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Accuracy Order of Selected Grammatical Morphemes in the Monitored Written Compositions of Filipino Adult Language Learners
Studies about morpheme have excited researchers in discovering a “built-in syllabus”. Although accuracy order on the “unmonitored language use” has been established, some variations were obtained depending on the task where the data was elicited (Ellis, 1994). This article asserts that there might be an accuracy order for the “monitored language use”. Very few have tried to identify and establish an accuracy order for the “monitored language use” particularly of the adult Filipino language learners.
Teaching English as a Second Language Through Literature
Language is a social construct. Is is learned through interaction with others, with social structures and with social forces. It allows one to communicate with others and it plays a key role in the development and the maintenance of culture (Avison and Kunkel, 1987: 51). Language is as integral as culture, as culture is to a person’s sense of being.
The Methodology of Task-Based Teaching
The purpose of this paper is to consider methodological procedures for teaching tasks. These are of two basic kinds. Firstly, there are those procedures relating to how the tasks specified in a task-based syllabus can be converted into actual lessons. Secondly, there are procedures relating to how the teacher and learners are to participate in the lessons. This paper will address only the first of these.
How Multicultural Learning Approach Impacts Grade for International University Students in a Business Course
This study surveyed over 700 business degree students in the same university program to determine how their cultural background and learning approach impacted their grades. The research replicated and extended earlier published work, taking an interdisciplinary approach by adding cultural factors to a learning style model.
Interaction Between Processing and Maintenance in Online L2 Sentence Comprehension: Implications for Linguistic Threshold Hypothesis
The present study explores the possible mechanism of the L2 reading threshold phenomenon by focusing on the relationship between processing and maintenance efficiency in self-paced reading performance. The subjects were 62 Japanese college-level ESL learners.
EFL Children’s Views on English Picture Story Books
This article reports the results of a study with a group of primary school students in Taiwan to explore their views on reading English picture story books. The study began with eight reading sessions in which the researcher read four English picture story books with a group of 22 children, which was followed by nine semi-structured group interviews with the children.
The Effect of Assisted RR on Fluency and Comprehension in Chinese FL Classrooms
Assisted Repeated Reading has been found effective for enhancing reading fluency in FL classrooms elsewhere outside China. The present study attempts to look into the effectiveness of the newly introduced treatment in improving the reading fluency and comprehension of Chinese College English students.
Impacts of Vietnam’s Social Context on Learners’ Attitudes Towards Foreign Languages and English Language Learning: Implications for Teaching and Learning
his paper discusses the changes in Vietnamese learners’ attitudes towards foreign language learning based on an investigation into the history of foreign languages in Vietnam. Most of this paper will focus on English language learning because it is currently the most important foreign language in Vietnam.
Chinese Phonotactic Patterns and the Pronunciation Difficulties of Mandarin-Speaking EFL Learners
To draw EFL teachers’ attention to pronunciation difficulties resulting from L1 phonotactic constraints, this study examined the hypothesis that certain syllable structures could cause more mispronunciation than segmental sounds for Mandarin-speaking EFL learners.
A Comparison of the Effects of Corrections on Definite/Indefinite Articles and Regular/Irregular Past Tense Forms: A Case of Iranian EFL Learners
The major purpose of this study was to investigate the effect of error correction on EFL learners’ acquisition of some grammatical features. More specifically, the study looked at the learning effects of correcting learners’ errors on definite and indefinite articles as well as errors on regular and irregular past tense verb forms.
