Academic Vocabulary in Psychology Research Articles: A Corpus-based Study
Ismail Xodabande1, Nasrin Xodabande2
1 Kharazmi University, Tehran, Iran, 2 Independent Researcher, Tehran, Iran
Abstract:
The current corpus-based study investigated the lexical profile of psychology research articles based on General Service List (GSL) (West, 1953) and Academic Word List (AWL) (Coxhead, 2000). To this end, a corpus of 8,500 psychology research articles with around 74 million words was analyzed. The results showed that the AWL accounted for 13.12% of the tokens in the corpus. Further computer analysis of the corpus revealed that 472 out of 570 word families in the AWL have been used frequently in psychology research articles. The study also identified 693 word types outside the GSL and the AWL which occurred frequently in the corpus and accounted for 6.1% of the tokens. Finally, the findings of this study revealed that 1,537 high frequent AWL and non-GSL/AWL word types (rather than word families) provided around 17.91% coverage of the corpus, while the high ranking 570 word types in this list accounted for about 13.44% of the corpus which is higher than the coverage of the 570 AWL word families combined (with about 3000 types). Based on these findings, the study concluded that although the AWL is a valuable pedagogical resource for teaching academic vocabulary, there is a need to develop more restricted and discipline specific word lists to cater for the needs of students in different subject areas. The study also highlights the significance of these findings.Keywords: academic vocabulary, corpus linguistics, research articles, English for Academic Purposes (EAP), psychology
Download PDF Supplementary file: Biodata Supplementary file: AppendixTeaching Pronunciation to Adult Speakers of Spanish in Business English Lessons: Two Aspects to Consider
Maximiliano E. Orlando
English Montreal School Board, Montreal, Canada
Abstract:
Knowledge of the target specialized language should be of use to English for specific purposes teachers who teach pronunciation. Knowledge of the target learners’ first language (L1) should also be useful when these teachers use contrastive analysis, error analysis or interlanguage theory. However, as far as teaching the pronunciation of the language of Business English (BE) to speakers of Spanish is concerned, the researcher observed that the study of the interrelationship between these two types of knowledge may be somewhat unexplored after surveying 1,452 abstracts or introductions from four specialized journals. Owing to this, to differences between English pronunciation and Spanish pronunciation, and to previous research showing that adult speakers of L1 Spanish may have difficulty in pronouncing English vowels, the researcher has explored two aspects of the language of BE (word length and word transparency) and discussed the implications of both aspects for teaching two pronunciation features (vowel sound sequences and word stress) in BE lessons. This has been done by referring to previous research and corpus data, and by contrasting the pronunciation of English with the pronunciation of Spanish. This exploratory study provides some reflections that it is hoped will be useful for teachers who use any of the three above-mentioned theories and want to know more about differences between the pronunciation of English and Spanish to teach the pronunciation of the language of BE to adult speakers of L1 Spanish.Keywords: adult speakers, Spanish L1, Business English, teaching pronunciation
Download PDF Supplementary file: BiodataFrom European Heritage to 21st Century European Pro-active Citizenship: “Luko’s Journey”
Cristina Pinto, Mário Cruz, & Edite Orange
Escola Superior de Educação do Politécnico do Porto, Porto, Portugal
Abstract:
The European Primary Teacher Education programme (EPTE), a joint project from seven European Higher Education institutions, offers future primary school teachers the opportunity to participate in an international study programme, which includes the development of skills through different courses. The main aim of the project is to depart from the local and national environment and make use of a common European heritage in order to build a new pro-active European citizen in a global world. In 2016, Porto Polytechnic - School of Education had the opportunity to welcome students from the several institutions and offer a “Plurilingual and Intercultural Education” course, amongst others. Focusing on topics such as “education for democratic citizenship” and “21st century approaches”, students had the chance to critically reflect on European citizenship, from a linguistic perspective, and apply strategies for the promotion of intercultural education, by developing and implementing projects in primary school contexts. The aim of this article is to introduce the EPTE programme and its outcomes. By following an ethnographic methodological approach, focused on practices and students’ outputs, we will reflect upon the creation of a collaborative and interdisciplinary project work entitled “Luko’s Journey”, a picture book about refugees in Europe which was made by a group of fourth year primary pupils together with EPTE’s teachers-to-be at a local school in Porto. Results showed that a project work approach can aid in the progression of dialogue, promote critical cultural awareness and expedite pupil’s cognitive and affective enthrallment and engagement.Keywords: primary learning, picture books, European values, European programme
Download PDF Supplementary file: Biodata Supplementary file: Appendix 2 Supplementary file: Appendix 1 Supplementary file: Appendix 2The Impact of Using Input Enhancement Techniques in the Use of Frequent Collocations via Reading on Restatement in Writing of Iranian Intermediate EFL Learners
Shima Fakhrzadeh1, Shahriyar Yazdanjoo2
1 Islamic Azad University, Tehran, Iran, 2 Shahid Beheshti University, Tehran, Iran
Abstract:
The pedagogical value of collocations has gained much attention in recent years. Collocations provide learners with a powerful organizing principle for language. The present study aimed to examine the efficiency of enhancing the input data provided via reading including frequent collocations in writing restatements of EFL students. Therefore, the independent variable was input enhancement in the use of frequent collocations via reading and the dependent variable was EFL learners’ restatement in writing. The sample in this study consisted of 60 intermediate EFL learners of both genders registered in the Attar language institute in Tehran. They were randomly assigned to 30-member experimental and control groups. A teacher-made language achievement test was administered as a pre-test and post-test following the placement test of the Oxford series Solutions. The experimental group received the instruction under enhanced input within the given reading texts. However, the control group received a regular type of instruction. The findings revealed that the scores obtained by students performing in the control group were considerably lower than the ones in the experimental group who received enhanced texts as input.Keywords: collocation, enhanced input, reading comprehension, writing restatement
