Quarterly Journal | Volume 15 Issue 2 | June 2013
This article focuses on research into the lives of students who were educated within Asian EFL learning contexts and studying at a US university. The purpose of the study was to understand the kinds of challenges that these students faced and the adaptation strategies they used when faced with them.
In ‘An Argument for Holism Part 1’ (Nunn, 2013), I focused on the meaning of holism within applied language studies considering in detail the relationship between focused atomistic studies and holistic views of epistemological diversity (Moser’s, 2002).
This paper reports on the resistance exhibited by Kazakhstani teacher trainees educated under the Soviet university system.
This article examines language teachers’ attitudes towards use of the first language (L1) in second language (L2) learning and teaching from the perspective of teacher identity.
This paper seeks to evaluate the appropriateness of employing an English as a lingua franca (ELF) pedagogical model in the Hong Kong classroom from a sociolinguistic perspective.
A Comparative Study of Metadiscourse Resources in Introduction Section of Introductory and Scholarly Textbooks
The purpose of this study was to compare interactive and interactional metadiscourse in the introduction sections of introductory and scholarly-level textbooks in the field of Applied Linguistics.
The Influence of L2 Motivation and L2 Anxiety on Adult Learners’ Socio-Affective Conditions and Language Production during Communicative Tasks
Through correlational analysis, this study examines the relationship between adult learners’ affect-related traits and their socio-affective and linguistic responses during task-based group work.
Prior work by Mackey et al (2001) and Trofimovich et al (2007) implicates the role of working memory (WM) in learning from interactional feedback. This study sought to determine whether there is a relationship between WM and phonological short-term memory (PSTM) on the one hand and modified output on the other.
The study explored the effectiveness of four types of verbal glosses in terms of reading comprehension and incidental vocabulary learning and retention among 95 Iranian undergraduate university students. There were two instances of each of fifteen target words in the text.
This paper reports on a small-scale study which examined test takers’ perceptions of the role of source text translation in a simulated summary writing test. Three Chinese learners of English who were living in the United States took a test which required them to summarize a Chinese text, their first language, into English, their second language.