scholarly journals The Use of First Person Pronouns in Master’s Theses Written in English by Turkish Authors

2018 ◽  
Vol 4 (1) ◽  
pp. 12
Author(s):  
Cemre Isler
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
The Other ◽  
English For Specific Purposes ◽  
Research Articles ◽  
First Person ◽  
Higher Education Research ◽  
Low Degree

The purpose of this study is to investigate and compare the use of first person pronouns (I, my, me, we, our, us) and their functions in creating authorial self in 20 master’s theses written in English by Turkish authors and 20 research articles written in English by non-Turkish authors. Master’s theses used in the study were written in the field of English Language Teaching in twelve different Turkish universities and they were selected from the database of Turkish Council of Higher Education. Research articles used in the study were also written in the field of English Language Teaching and they were selected from five different journals: Applied Linguistics, System, TESOL Quarterly, English for Specific Purposes, and ELT Journal. For analyzing the data, each occurrence of first person pronouns in the theses and articles were coded and examined in order to find out the functions they serve. Results revealed a large difference in the use of first person pronouns and the functions they have. Turkish authors used these pronouns quite rarely and generally the use of these pronouns signaled low degree of authorial self; on the other hand, non-Turkish authors used these pronouns more frequently and they mostly preferred to use them for expressing greater degree of authorial self.

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.

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

In the Path of Creating a Relational “How” in Research

2022 ◽  
pp. 120-141
Author(s):  
Yeraldine Aldana
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Short Description ◽  
English Language Teaching ◽  
Research Approach ◽  
Practical Realization ◽  
Doctoral Study

Some researchers consider the qualitative research approach is a finished enterprise; however, this is not the case. This chapter discusses some methodological decisions through a proposal that plurisignifies qualitative research as an otherwise intuitive approach. This derives from a doctoral study about peace construction (PC) in applied linguistics (AL) to English language teaching (ELT). Firstly, a problematization around qualitative research develops to question taken-for-granted methodological beliefs, concepts, and practices, which represent the instrumentalization of research. Secondly, a proposal to re-humanize these problematized aspects is presented through a discussion of its relationalities and a short description of a practical realization of it. Conclusions wrap up the main contributions of this chapter and comment on their possible implications.

A Critical Review of Consciousness-Raising Approaches: Applied Linguistics vs. Systemic Functional Linguistics

2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Aiyoub Jodairi Pineh
Keyword(s):  
Critical Review ◽  
Teaching And Learning ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Consciousness Raising ◽  
Functional Linguistics ◽  
Recent Developments

<p class="2"><span lang="EN-AU">This paper is a critical review of the notion of consciousness-raising approach in the mainstream Applied Linguistics (AL) and Systemic Functional Linguistics (SFL). It reviews the development of this approach from traditional grammarian perspectives to the recent developments in AL, and compares and contrasts this approach in AL with the notion of grammatical metaphor (GM) in SFL as a compatible resource for consciousness-raising. The paper concludes that SFL introduces new and developmental resources of consciousness at different times and spaces, which is subject to further linguistic investigations. It has also implications for the English language teaching and learning in EFL contexts. </span></p>

scholarly journals Language teaching

2006 ◽  
Vol 39 (1) ◽  
pp. 15-19
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Testing ◽  
World Englishes ◽  
English Language Teaching ◽  
Language Teacher ◽  
Brunei Darussalam

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; [email protected]), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; [email protected]) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; [email protected]) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; [email protected]), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; [email protected]), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; [email protected]), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; [email protected]), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

scholarly journals Disentangling the Role of Linguistics in English Language Teaching

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 29-33
Author(s):  
Kelik Wachyudi
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Research Paper ◽  
English Language Teaching

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.

scholarly journals An Interview with Henry Widdowson

2019 ◽  
Vol 43 (6) ◽  
pp. 10
Author(s):  
Chantal Hemmi ◽  
Graham Mackenzie ◽  
Katsuya Yokomoto
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Associate Professor ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
English Medium Instruction ◽  
The University

Welcome colleagues! For the last issue of 2019, we present a very special interview with Professor Henry Widdowson, an acclaimed authority in the field of applied linguistics who has made great contributions to the development of communicative language teaching. In this conversation, Professor Widdowson discusses English Language Learning in Japan in the context of Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI), and English as a Lingua Franca (ELF). Professor Widdowson is Emeritus Professor at the University of London, was Professor of Applied Linguistics at Essex University and is currently Honorary Professor at the Department of English and American Studies at the University of Vienna. He has published extensively on English language teaching and applied linguistics. Here he was interviewed by Chantal Hemmi, an Associate Professor, Graham Mackenzie, a Project Associate Professor, and Katsuya Yokomoto, a Lecturer at the Center of Language Education and Research at Sophia University.

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