Main Editions
Current Debates in SLA
Firth and Wagner (1998) point out the imbalance in the field of SLA of cognitive and mental approaches over social and contextual approaches in learning a language. They assert that acquisition cannot occur without usage.
Revisiting the Concentric Circles: Conceptual and Sociolinguistic Considerations
The Concentric Circles Model promoted by Kachru has had a tremendous impact on the teaching and research enterprise, as its underlying tenets have demanded a reappraisal of dominant concepts, models and practices in sociolinguistics, SLA and TESOL.
An Analysis of Chinese EFL learners’ Beliefs about the Role of Rote Learning in Vocabulary Learning Strategies
This study sets out to investigate Chinese EFL learners’ beliefs about the role of rote learning (RL) in vocabulary learning strategies. The focus of the study is Chinese EFL learners’ culturally-influenced beliefs about their preference for RL strategies as opposed to other memory strategies (MSs).
Teacher Development in EFL: What is to be Learned Beyond Methodology in Asian Contexts?
This paper investigates teacher development in EFL in the Asian context, specifically referring to the Thai and Japanese contexts at the tertiary level. It argues that teacher development for native speaker teachers of English would benefit from gaining local knowledge of the norms of classroom behavior and a background to the history of EFL in that country.
Exploring a Summer English Language Camp Experience in China: A Descriptive Case Study
This paper reports on a descriptive study of a summer English language camp held in China. Chinese youths ages 8-18 were taught conversational English through a variety of classes and activities. Instructors were visiting teachers from the USA assisted by local Chinese teachers.
Teacher Study Groups as a Vehicle to Strengthen EFL Teachers’ Professional Identity and Voice
NNSs (non-native speakers) of English who are EFL (English as a Foreign Language) teacher candidates have long experienced isolation, frustration, and exclusion in the process of learning to teach English in U.S. graduate programs.
A Proposed Model for EFL Teacher Involvement in On-going Curriculum Development
This paper highlights two main assumptions about curriculum development and teacher professional growth. One is that curriculum development is an on-going process that never ceases once a curriculum framework and a package of prescribed teaching/learning materials are produced and introduced in an educational system.
The Impact of Curriculum Innovation on the Cultures of Teaching
This paper describes the Rolling Project conducted in the College English Department at a major provincial university in China from 1998 to 2000. The purpose is to explore the change process, the subsequent challenges presented to the main stakeholders in the university, and the impact that this English language curriculum innovation has brought about to the then prevalent cultures of teaching.
On the Effect of Disciplinary Variation on Transitivity: The Case of Academic Book Reviews
The purpose of this study was twofold. First, an attempt was made to systematically characterize Book Reviews (BRs) as an academic written genre in terms of the elements of transitivity system. Secondly, the effect of disciplinary variation on the lexico-grammatical features of this genre was explored.
Errors In The Translation Of Topic-Comment Structures Of Vietnamese Into English
Starting with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation rather than a subject-predicate relation (Thompson 1965, Dyvik 1984, Hao 1991, Rosen 1998, Anh 2000)…
