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A pre-trial collection and investigation of what perceptions and attitudes of Konglish exist amongst foreign and Korean English language teachers in terms of English education in Korea
This paper is a pre-trial collection and investigation of the perceptions that selected foreign and Korean English teachers have of Konglish in relation to English education in Korea. The knowledge gained in this pre-trial will help English educators, both Korean and foreign to 1) to get a better understanding of both groups of teachers’ view of Konglish as it relates to issues of identity and ownership…
Vocabulary Knowledge and Comprehension in Second Language Text Processing: A Reciprocal Relationship?
The overall aim of this study is to determine whether the relationship between vocabulary knowledge and reading comprehension is that of mutual dependency in the reading of expository texts by ESL students at the University of Botswana. Furthermore, the research explores the vocabulary size of first year students in the faculty of Social Sciences at the University of Botswana.
The Effects of Collocation Instruction on the Reading Comprehension and Vocabulary Learning of College English Majors
Over the past decades, studies of EFL/ESL vocabulary acquisition have pinpointed the importance of collocations in language learning. Most findings showed that general collocational knowledge among EFL learners was insufficient and that collocational knowledge is beneficial for EFL learning…
Active and Passive Vocabulary Knowledge: The Effect of Years of Instruction
Abstract: The present study investigated the relationship between two types of English vocabulary knowledge i.e. passive and controlled active, after different years of school instruction in an ESL environment. To carry out the study The Level Test for passive vocabulary size..
Type of Task and Type of Dictionary in Incidental Vocabulary Acquisition
In this study, the effect of form-oriented comprehension and form-oriented production tasks on incidental vocabulary acquisition in terms of using either monolingual or bilingual dictionaries and also considering the gender and the bilingual nature of the subjects was investigated.
To What Extent Can Defining Graphic or Written Text Relations Support The Teaching of Reading Comprehension in Multi-Modal Texts?
Due to the increasing number of image-based multi-modal texts used in the English Language Teaching (ELT) classrooms, teaching reading comprehension is becoming a growing challenge. Research suggests that defining the underlining graphic/written text relations that constitute image based multi-modal texts can help teachers meet that challenge. However, this area is under researched. This dissertation will propose a theoretical model of graphic/written text relations that can support reading comprehension in ELT classrooms.
Adult Japanese Learners’ Ranking of Six English Accents
British and American English teachers originally dominated the Japanese EFL landscape. Although teachers from other Inner Circle countries, Outer Circle countries, and even some teachers from the Expanding Circle are now employed by both private and public schools across Japan…
Using Blogs in ESL/EFL Teaching and Teacher-Training
The use of the internet as a resource in language education is rapidly expanding, and Web 2.0 has opened up exciting avenues for developing collaborative communication skills in a foreign or second language. One of these avenues is the ‘blog’.
Learning English as a second language in South Korea: Perceptions of 2nd year college and university students and their English speaking instructors
This study aims to canvass views about foreign language learning from second year South Korean university students of English and native English instructors. Their beliefs are considered in juxtaposition with the principles of Second Language Acquisition theory (SLA) and within the broader context of South Korea in general. Hence, the significance of this study is educational and cross-cultural. It attempts (a) to describe and investigate perceptions of EFL instruction at the collegiate and university levels in S. Korea with 2nd year students and their instructors…
Readiness of College Students in Taiwan to Read to Learn from Texts in English
In Taiwan, college teachers require their students to study scholarly works in English. Over the past five years, universities in Taiwan have been proposing that college content courses be instructed only in English. It is relevant, therefore, that this method of instruction be subject to scrutiny with regard to the field of teaching English as a second language.
