Main Editions
Relative cultural contributions of religion and ethnicity to the language learning strategy choices of ESL students in Sri Lankan and Japanese high schools
Ethnicity and religion have been shown to be significantly associated with the use of metacognitive, cognitive, and social-affective strategies by Sri Lankan high school students learning English as a second language (Liyanage, 2004)
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.
EIL, Variations and the Native Speaker’s Model
English language is widely spoken and taught in the world. It is considered a lingua franca and is also considered by many to be the universal and the international language. This language is widely distributed and is currently the primary language of a number of countries.
Teaching Basic Verbs to Japanese Adults Using the Core Image Method
Basic verbs such as “goâ€, “comeâ€, “takeâ€, and “have†not only have several entries for meaning in a dictionary, but they are also combined with a variety of participles, prepositions and nouns to form idiomatic expressions. Therefore, contrary to the nomenclature, basic verbs can sometimes be difficult for learners of ESL to master.
The Eight-fold Path of Vocabulary Development
In Buddhist philosophy there are four “Noble Truths.†The first Noble Truth states that life is suffering. The second great truth says suffering has a cause. In our profession, we know what that cause is—foreign language learning! Although we might joke about it, learning a second or foreign language is truly the source of much pressure, disappointment and discouragement for many learners.
The Impact of Phonetic and Phonological Instruction on the Oral Proficiency of Spanish-speaking ESL Learners
Oral proficiency has been one of the important goals in teaching English as a Second Language (ESL) because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement. Phonetic and phonological awareness, as related to oral proficiency, cannot be assumed with second language learners as with native speakers acquiring their mother tongue.
