Volume 8 Issue 4
A Critical Analysis of Learning and Teaching Goals in Gardner’s Theory of Attitudes and Motivation
This is a report of a critical analysis of one aspect of Gardner’s theory of attitudes and motivation. The analysis examines a few pieces of discourse produced by Gardner and his associates on the topic of learning and teaching goals in that theory. Looked at from the perspective of critical discourse analysis, the theory is found to be problematic at least as far as the discourses on its learning and teaching goals are concerned.
Data-driven Learning and Teaching collocation of prepositions: The Case of Iranian EFL Adult Learners
The purpose of the present study was threefold. First, to see if concordancing materials presented through data-driven learning (DDL) have any effect in the teaching/learning collocation of prepositions. Second, to find out if knowledge of collocation of prepositions could differentiate among the different levels of EFL learners’ proficiency.
Using Children’s Literature for Reading and Writing Stories
This paper first discusses the advantages of using literature in language learning, explains why children’s literature is suitable for EFL learners, and then illustrates a project which used children’s literature to engage EFL university students in reading and writing stories. Participants of the project were two cohorts of first-year English majors (n=43) from a national university in southern Taiwan.
In ELT, It’s Time for Constructivists to get Real
The philosophy and psychology of constructivism has become more and more influential in English language teaching, especially through the popularity of books such as Williams’ and Burden’s Psychology for Language Teachers (1997). However, so far there has not been much critical examination of constructivism in ELT.
Promoting the Prevalence of Literature in the Practice of Foreign and Second Language Education: Issues and Insights
The course-book culture rampant in current foreign and second language settings appears to promote a reductionist view of language learning. Under its hegemony, language learners have been led to believe that language is a set of transactions, which they need to master in order to meet exam requirements/ academic standards.
Prospective Teachers and L2 Writing Anxiety
There has been considerable research which documents the prevalence of writing anxiety in student populations in L1 and L2 settings, and explores the effects of teachers writing anxiety on their teaching practices in L1 settings.
Role of Cognitive Style of Field-dependence/ independence in Using Metacognitive and Cognitive Reading Strategies by a Group of Skilled and Novice Iranian Students of English Literature
This study aimed at investigating the role of cognitive style of field-dependence/ independence (FD/FI) in using metacognitive and cognitive reading strategies in novice and skilled readers. Therefore, a TOEFL test was used to select some low and advanced level subjects, and the Group Embedded Figures Test (GEFT) was employed to determine the cognitive style of subjects.
What can we Learn from a Learning Needs Analysis of Chinese English Majors in a University Context?
his study investigates Chinese English major students’ learning needs including their attitudes towards student-centred and traditional teaching approaches, culture learning in EFL program, attitudes towards authority in class, the main problems encountered in the course of their learning English, and their practice of language learning strategies.
Transition from learning English to Learning in English: Students’ Perceived Adjustment Difficulties in an English-Medium University in Japan
In 2003, the Japanese Ministry of Education officially announced an action plan that aims to produce Japanese citizens who can function effectively in English in international settings. The 2003 Action Plan also corresponds with the on-going reform of higher-education system in Japan. In 2004, all national universities became private entities and gained flexibility in promoting unique education.
The Visible and Invisible Role of English Foundation Programmes: A Search for Communication Opportunities within EFL Contexts
This paper argues that in addition to teaching English, English Foundation Programmes should also help new students become involved in the new teaching environment by ensuring a transition from the previous learning experience and integration into the new context. The study also argues that the process of transition and integration contributes to creating an environment in which English…
