Asian EFL Journal: English Language Teaching and Research Articles

June 2005 Articles

Volume 7. Issue 2

We present 12 articles in this June 2005 edition. We thank both the authors for their outstanding work and our Editorial team for their dedicated efforts enhancing and promoting the TEFL profession. Articles can be read in up to three formats, MS Word format, and PDF format and some in HTML format. You need Adobe pdf reader to read the pdf files, and always run a virus scan of all MS Word files before opening any file.

We also introduce this Volume in Full MS Word E Book Format. pps 1- 205 (click)

The first article is presented by Xuesong Gao. This paper reports a biographic inquiry of two tertiary English learners from mainland China and attempts to capture the developmental processes of their language learning approaches.

The second article is presented by Takahiro Ioroi & Masayoshi Otagaki. The authors submit that lexical frequency information is likely to affect the way in which Japanese EFL learners organize morphologically complex words in their mental lexicon. They conclude that it is likely that EFL learners perceive morphologically complex words that are less frequent than their bases as single sequences and those of the opposite type as sequences composed of separate substrings.

The third article is presented by Darren Lingley. This paper considers a student-generated sample of dialogue journal writing, an entry in a journal exchange with the instructor, as a means of exploring the interface between written and spoken language with particular emphasis on how this written sample employs aspects of speaking.

The fourth article is by Jerry Gebhard & Toshinobu Nagamine. The authors report on a collaborative teaching journal kept between a graduate student intern (Japanese) and a cooperating-teacher (American) and discuss the value of keeping a collaborative teaching journal for meaningful ESL/EFL teacher development.

The fifth article is presented by Yanghee Kim and Jiyoung Kim. English teaching methodologies, such as communicative language teaching, the process approach, the genre approach, and the product approach, are oriented towards English language education based in Britain, Australia, and North America (ESL or BANA). These approaches cannot be successfully applied to EFL contexts because these approaches were not developed specifically for the rest of the ELT world (EFL or TESEP countries).

The sixth article is presented by Akhiro Ito. The present study investigated the reliability and validity of the English test in a Japanese Nationwide Entrance Examination (the JFSAT-English test). The results can only be generalizable to Japanese learners of English who have studied English in a formal educational setting. Selecting only one nationality is one of the great strengths of this kind of empirical study.

The seventh article is presented by Weiping Gu & Juan Liu. While College English Tests (CET) in China have promoted college English teaching, they have also led to test-oriented teaching in colleges and hindered the development of students' communicative competence. The authors article reviews China's College English Test and includes research findings.

The eighth article is presented by Siaw Fong Chung. This paper introduces the Individual Developing Model which can assist teachers to discover and develop students' individual differences in the generalized curriculum settings without having to design an individual lesson plan for every student.

The ninth article is presented by Joseph Lee. In this article, the definition of the native speaker is explored based on the works of various scholars who have investigated this concept. Based on the findings of what it takes to be a native speaker, the issue of whether the native speaker model is the appropriate model in language teaching is discussed.

The tenth article is presented by Miguel Manetro & Yuko Iwai. This author supports the idea that (with the consideration of sociocultural theory) teaching should not only focus on the development of linguistic knowledge but also help to foster students' abilities to learn and think independently as their awareness of identity, culture, and society develop and expand in formal classroom settings.

The eleventh article is presented by Mahmoud A. Al-Khatib. This paper examines the communication needs of the personnel in the workplace by shedding light on their perceptions of needs, wants and lacks. Also it attempts to explore the workers' attitudes toward English and the use of English in the workplace.

The twelfth article is an Op Ed from Paul Robertson. The author argues that given the EFL profession's responsibility, legal and moral, it must introduce regulation, rules, and laws.