scholarly journals A Scientometric Review of Syntactic Complexity in L2 writing based on Web of Science (2010-2022)

2022 ◽  
Vol 5 (1) ◽  
pp. 18-27
Author(s):  
Ruimin Song
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Development Process ◽  
Web Of Science ◽  
Language Teaching ◽  
Scientometric Analysis ◽  
Syntactic Complexity ◽  
Burst Strength ◽  
The Past ◽  
Visualization Software

As an important construct in the field of second language teaching and assessment, syntactic complexity is closely related to the language proficiency and language development process of L2 learners. Using the visualization software of CiteSpace, this study conducts an in-depth scientometric analysis of 140 articles on written syntactic complexity published over the past 10 years (2010-2022), thus uncovering the current development and challenges faced by relevant studies. Specifically, a frequency analysis was firstly administrated to describe the overall development in written syntactic complexity research. Furthermore, the current study conducted a Document Co-Citation Analysis (DCA), which enables researchers to conduct a network of co-cited references to identify the underlying research hotpots and future trends. The results indicate that the study concerning automatic essay scoring is the most prominent cluster active from 2010 to 2021. In addition, Norris & Ortega (2009) is the most cited paper, followed by Ortega (2003) and Biber et al. (2011). Meanwhile, the bursts of detected papers demonstrate that McNamara et al. (2012) and Grant & Ginther (2000) generated the strongest citation burst with a burst strength of 3.14 and 3.09, respectively. The findings of the study would have implications for subsequent research on written syntactic complexity in the field of language teaching and language learning.

Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks

2019 ◽  
pp. 136216881986556
Author(s):  
Jim Yee Him Chan
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Oxford University ◽  
The Past ◽  
Framework Approach ◽  
Language Needs ◽  
Recent Debate ◽  
Textbook Design

The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners’ language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural approach, communicative language teaching and task-based language teaching) in Hong Kong’s secondary education between 1975 and the present. By adopting Richards and Rodgers’s (2014) framework (approach, design and procedure), it examined how ELT theories have been transformed into local curricula (1975, 1983, 1999 and 2002/07) and commercial textbooks (Longman, Oxford University Press) via detailed content analysis. The findings suggest that research into ELT methods in Hong Kong over the past decades has generally directed the designs of the language curricula. Changes in the textbooks, however, have been relatively limited, although considerable attempts have been made to align textbook design with ELT trends. By considering various constraints in the theory-to-practice process, this study offers suggestions for future research and language teaching, particularly regarding the recent debate over the choice between the ‘weak’ and ‘strong’ versions of task-based language teaching in EFL contexts, and the post-methods perspective in language teaching.

scholarly journals Research on the Literature of Green Building Based on the Web of Science: A Scientometric Analysis in CiteSpace (2002–2018)

2019 ◽  
Vol 11 (13) ◽  
pp. 3716 ◽  
Author(s):  
Yingling Shi ◽  
Xinping Liu
Keyword(s):  
Web Of Science ◽  
Green Building ◽  
Development Trend ◽  
Status Quo ◽  
Future Research ◽  
Building Industry ◽  
Scientometric Analysis ◽  
The Past ◽  
Evolution Pattern ◽  
The Status

Since the 21st century, the concept of green building has been gradually popularized and implemented in more countries, which has become a popular direction in the area of sustainability in the building industry. Over the past few decades, many scholars and experts have done extensive research on green building. The purpose of this paper is to systematically analyze and visualize the status quo of green building. Therefore, based on Web of Science (WoS), this paper analyzed the existing knowledge system of green building using CiteSpace, identified keywords related to green building and their frequency of occurrence using the function of keyword co-occurrence analysis, recognized five clusters using the function of cluster analysis, and explored the knowledge evolution pattern of green building using citation bursts analysis in order to reveal how research related to green building has evolved over time. On the basis of aforementioned keywords, clusters, and citation bursts analysis, this paper has built a knowledge graph for green building. This paper can help readers to better understand the status quo and development trend of green building and to easier recognize the shortcomings in the development of green building, so as to provide a promising direction for future research.

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

Conversation Analysis and language learning

2005 ◽  
Vol 38 (4) ◽  
pp. 165-187 ◽  
Author(s):  
Paul Seedhouse
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Proficiency ◽  
Native Speaker ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Social Science Research ◽  
Science Research ◽  
Learning And Teaching

Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals TEACHING LANGUAGE TO THE SPECIAL CHILDREN: CHALLENGES AND POSSIBILITIES

2020 ◽  
pp. 406-410
Author(s):  
Quazi Farzana Yesmin ◽  
Sifat Ullah ◽  
Mohammad Ehsanul Islam Khan
Keyword(s):  
Special Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Speech Therapy ◽  
Mother Tongue ◽  
Language Teaching ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Special Education Needs ◽  
Special Children

