used to carry out an analysis on these texts to pinpoint their similarities and dissimilarities. The analysis indicates that …
Alternative Translation Approach – Part I: "Labor Division", 2014 SelectedWorks
Alternative Translation Approach – Part I: "Labor Division", Ludvig Glavati
Ludvig Glavati
No abstract provided.
Opportunities For Incidental Acquisition Of Academic Vocabulary From Teacher Speech In An English For Academic Purposes Classroom, 2014 Portland State University
Opportunities For Incidental Acquisition Of Academic Vocabulary From Teacher Speech In An English For Academic Purposes Classroom, Eric Dean Dodson
Dissertations and Theses
This study examines an English for Academic Purposes (EAP) teacher's speech throughout one curricular unit of an intermediate grammar and writing course in order to better understand which high-value vocabulary students might acquire through attending to the teacher and noticing words that are used.
Vocabulary acquisition is important for English for Academic Purposes students, given the vocabulary demands of academic language. The Academic Word List (Coxhead, 2000) has been shown to include important vocabulary in written academic texts, and has become a standard part of English for Academic Purposes curricula and pedagogical materials. Although explicit vocabulary instruction is important, research …
Code Switching Between Tamazight And Arabic In The First Libyan Berber News Broadcast: An Application Of Myers-Scotton's Mlf And 4m Models, 2014 Portland State University
Code Switching Between Tamazight And Arabic In The First Libyan Berber News Broadcast: An Application Of Myers-Scotton's Mlf And 4m Models, Ashour S. Abdulaziz
Dissertations and Theses
The purpose of this study is to investigate the nature of code switching between Tamazight and Arabic in light of Myers-Scotton's Matrix Frame Model (MLF) (Myers- Scotton, 1993), and the 4-M model of code switching (Myers-Scotton & Jake, 2000). Data come from the very first Libyan Tamazight news broadcast in Libya on May 2, 2011, during the uprising against the Gaddafi regime. I analyzed the broadcast in an attempt to understand the nature and implications of the switching between the two languages in the utterances of the speakers in the video. I also argued that in many ways what many …
The History, Nature And Future Of Faith-Informed Research In English Language Teaching, 2014 Azusa Pacific University
The History, Nature And Future Of Faith-Informed Research In English Language Teaching, Mary Shepard Wong
International Journal of Christianity and English Language Teaching
Although scholarship on Christian faith and education is well established (see Bleistein, Wong, & Smith, 2013), research of Christian faith and English language teaching (ELT) is just starting to emerge. As the recent volume edited by Wong, Kristjánsson, and Dörnyei (2013) demonstrated, what started as a debate on the dilemmas of imperialism in Christian missions (Wong & Canagarajah, 2009a), “has enlarged to include empirical studies that demonstrate the importance of faith to the motivation of language learners, the impact of faith on ELT pedagogical approaches, and the significance of faith for teachers’ professional identity formations” (Bleistein, Wong, & Smith 2013, …
Front Matter, 2014 Biola University
Front Matter
International Journal of Christianity and English Language Teaching
No abstract provided.
Editorial: Welcome To The Ijc&Elt!, 2014 Biola University
Editorial: Welcome To The Ijc&Elt!, Michael Lessard-Clouston, Xuesong (Andy) Gao
International Journal of Christianity and English Language Teaching
No abstract provided.
Is English A Force For Good Or Bad?, 2014 Biola University
Is English A Force For Good Or Bad?, Kitty B. Purgason
International Journal of Christianity and English Language Teaching
A survey of university students in China and Kuwait asked for their opinions about the effects of English on various aspects of their life and world: personal character and morals, material well-being, spiritual or religious development, family ties, local social change, international peace or conflict, and international interpersonal harmony. The results were overwhelmingly positive. Both the literature review and specific comments by some respondents suggest positive effects of English that can be encouraged and negative ones that may be countered through language policy, curriculum and materials, or classroom teachers. I also offer suggestions for future research and classroom teachers.
Addressing Reconciliation In The Esl Classroom, 2014 Azusa Pacific University
Addressing Reconciliation In The Esl Classroom, Michael K. Westwood
International Journal of Christianity and English Language Teaching
The extent to which teachers’ spiritual identities should inform their pedagogy has been a topic of much discussion among TESOL professionals. Under particular scrutiny have been Christian English teachers (CET), whose faith can be disconcerting to a multicultural field that strongly values diversity. Meanwhile, another conversation continues regarding ways in which language teaching can be used as a means of promoting social justice and global citizenship. This article attempts to add to these conversations by proposing that reconciliation should be addressed in the classroom and by suggesting that it is a topic of interest to both CET and others who …
Reviews, 2014 Messiah College
Reviews, Jan Edwards Dormer, William Acton, Marilyn Lewis
International Journal of Christianity and English Language Teaching
No abstract provided.
