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USING CRITICAL DISCOURSE ANALYSIS TO RAISE CRITICAL LANGUAGE AWARENESS IN JAPANESE MEDICAL STUDENTS: AN EXPLORATORY ACTION RESEARCH PROJECT
Critical Discourse Analysis (CDA) is a tool for textual analysis commonly used in the social sciences for uncovering hidden ideologies within discourses. It has been proposed (Cots, 2006; Wharton, 2011) that CDA might also be used as the basis for ESL/EFL classroom activities in order to raise Critical Language Awareness (CLA).
Speech Acts in Drama Translation
One of the most important aspects of drama and definitely drama translation is that it should be performable. In order to preserve the performability, the communicative functions of linguistic forms should be recognized and conveyed by the translator. As noticed by some translation scholars (e.g. Snell-Hornby [1988], Hatim [1998]), speech acts have a vital role in this process.
A Reticent Student in the Classroom: A Consequence of the Art of Questioning
This psycholinguistic study assessed the level of reticence in English (L2) among Filipino college students enrolled in Isabela State University, Echague, Isabela, Philippines. It also sought to determine the relationship of reticence and the respondents’ profiles, their perceptions on the different categories of questions, teachers’ art of questioning, teacher’s art of handling students’ questions and students’ responses
The New English Program for Elementary School Students in Japan
From April of 2011 the Ministry of Education (Monbu-kagaku-sho) in Japan required all students from grade 5 (age 11-12) to take English. However, students take only 26 hours of English class per year, and while the program includes speaking and listening skills, they are not required to study writing or reading.
Competencies Teachers in English of Northern Isabela and Selected Variables
The study determined the relationship of teaching competencies among educational qualifications, demographic variables and problems of secondary school teachers of English in Northern Isabela. It utilized the descriptive – correlational method of research. The subjects comprised 34 English teachers, 13 immediate supervisors (principals, head teachers and Chairmen of English Program) and 506 secondary school students.
Understanding the Current Stages of Three English Morphemes between two Groups of Chinese Learners
A few researchers have conducted studies on how a second language has been developed by learners in different contexts (Rivers, 1998; Talburt and Stewart, 1999; Yoshino, 1992 and McMeeKin, 2003). However, not enough research has been conducted on learners developing a second language in a homestay context.
Dr. Aisling O Boyle
Dr. Aisling O Boyle is a Lecturer in TESOL at the School of Education, Queen s University Belfast, N. Ireland. She has worked in Asia and Europe and and currently teaches on postgraduate and doctoral programmes in TESOL. Her research interests are in spoken discourse, sociocultural apporaches to language learning and corpus linguistics. University Homepage: […]
The Internal Structure of Language Learning Motivation and Its Relationship with Learners’ Belief and Self-Perceived Performance
The complexity and multi-facets nature of L2 motivation leads to conflicting findings in the past, especially during the cognitive-situated period in 1990s, i.e., Gardner’s classic concept of the socio-educational model (Gardner, 1985). However, it has been attacked by Dörnyei’s (2005) L2 motivational self system.
Big Brother and Big Sister: But Whose Power Is Bigger?
“Big Brother†(BB), apart from being a very popular reality TV show broadcast in over 65 countries, is significant to linguistics in terms of gender differences and power relations in the house. Referring to a male figure as a name, Big Brother (UK) instructing housemates on various matters and interacting with them on a daily basis is, in fact, both a male and a female figure changing randomly in housemates’ visits to the diary room.
A Contrastive Study of Oral Communication Discourse Makers Used by Iranian EFL Learners vs. English Native Speakers
Discourse Markers (DM) as important cues in speakers’ pragmatic competence signal a sequential relationship between utterances. Present research has demonstrated that they differ in type and frequency across speaking and writing modes. The use of DMs may also index the differences between native speakers and non-native ones.
