scholarly journals Metadiscourse Markers in Scientific Journal Articles

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Veronica Esti Nugrahani ◽  
Barli Bram
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Discourse Analysis ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Language Teaching ◽  
Scientific Journal ◽  
Special Edition ◽  
Journal Articles

This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching.  The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker.  Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing. 

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

scholarly journals REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE

2017 ◽  
pp. 59
Author(s):  
Diogo Oliveira do Espírito Santo ◽  
Robson Ribeiro da Silva
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Current Status ◽  
Cultural Relations ◽  
Lingua Franca

<p>Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao <em>status</em> do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues.</p><p> </p><p><strong>Abstract:</strong> <em>This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings</em><em>. </em></p><pre><em> </em></pre><p>Keywords<em>: English; </em>Translanguaging<em>; Bilingual Education. </em></p><p> </p><p>Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.</p>

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 The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Productive Oral Feedback – A Successful Tool in English Language Teaching

2016 ◽  
Vol 4 (2) ◽  
pp. 317
Author(s):  
Mrumah Al-Enzy ◽  
Roseline Jesudas
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Oral Feedback

<div><p><em>This paper discusses about providing a Productive oral feedback on English Language learners’ learning process.  This study focuses on how the productive oral feedback is an effective tool also, looks at an effective ways of providing oral feedback. </em></p></div>

scholarly journals ENGLISH AS A LINGUA FRANCA: IMPLICATIONS FOR PEDAGOGY AND ASSESSMENT

2017 ◽  
Vol 28 (1) ◽  
pp. 57
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Complex Needs ◽  
Language Functions ◽  
Global Language

The English language functions as a global language that facilitates communication among people of different lingua-cultures. This background leads to the question of whether the traditional language assessment still fulfils the needs of the majority of language learners who will use English for various purposes with people from different linguistic and cultural backgrounds. This article illustrates the development and spread of the English language by focusing on two key paradigms: World Englishes (WE) and English as a lingua franca (ELF). This article argues that a native-oriented means of English pedagogy and assessment does not fit the current functions of the language and cannot meet the various and complex needs of the majority of English language learners. It therefore emphasizes the importance of an ELF-informed approach, such as the ‘post-method’ approach to English language teaching and more flexible language assessment focusing on students’ performance of tasks. The article concludes that English language teaching and assessment need to be more informed by ELF than by the entrenched, anachronistic native-oriented ideology. 

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