Volume 11 Issue 3
Teaching Aids: Effective in Iranian Students Lexical Acquisition?
This study is a quantitative exploration of the effects of employing teaching aids on lexical acquisition. Two groups of advanced adult EFL learners were assigned to the treatment and control group. The treatment included the use of videos, flash cards, and dictionaries over a four-month period of time to observe whether vocabulary acquisition is completed better. We took cognizance not to let the participants know they were in an experiment.
Use of Refusal Strategies by Turkish EFL Learners and Native Speakers of English in Urban and Rural Areas
The aim of the present study is to put forward the ways in which Turkish learners of English use the speech act of refusal and to reveal whether or not regional variety affects the kind of refusal strategies used. Data were collected through a discourse completion questionnaire in order to investigate the similarities and differences…
Input Processing Instruction and Traditional Output Practice Instruction: Effects on the Acquisition of Arabic Morphology
This study seeks to test the claim put forward by Van Patten (1996, 2004a) in the Input Processing approach that focusing learners’ attention on interpreting the meaning of various language forms is superior to other types of formal instruction.
Children achievement in two second languages: The roles of gender, language use domains and beliefs
The study investigated associations between young children’s gender, language use and language learning beliefs, with their achievement in two second languages. Contextualised within a learning situation where 9-11 year olds attend school and learn two second languages, one of which is also the school medium of instruction, data were gathered by means of a questionnaire, and from school records.
Harbinglish: L1 Influence on the Learning of English by High School Students in Harbin, China
That L1 transfer is a common feature of L2 acquisition has been widely attested in the literature of language acquisition (e.g. Lado, 1957; Selinker, 1972; Ellis, 1994). In some studies, however, it has been suggested that L1 transfer may be extremely restricted in L2 acquisition (e.g. Eubank, 1994; Vainikka & Young-Scholten, 1994).
Criteria for Establishing an Authentic EFL Learning Environment in Taiwan
This study explored the perceptions of faculty and students at a Taiwanese technical university regarding its English as a Foreign Language (EFL) environment using both quantitative and qualitative methodologies. The study survey was designed by the researcher and sampled 593 freshman EFL students.
Iranian Candidates’ Attitudes towards IELTS
IELTS, International English Language Testing System, is designed to assess the language ability of candidates who intend to study, work, or live where English is used as the language of communication. Highly significant growth in candidature particularly in South Asia and the Middle East clearly illustrates how globally IELTS is recognized currently.
Assessing the Assessment: An Evaluation of a Self-assessment of a Class Participation procedure
This pilot study reports on the use of a self-assessment of class participation procedure used in EFL classes at a university in Tokyo. In judging its effectiveness and potential use for future courses, the self-assessment process is itself.
Discourse Community or Cultural Conventions: Rhetorical Analysis of Research Abstracts
Rhetorical needs and conventions of various genres have been studied by researchers such as Swales (1990), Bhatia (1993), Dudley-Evens (1994), Ozturk (2006), and others. Such studies would help researchers across borders to develop awareness and mastery over these conventions which would finally lead to formation of specific genres.
An Empirical Study of Success and Failure Attributions of EFL Learners at the Tertiary Level in China
This study investigated the success and failure attributions of Chinese tertiary-level EFL learners and its relation to the English language achievement. Factor analysis provided clear evidence that Chinese EFL learners attributed English learning success to factors of effort, teacher, confidence and practical use…
