Volume 54
Using Transitivity as a Framework in a Stylistic Analysis of Virginia Woolf’s Old Mrs.Grey
This paper shows how the use of some language resources can unravel to the reader the world view of the persona or the writer in a literary work. Drawing on Systemic Functional Grammar (SFG), it attempts to make transitivity framework accessible to teachers of English as a second language (ESL). It aims to raise one‟s awareness on the confluence of language structures in a prose written in the stream of consciousness (SOC) technique.
Second-language Literacy Instruction: Five Principles for Effective Fluency Development
Reading fluency development has played a critical role in English L1 settings for the last 30 years, yet despite its success it has attracted limited attention in L2 and foreign language contexts, presumably because it is thought to grow naturally as other reading skills develop. Therefore, many L2 teachers give little, if any, recognition to reading fluency development as an essential curriculum goal.
Creating a Corpus-Based Daily Life Vocabulary for TEYL
The purpose of this study has been to create a list of children‟s everyday vocabulary in English which will provide a foundation for daily life vocabulary for Japanese elementary school students and which will complement and augment existing English vocabulary currently taught in Japanese junior and senior high schools. Vocabulary words were taken from the CHILDES spoken corpus and picture dictionaries, and were ranked statistically with an outstanding-ness score based on a log likelihood keyword analysis and a selection probability score based on an adapted form of range.
E-learning Constructive Role Plays for EFL Learners in China‟s Tertiary Education
Recently, speaking has played an increasingly important role in second/foreign language settings. However, in many Chinese universities, EFL students rarely communicate in English with other people effectively. The existing behavioristic role plays on New Horizon College English (NHCE) e-learning do not function successfully in supplementing EFL speaking classes.
