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Two Examples of CALL Use In The Classroom
This paper is intended to serve as a guideline for teachers in the use of CALL in the English Language classroom and was written in Dublin, when the author was teaching TOEFL exam classes to a group of predominantly Asian students and decided that the material needed to be more motivational and more closely related to students’ own interests.
The Influence Of Situation On Languages Of Cooperation: How Movie Language Coding Influences Audience Cooperation In Japan
There have been several different models of human behavior proposed in cross-ethnic and cross-cultural situations. In particular, culture dimensions and linguistic prestige models have been the focus of considerable research. Traditional research has often searched for a means of maximizing the differences between experimental conditions and in developing scales that measure significant differences between ethnic groups and cultures.
Collocation Errors Made by Arab Learners of English
Systematic and in-depth analyses of EFL learners’ lexical errors in general and of collocation errors in particular are relatively rare. This study presents empirical data verifying the informal observations and theoretic assertions that EFL learners produce ‘unnatural’ word combinations. A total of 420 collocations were found in 42 essays written by Arabic-speaking university students majoring in English.
Iranian University Students’ Preference for Verb Centered VS. Construction Cues to Sentence Structure
The present study sought to determine whether Iranian EFL learners majoring in English were more influenced by the type of verb or argument structure patterns in their interpretation of English structures. To answer this question, 108 English majoring participants took part in a sorting task which was designed to reveal the participants’ preference in sentence interpretation.
In the Case of L2 Learning -v-Legal Awareness & Responsibility
The TEFL profession affects over a billion people worldwide with Asia being the focus. Unlike other professional areas of study, TEFL does not have a controlling body. L2 teaching and learning is based on the premise that anyone can teach and publish anything and carry neither responsibility nor legal liability.
English in the Work Place. An Analysis of the Communication Needs of Tourism and Banking Personnel
This paper is an exploratory study of the use of English by tourism and banking personnel. It attempts to examine 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.
Reframing English Language Education in Japan
This article explores how English Education in Japan should be planned and performed from the sociocultural perspective and is based on the belief that mediation plays a significant role for human development and learning.
Putting Students’ Differences in Perspectives: An Introduction to the Individual Developing Model
The individualized program aims to teach according to students’ needs and abilities. However, the notion that aims to create one lesson plan for each student causes drawbacks from teachers. In the generalized curriculum system, teachers often struggle in deciding when and where to treat students as special individuals.
The Native Speaker: An Achievable Model?
In this more mobile and globalized world, the concept of what it means to be a native speaker of a language is becoming ever more difficult to define, especially in regards to English. In recent developments in second language acquisition and language teaching, this concept has been the focus of attention for numerous scholars…
Test Analysis of College Students’ Communicative Competence in English
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. To examine the validity of CET-4, experimental tests were carried out to the sampled students one year after they took CET-4 in December, 2002.
