scholarly journals AN ANALYSIS OF CROSS-DISCIPLINE RESEARCH ARTICLE INTRODUCTION STRUCTURES THROUGH A MODIFIED CREATE-A-RESEARCH-SPACE (CARS) MODEL

EFL Journal ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Suhaily Abdullah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Research Articles ◽  
Structural Pattern ◽  
Modified Model ◽  
Research Article ◽  
Emerging Patterns ◽  
General Guide

The main purpose of this study is to identify a standard structural pattern of introduction sections of two different disciplines, i.e. research articles from English Language Teaching (ELT) and Civil Engineering (CE) corpora. Twelve articles were randomly chosen from four established journals of both disciplines namely; Language Learning (LL), Foreign Language Annals (FLA), Transportation (T) and Structural Survey (SS). Content analysis was manually conducted by incorporating the modified CARS model of Anthony’s (1999) in identifying the introductions’ rhetorical moves in both disciplines. Besides move structures, the headings, length and paragraphing element were highlighted for the comparison purposes. As a result, the rhetorical move of the modified model is totally applicable in CE corpora but it slightly fit the presented structural patterns in ELT research articles. Thus, it is noticeable that relying on this modified model has only given the general guide for authors of both disciplines. The model could be further revised in allowing ‘emerging’ patterns of any discipline writing styles and these findings can also be added to existing literature of interdisciplinary RA introduction genre analyses.Keywords: modified CARS model; introductions; structural pattern; genre analysis

scholarly journals THE USE OF HEDGING DEVICES IN APPLIED LINGUISTICS ACADEMIC DISCOURSE: THE CASE OF READING IN A FOREIGN LANGUAGE AND ENGLISH LANGUAGE TEACHING RESEARCH ARTICLES

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Nguyen Tuan Anh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Document Analysis ◽  
English Language Teaching ◽  
Research Articles ◽  
Analysis Method ◽  
Research Article ◽  
The Difference

Hedging enables academic writers be able to mitigate claims and minimize the impositions that may be found in such claims (Hyland, 1996). Although the literature has had vast research on hedging in research articles, not much has been known about the difference or similarity among journals in one field in the use of hedging devices. Using the document analysis method, the present study aims to make a comparative analysis of hedging in two linguistics research journals, namely Reading in a Foreign Language (RFL) and English Language Teaching (ELT), in order to investigate what hedging forms and functions are most frequently used in RFL and ELT, and how hedging forms and functions are distributed in the Introduction, Results, Discussions and Conclusions sections in the two journals. Based on the data analyzed, it was found that RFL and ELT research article writers tend to have the same preference for the use of different hedging forms for different equivalent purposes and functions. This similar hedging pattern is believed to be of value to those who are trained as academic writers in the field of linguistics.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals A Discourse Analysis: Cohesion of the Introduction Section of Research Article

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Anis Firdatul Rochma ◽  
Sulis Triyono
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
English Language ◽  
English Language Teaching ◽  
Research Articles ◽  
Semantic Meaning ◽  
Lexical Cohesion ◽  
Research Article ◽  
English Academic Writing ◽  
Writing Competence

<em>As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.</em>

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

2015 ◽  
pp. 276-295
Author(s):  
Buğra Zengin ◽  
Duygu Doğan ◽  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Learning Resources ◽  
Original Language ◽  
English Major ◽  
Students Attitudes ◽  
Low Exposure

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

scholarly journals Impact of English Language Teaching and Learning through Language Laboratory in Engineering in Nepal

2014 ◽  
Vol 10 (1) ◽  
pp. 94-103
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Pahari ◽  
Jai Raj Awasti
Keyword(s):  
Language Learning ◽  
Present Article ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Research Articles ◽  
Future Research ◽  
Language Laboratory ◽  
Job Opportunities

The present article discusses the importance of language, in general, and English, in particular, in the context of engineering education in Nepal. It mainly discusses the importance and application of language laboratory for the enhancement of skills and proficiency of English language in the learners of Bachelor's level in engineering in Nepal. The main objective of the present article is to highlight the importance of teaching and learning of English language in the B.E. level in engineering by using language laboratory. In course of the present study, literature available in different accessible sources was reviewed for collecting necessary data and designing theoretical framework for the same. From the study, it has been found that language laboratory is tremendously helpful in creating favourable atmoshphere for language learning and helping the learners to acquire necessary language skills useful to them in sharpening their study at present and streamlining their research and innovative activities in their further studies in the future. English language is now the language of worldwide communication, and therefore, it is very essential for the students of engineering to be proficient in communication through English not only for grabbing job opportunities open at present but also to furthering their future research and innovative endeavors and publishing their reports and research articles based on them. Language Laboratory is highly instrumental for attaining ample proficiency in English language, the means of global communication.DOI: http://dx.doi.org/10.3126/jie.v10i1.10882Journal of the Institute of Engineering, Vol. 10, No. 1, 2014, pp. 94–103

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽  
2020 ◽  
pp. 003368822093922
Author(s):  
Yang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Theory And Practice ◽  
English Language Teaching ◽  
English Only ◽  
Positive Attitudes ◽  
Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

scholarly journals English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

2017 ◽  
Vol 10 (4) ◽  
pp. 18 ◽  
Author(s):  
Esim Gursoy ◽  
Sule C. Korkmaz ◽  
Ebru A. Damar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Policy ◽  
Prospective Teachers ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
English Language Teaching ◽  
Second Grade

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

scholarly journals Research on English language teaching and learning in Argentina (2007–2013)

2016 ◽  
Vol 49 (3) ◽  
pp. 356-389 ◽  
Author(s):  
Melina Porto ◽  
Ann Montemayor-Borsinger ◽  
Mario López-Barrios
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
English Language ◽  
Wide Spectrum ◽  
English Language Teaching ◽  
Computer Assisted ◽  
History Of ◽  
Education And Development

In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, FL teacher education and development, content and language integrated learning (CLIL), computer-assisted language learning (CALL), the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.

scholarly journals Implementing the Core Curriculum of English Language in Preparatory Classes in Gjakova

2019 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Sindorela Doli Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Core Curriculum ◽  
Scientific Discipline ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
The Core ◽  
Development Processes ◽  
Education Science

Pre-school education represents the first level of education whereby children are educated in their families or in pre-school institutions (age 0-3 and age 3-6) or preparatory classes (age 5-6). First of all, there are dialectal differences from their everyday language, from low variety to high variety that implies the standard of Albanian language. It is understood that through communication children's development can be stimulated, encouraged and accelerated through the appropriate techniques used by the teacher. The number of English language speakers is increasing every day by reinforcing its geographic position as one of the most spoken languages around the world. In the same rate, it is noted that the number of institutions providing English language teaching as a foreign language is increased. According to the Core Curriculum of the Ministry of Education, Science and Technology in Kosovo, it is envisaged to necessarily have classes of English language learning for elementary communication in preparatory classes (age 5-6 years). Linguists define the language in different ways, the first thing that comes to mind is that through communication start all the development processes of the human being. Apart from linguistic communication an inalienable element is also the psychological one. Given that Psycholinguistics is a scientific discipline between linguistics and psychology, this paper is carried out by treating the standard Albanian from the psycholinguistic perspective. The purpose of this research is to get acquainted with the level of standard language learning at pre-school children, and how the English language influences this age.

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

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