Since communicating people is one of the first and foremost obstacles to autistic children, it is a basic need for them to get vigilant and appropriate nurture for language acquisition. Moreover, to develop the language skills of special children appropriately, it is essential to ensure effective language teaching. The primary objective of this study was to identify the challenges that the teachers face in the class and to bring out the possibilities of teaching the mother tongue to the special children as a part of special education. As language learning is the leading step of special education, the study aims to contribute to the field by pointing out the challenges and the possibilities. The study was conducted by collecting data from three different schools of special children by following a qualitative method. The findings revealed that inadequate understanding, proper classroom facilities, lack of awareness and insufficient language training created a great challenge for the teachers in teaching the language to the special children. The study also exposed that special training, a well-decorated classroom, regular speech therapy, and change of outlook minimized the challenges and made language teaching more effective. KEYWORDS: Autism Spectrum Disorder (ASD), Special Education Needs (SEN), Communication, Language Proficiency

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
Vol 10 (3) ◽  
pp. 19-35 ◽  
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
The Past ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

scholarly journals The relationship between lexical complexity measures and language learning beliefs

Jezikoslovlje ◽  
2019 ◽  
Vol 20 (3) ◽  
pp. 555-582
Author(s):  
Ervin Kovačević
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Language Production ◽  
Correlation Coefficients ◽  
Syntactic Complexity ◽  
Learning Beliefs ◽  
Complexity Measures ◽  
Lexical Complexity ◽  
Language Learning Beliefs ◽  
The Relationship

Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

scholarly journals A Scientometric Analysis of Worldwide Intercropping Research Based on Web of Science Database between 1992 and 2020

2021 ◽  
Vol 13 (5) ◽  
pp. 2430
Author(s):  
Wen Lv ◽  
Xining Zhao ◽  
Pute Wu ◽  
Jialong Lv ◽  
Hailong He
Keyword(s):  
Web Of Science ◽  
Agroforestry Systems ◽  
Future Research ◽  
Scientometric Analysis ◽  
Main Research ◽  
Research Status ◽  
The Past ◽  
The Usa ◽  
Number Of Citations ◽  
India And China

Intercropping has been practiced worldwide in both traditional and sustainable agriculture to feed the growing population. This study aims to analyze the research status and evolution of intercropping, to identify the influential authors, research centers, and articles, and to reveal the main research topics between 1992 and 2020 based on the Web of Science Core Collection database. The results show that the volume of publications in this field has increased rapidly over the past three decades. The analysis identifies the top three authors (i.e., Meine Van Noordwijk, Wenyu Yang, and Teja Tscharntke), top three contributing organizations (i.e., the World Agroforestry Center (ICRAF), the Chinese Academy of Science, and the INRA), and three most productive countries (i.e., the USA, India, and China). Co-occurrence analysis demonstrates that studies on intercropping can be divided into four clusters as centered by keywords of intercropping/maize, biodiversity/conservation, agroforestry, and carbon, respectively. Lal 2004 is the most influential study with the greatest number of citations and Agroforestry Systems is the most utilized journal. Perspectives on future studies were also given. This study helps researchers to clarify the current research status in the field of intercropping and put forward its future research.

scholarly journals TRANSLATION PEDAGOGY VERSUS PEDAGOGICAL TRANSLATION IN LANGUAGE LEARNING

2021 ◽  
Vol 6 (43) ◽  
pp. 83-96
Author(s):  
Nik Zaitun Nik Mohamed ◽  
Ameiruel Azwan Ab Aziz ◽  
Kamsilawati Kamlun ◽  
Irma Wani Othman
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Actual Process ◽  
Verbal Form ◽  
Adequate Knowledge ◽  
Conceptual Paper ◽  
Translation Pedagogy

This conceptual paper presents the review of literatures of a study related to Translation in Language Teaching (TILT) and Translation Training, It reviews related literature on translation theories and practices in bilingual/multilingual classrooms as well. The interplay of translation, multilingualism, multiculturalism and globalisation in today’s ESL pedagogical reality demands translation to be employed in improving students’ English language proficiency. Unfortunately, research indicates that teachers do not possess adequate knowledge on appropriate translation models to enable them to perform translation in language teaching (TILT). As a result, they ended up employing unplanned code switching and code-mixing techniques throughout their English language lessons. Studies have shown that translation educators also do not possess adequate competencies in training language teachers to translate due to discrepancy between the chosen modules and teachers’ motivation. As a result, teachers failed to understand the purpose of such training. This conceptual paper, thus, attempts to conjure up two important concepts in translation studies: Pedagogical translation and translation pedagogy. Translation Pedagogy refers to the acquired knowledge on how to translate, whereas pedagogical translation refers to the actual process or practice of translation either in written or verbal form. The relevance of these two concepts in TILT are highlighted and discussed throughout this paper. A translation model is suggested as a guideline in providing training in TILT area. The result of this upcoming study may provide a direction in translation training for language teachers in Malaysia. It suggests that the concepts of Pedagogical Translation (PT) and Translation Pedagogy (TP) should be incorporated into translation training modules. By doing so, both translation trainers and teacher trainees are able to understand the actual processes of translation itself in TILT.

Sign in / Sign up

Export Citation Format

Share Document