Faith And Pedagogy: Five Voices From Japan, 2014 Meijo University
Faith And Pedagogy: Five Voices From Japan, Paul Wicking
International Journal of Christianity and English Language Teaching
Despite a recent increase in research into the relationship between faith and practice in ELT, the ways in which actual Christian teachers make meaning of their faith through pedagogy remains largely unexplored. There is little empirical data about the ways in which witnessing and evangelism are (or are not) conducted through English classes. The present study is an analysis of interview data collected from five evangelical Christian teachers living and working in Japan. The participants vary considerably in age and teaching context, yet all share a strong religious faith and a desire to express it through their profession. Each participant …
Nonnative English-Speaking Teachers’ Self-Perceived Language Proficiency Levels, Anxieties, And Learning Strategies, 2014 COEN English
Nonnative English-Speaking Teachers’ Self-Perceived Language Proficiency Levels, Anxieties, And Learning Strategies, Hiromi Takahashi
International Journal of Christianity and English Language Teaching
Research suggests that nonnative English-speaking teachers (NNESTs) suffer anxiety because of their self-perceived inadequate language ability. This paper reports on an online survey of 63 NNESTs and teacher trainees in English as a Second Language (ESL) and English as a Foreign Language (EFL) settings that investigated the participants’ perceived language abilities and their approaches to anxiety and language learning. The results reveal that more than half of the participants were content with their overall language abilities although their levels of contentment varied with distinct skills. The survey results also indicate a complex relationship between NNESTs’ perceived language proficiency levels and …
Entire Issue, 2014 Biola University
Entire Issue
International Journal of Christianity and English Language Teaching
No abstract provided.
English As A Lingua Franca In Higher Education In Malaysia, 2014 Department of English Language, Faculty of Languages & Linguistics, University of Malaya
English As A Lingua Franca In Higher Education In Malaysia, Azirah Hashim
Azirah Hashim
This paper examines the role of English in higher education in Malaysia within the context of Southeast Asia, ASEAN, and the global challenges the country faces. It surveys the uses, functions of and demand for English in Malaysia and the region. The practices and needs of higher education institutions are contextualized within the progression from secondary education upwards and the history of educational policies. This paper discusses English needs of higher education as set inside multilingual contexts where English functions as the default language. The nature of English in Malaysia and across Southeast Asia is highly diverse and variable and …
Expanding Audiences For Online Writing Labs: Owls In The English As A Foreign Language Context, 2014 Purdue University
Expanding Audiences For Online Writing Labs: Owls In The English As A Foreign Language Context, Joshua Paiz
Purdue Writing Lab/Purdue OWL Graduate Student Presentations
This presentation from the 2014 Conference on College Composition and Communication (CCCC) discusses online writing labs (OWLs), specifically the Purdue OWL, in the traditionally-defined English as a foreign language (EFL) context. The ELF context often presents unique challenges for the teaching of English writing, including challenges of finding appropriate resources. This may lead EFL writing practitioners to rely on the information presented by OWLs to supplement their teaching. However, many OWLs were originally designed for the so-called native speaker (North American, UK, Australian, New Zealand) audience. This raises the question of whether or not OWLs are meeting the needs of …
Self-Efficacy In Low-Level English Language Learners, 2014 Portland State University
Self-Efficacy In Low-Level English Language Learners, Laura F. Blumenthal
Dissertations and Theses
Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners.
This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied …
The Definite Article System In L1-English L2-Spanish Learners, 2014 University of Massachusetts Amherst
The Definite Article System In L1-English L2-Spanish Learners, Diego Ardura
Masters Theses 1911 - February 2014
Previous studies on the acquisition of definite plurals in Child and Second Language Acquisition have found strong evidence on how transfer can affect the L2-acquisition of articles. Nevertheless, these studies presented some limitations. First, they failed to consider other variables that could interfere with transfer in the acquisition of the article system. And second, the methodology used to test the participants’ implicit knowledge of article system was very similar in all studies (Truth-Value Judgment Task). In order to fill these two gaps in the literature, the present study uses a listening comprehension task to test how the mass/count distinction …
American Sign Language As A Heritage Language, 2014 University of Jyväskylä
American Sign Language As A Heritage Language, Sarah Compton
Sarah Compton
This chapter considers how American Sign Language (ASL)—a visual-manual language—is a heritage language of deaf, hard of hearing, and hearing people in the United States. Traditionally, heritage language education and maintenance efforts have centered on spoken languages. This chapter aims to broaden the scope to include signed languages. It begins with a historical overview of ASL, explicates for whom ASL is a heritage language, and examines the influence of current policy trends and technological advancements on language shift and language maintenance. Particular attention is drawn to the role of deaf communities in fostering language maintenance despite concerted efforts to restrict …
Quantifying The Development Of Phraseological Competence In L2 English Writing: An Automated Approach, 2014 Université catholique de Louvain
Quantifying The Development Of Phraseological Competence In L2 English Writing: An Automated Approach, Yves Bestgen, Sylviane Granger
Yves Bestgen
Based on the large body of research that shows phraseology to be pervasive in language, this study aims to assess the role played by phraseological competence in the development of L2 writing proficiency and text quality assessment. We propose to use CollGram, a technique that assigns to each pair of contiguous words (bigrams) in a learner text two association scores (mutual information and t-score) computed on the basis of a large reference corpus, the Corpus of Contemporary American English. Applied to the Michigan State University Corpus of second language writing, CollGram shows a longitudinal decrease in the use of collocations …
An Ecological View Of Whole-Class Discussions In A Second Language Literature Classroom: Teacher Reformulations As Affordances For Learning, 2014 Utah State University
An Ecological View Of Whole-Class Discussions In A Second Language Literature Classroom: Teacher Reformulations As Affordances For Learning, Joshua J. Thoms
Joshua J. Thoms
This article analyzes whole-class discussions between a teacher and her students in a Latin American Colonial literature course at the college level. The study is theoretical–exploratory in nature in that it (a) articulates theoretical assumptions inherent in an ecological perspective on second language learning and teaching, and (b) attempts to operationalize the affordance construct (van Lier, 2000, 2004) in the context of a second language (L2) literature classroom. The study’s findings underscore the importance of teacher reformulations when engaging students in whole-class discussions, as well as students’ engagement with and awareness of the unfolding talk. Furthermore, how the teacher dynamically …