scholarly journals A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

2020 ◽  
pp. 43-46
Author(s):  
Nguyen Thi Trung, Nguyen Thi Quynh Hoa Pham
Keyword(s):  
Functional Analysis ◽  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Native English Speakers ◽  
English Language Proficiency ◽  
Occurrence Frequency ◽  
English Speakers ◽  
Functional Grammar ◽  
International English

The International English Language Testing, which involves the assessment of four English skills has been selected as the preferred test to measure English language proficiency of non-native English speakers. In IELTS academic writing, grammatical range and accuracy, of which test-takers are required to use is one of the four criteria used to evaluate candidates’ written essays, which record a considerable occurrence frequency of clause complexes. In order to shape clause complexes, two basic kinds of logical relations in language are employed: parataxis and hypotaxis. They indicate how two or more adjacent clauses are connected to each other in dependent or interdependent ways. This study conducts an analysis of how clause complexes in IELTS academic exposition and discussion essays are formed by highly successful test-takers in light of functional grammar, thereby providing non-native writers with a better understanding of accurate parataxis and hypotaxis employment to produce good IELTS academic writing essays.

scholarly journals Phrasal Verbs in English as a Second/Foreign Language

2019 ◽  
Author(s):  
Rana Abid Thyab
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
English Speakers ◽  
Phrasal Verbs

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities

2019 ◽  
Vol 36 (1) ◽  
pp. 160-171 ◽  
Author(s):  
Jennifer J. MacDonald
Keyword(s):  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Testing System ◽  
Cut Scores ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Admissions Criteria ◽  
International English

The International English Language Testing System (IELTS) standardized English language proficiency (ELP) exam is widely accepted proof of ELP at Canadian universities. The majority of Canadian universities set very similar IELTS cut scores for admission; however, these differ from the IELTS-recommended minimum cut scores. The use of the IELTS exam as an admission tool is not unproblematic, with debates around where to set cut scores, the interplay of political and administrative concerns in setting admissions criteria, and the correlation between cut scores and student academic success. As well, the issue of essential academic skills and literacies and their relationship to the exam, curricula, and student academic success figure in the broader discussion around the IELTS exam and its use in Canadian higher education. L’évaluation standardisée des compétences linguistiques en anglais (ELP) du Système international de tests de la langue anglaise (IELTS) est largement reconnue comme preuve de compétence en anglais dans les universités canadiennes. La majorité d’entre elles établissent des notes de passage IELTS très semblables pour l’admission, mais celles-ci diffèrent des notes de passage minimales recommandées par l’IELTS. L’utilisation de l’examen IELTS comme outil d’admission n’est pas sans problèmes en raison des débats dont font l’objet la hauteur des notes de passage, l’interaction des préoccupations politiques et administratives qui entrent en jeu lors de l’établissement des critères d’admission, et la corrélation qui existe entre les notes de passage et la réussite académique des étudiantes et étudiants. La question des compétences et littératies académiques essentielles et de leur relation avec les examens, les programmes d’études et la réussite académique des étudiantes et étudiants entre elle aussi en ligne de compte dans le débat plus large qui porte sur l’examen IELTS et son utilisation dans l’enseignement supérieur au Canada.

scholarly journals Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section

2018 ◽  
Vol 36 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Khaled Barkaoui
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Test Scores ◽  
English Language ◽  
English Language Proficiency ◽  
Rate Of Change ◽  
Test Taker ◽  
Test Occasion ◽  
Writing Scores ◽  
Over Time

This study aimed to examine the sources of variability in the second-language (L2) writing scores of test-takers who repeated an English language proficiency test, the Pearson Test of English (PTE) Academic, multiple times. Examining repeaters’ test scores can provide important information concerning factors contributing to changes in test scores across test occasions. Data consisted of the scores and background data (e.g., gender, age) and other covariates (e.g., context, interval between tests, number of tests attempted) for a sample of 1,000 test-takers who each took PTE Academic three times or more. Multilevel modeling was used to estimate the contribution of various factors to variability in repeaters’ PTE Academic writing scores across test-takers and test occasions. The findings indicated that changes in PTE Academic writing scores followed a quadratic trajectory (i.e., initial score increases followed by a decline) and that, as expected, test-taker initial overall English language proficiency (as measured on other sections of the test) was the strongest predictor of differences in PTE Academic writing scores at test occasion one as well as variance (across test-takers) in the rate of change in writing scores over time. Measures of retesting effects were not significantly associated with changes in writing scores, while test-taker factors (e.g., age, gender, and purpose for taking the test) were significantly associated with writing scores at test occasion one, but not with the rate of change in writing scores over time. The study highlights the value of examining repeater’ L2 test scores and concludes with a call for more research on the sensitivity of L2 proficiency tests to changes in L2 proficiency over time and in relation to L2 instruction.

scholarly journals Gaining proficiency in the reading module in IELTS: A study on the efforts of Bangladeshi students

2010 ◽  
Vol 2 (3) ◽  
pp. 125-140 ◽  
Author(s):  
Sabrina Ahmed Chowdhury
Keyword(s):  
Key Words ◽  
Present Article ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Limited Resources ◽  
Testing System ◽  
English Speaking ◽  
Training Programmes ◽  
International English

As the name implies, the International English Language Testing System (IELTS) is a test for ascertaining an examinee's English language proficiency. This test is very important for students who want to get admitted to universities or training programmes in English speaking countries. IELTS has four modules including a module on reading. This module gives rise to a number of specific problems for Bangladeshi candidates. The present article attempts to identify the nature and extent of these problems with emphasis on why the examinees find reading module a tough one. The ways and means used by the trainers and teachers to assist Bangladeshi students to overcome these problems have been examined. The article concludes that even with limited resources, the teachers and trainers can follow a number of simple procedures to substantially improve readings skills of students leading to better scores. Key words: IELTS, Language Proficiency, Language SkillsDOI: 10.3329/dujl.v2i3.4148 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 125-140

scholarly journals Canadian English teachers: Volunteering to teach their mother tongue in a foreign country

2015 ◽  
Vol 7 ◽  
Author(s):  
Gloria Romero
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Native English Speakers ◽  
English Language Teaching ◽  
English Speakers ◽  
Volunteer Teachers ◽  
Efl Students

In order to increase English language proficiency in Chile, native English speakers are recruited to work as volunteer teachers. This qualitative study explores the ESL teaching experiences of 10 Canadian volunteers who worked in Chilean public schools. Data was collected through closed- and open-ended surveys applied before teaching and one-on-one interviews after eight months. This study is situated within the literature on volunteering and English language teaching (ELT); in addition, socioconstructivist and experiential lenses were adopted, based on Vygotsky and Dewey respectively. The results showed that when volunteer teachersrecalled their experiences teaching English abroad, they acknowledged the importance of student motivation, use of the mother tongue, the feeling of frustration, interaction with EFL students, previous experiences, teaching strategies, and views about English language teaching.

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