scholarly journals Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

2018 ◽  
Vol 150 ◽  
pp. 05086
Author(s):  
Muhamad Khairul Zakaria ◽  
Faridah Abdul Malik
Keyword(s):  
International Students ◽  
Middle East ◽  
Academic Writing ◽  
English Language ◽  
Language Teachers ◽  
Linguistic Features ◽  
Cultural Considerations ◽  
Academic Texts ◽  
Arab Students ◽  
English Language Teachers

There is lack of studies on the use of metadiscourse markers; especially amongst international students studying in Malaysia and Malaysia are receiving scores of international students particularly from the Middle East annually. This study involves a textual analysis of students’ academic writing where the metadiscourse markers in 50 Arab IIUM students’ academic texts were identified and analyzed. The findings of this study indicated that Arab writers had a greater inclination for the deployment of the interactive markers (Total counts = 919) than interactional ones (Total counts = 592) as there was a higher percentage of interactive metadiscourse (60.8%) usage than the interactional ones (39.2%). It might be useful for English language teachers to integrate cultural considerations within their syllabus with regard to metadiscourse markers in order to prepare relevant materials based on their students’ needs as well as to develop the students’ awareness of the importance of these linguistic features.

scholarly journals Prospective English Language Teachers’ Grammatical Awareness Development to Undertake Academic Writing

2018 ◽  
Author(s):  
Jennifer Jaramillo Delgado ◽  
Erika Marcela Restrepo Bolívar
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Private University ◽  
Language Teachers ◽  
Focus Group Interviews ◽  
Grammatical Awareness ◽  
Grammatical Errors ◽  
English Language Teachers ◽  
Group Interviews ◽  
Internal And External Factors

This study examines prospective English language teachers’ grammatical awareness development, and its impact on the production of academic written texts in an English teaching undergraduate program at a private university in Colombia. Data were collected through semi-structured individual and focus group interviews, as well as participants’ academic written production. Results reveal the internal and external factors which affect pre-service teachers’ grammatical awareness development in this context, in addition to the frequent grammatical errors found in their work. This research highlights the importance of establishing useful strategies to help future English language teachers develop grammatical awareness to succeed in academic writing.

ESL Teachers' Questions and Corpus Evidence

2005 ◽  
Vol 10 (3) ◽  
pp. 335-356 ◽  
Author(s):  
Amy B.M. Tsui
Keyword(s):  
Corpus Linguistics ◽  
English Language ◽  
Language Teachers ◽  
Unique Contribution ◽  
Language Awareness ◽  
Linguistic Features ◽  
Esl Teachers ◽  
Single Text ◽  
Linguistic Patterns ◽  
English Language Teachers

In the last ten years, more and more attention has been paid to the importance of raising the language awareness of language teachers. This is an area in which corpus linguistics has a unique contribution to make. With the help of a concordancer, linguistic features that may be overlooked can be made salient and intertextual information that is implicit in a single text can be made explicit. This paper reports on a study of how corpus evidence was used to address questions sent by English language teachers in Hong Kong to a dedicated website. More than one thousand grammar questions sent to the website over a period of eight years were examined. Three types of most frequently asked questions were identified. The paper discusses how corpus evidence was used to help teachers to notice features and patterns which have escaped their attention and to question long-standing assumptions and misconceptions. It shows how subsequent interrogation of corpus data stimulated by teachers' question often led to new insights into linguistic patterns and language use.

scholarly journals The Influence of SMS Language on Academic Writing: A Study at University Level in South Punjab, Pakistan

2019 ◽  
Vol IV (IV) ◽  
pp. 178-186
Author(s):  
Akbar Ali ◽  
Abdul Khaliq ◽  
Fazal Hanan
Keyword(s):  
Academic Writing ◽  
Text Messaging ◽  
English Language ◽  
Negative Influence ◽  
Study Data ◽  
Language Teachers ◽  
Sentence Structure ◽  
Teachers And Students ◽  
English Language Teachers ◽  
University Level

Text messaging language is taking the place of Standard English language which is applied as a source of communication via cell phone. It is emerging in the form of a new language. It is influencing the formal writing of the learners. Keeping in view the above-mentioned purpose, the current study was planned to find out the influence of it on academic writing.27 University English language teachers and 160 students were the Participants of the study. Data were collected through two questionnaires. Collected data was analyzed through the Statistical Package for Social Sciences (SPSS). The results revealed that students are inclined to the use of SMS language as it is easy to use. It is an easy, convenient and speedy way of communication. The findings also showed that teachers and students are fully aware of the negative influence of text messaging on their academic writing. It is spoiling the punctuation, spelling and sentence structure of the English language.

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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