Download PDF Supplementary file: Biodata Supplementary file: Appendix A Supplementary file: Appendix B Supplementary file: Appendix C Supplementary file: Appendix D Supplementary file: Biodata Supplementary file: Appendix B Supplementary file: Appendix C Supplementary file: Appendix DApplying Cooperative Development in Exploring College English Teaching in a Large Class Format in China
Yang Fan
Beijing Language and Culture University, Beijing, China
Abstract:
Given the fact that the large class phenomenon cannot easily be eliminated, it is important for teachers to develop effective strategies to teach English in large classes. The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness of a college English teacher concerning pedagogy with special reference to large class teaching. Data were collected from document analysis, observations, and discussions. The post-observation discussions were structured using the theoretical frameworks of the Cooperative Development model and the Collaborative Conversation Approach. Data analysis generated four themes: Student participation, affective factors, classroom management, and instructional strategies. This study provided insights which might be useful to teachers who teach large classes in China and around the world. It also provided implications and recommendations for further research.Keywords: college English, cooperative development, large class format, teacher education
Download PDF Supplementary file: BiodataChanging Identities: From Troubled Youth to Educated Citizen
Ricardo Alfonso Zepeda Orozco
Universidad de Guadalajara, Guadalajara, Jalisco, Mexico
Abstract:
In this paper, I report on research about the experience of a group of English teachers who returned from the violent gang culture of Southern California to Mexico, seeking a means of changing their identities from gang members into productive, educated members of society. On returning to Mexico, the teachers had to negotiate their otherness and differences stemming from the customs and traditions they learned to perceive as normal. They learned to adapt to and blend the culture and values they had in Southern California with those of Mexico, using their English as capital to join a new community of practice, English Teaching. Through teaching they were able to gain cultural capital and bring meaning and purpose to their lives as they adapted and their identities changed through time and space. This paper offers insight into the struggle of transnational youth and how they adapt to different communities. This is especially important in a country like Mexico, where Mexican youth often grow up in the United States and have to come back to Mexico, a country they often do not feel they belong to.Keywords: identity, language community, investment, identity approach, situated learning
Download PDF Supplementary file: BiodataWriting in Light of Moves Analysis: Learner Awareness
Fahimeh Marefat
Allameh Tabataba’i University, Tehran, Iran
Abstract:
Genre analysis (GA) studies aim at creating a relationship between the text features and their underlying objectives, systematically built upon a series of moves. Highly motivated by the need to improve graduate students’ skills in writing research articles (RAs) and adopting Swales’ (1990) Introduction-Method-Results-Discussion (IMRD) framework; the current action research reports on the stages of Genre-Based Instruction (GBI). At the same time, the research describes the features of the RA sections written by twelve Iranian MA TEFL students after the GBI, and reflects their views on this instruction. In parallel, the tasks were created framing the study within the situated learning theory (Lave & Wenger, 1991). The participants received instruction on the organization of RAs, with a particular emphasis on the moves and relying on Swales and Feak’s (2012) tasks. Lecture session guidelines and in- and out-of-class group and individual tasks were planned to help form learner’s rhetorical repertoire. Analyses of various drafts and student views indicated an advanced awareness and a nuanced understanding of the writing conventions practiced in the composition of the RAs. The results show that such courses could promisingly support early researchers to become members of the discourse community.Keywords: awareness raising, CARS model, genre-based instruction, moves analysis, research articles, voice
Download PDF Supplementary file: Biodata Supplementary file: Appendix A Supplementary file: Appendix B Supplementary file: BioData Supplementary file: Appendix ASubjective Needs Analysis: A Vital Resource to Assess Language Teaching
Fredy Orlando Salamanca Gonzalez
Universidad Santo Tomás, Villavencio, Meta, Colombia
Abstract:
The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages institute (FLI) needed to be assessed. Thus the objectives of this research were to: Apply a subjective needs analysis in a foreign languages institute of a private university in Colombia in relation to their English classes; assess teachers’ current roles and performances; and determine the students’ needs and wants in relation to their classes. The methodology was based on qualitative research approach and on grounded theory. To collect data three instruments were utilized: A survey, a journal and an interview. The data analysis revealed that the subjective needs analysis was centered on class methodology, materials, and students’ needs and wants. In general, the findings revealed that students felt comfortable in their English classes and with the way they were taught. Also they did not think that using textbooks was useful because the virtual work implied more work. They felt the need to enhance their speaking and listening and that improvement could be done by means of more communicative activities.Keywords: subjective needs analysis, students’ expectations, needs and wants, listening, speaking
Download PDF Supplementary file: Biodata Supplementary file: Appendix 1 Supplementary file: Appendix 2Students’ Preferences and Perspectives Towards the Use of their Mother Tongue as a Means of Instruction and a Language Learning Aid
Verónica Pimienta Rosales & Liliana Maria Villalobos González
Universidad de Guadalajara, Guadalajara, Jalisco, Mexico
Abstract:
One of the main controversial issues in the field of teaching English as a foreign language in México is the decision to use students’ mother tongue as a means and an aid for language teaching instruction. On these grounds, the purpose of this study was to explore undergraduate students’ preferences and perspectives towards the use of their mother tongue as part of their teaching practice of English as a foreign language. Data obtained from the study favored the English-only language policy known as the monolingual approach. On the other hand, those students who exhibited preference towards the use of their native language reported that L1 is a useful learning tool used by instructors to establish class rapport, help convey meaning, and clarify task instructions. Results may provide useful insights to orient both language educators and language policymakers who are looking for answers on this regard.Keywords: mother tongue, monolingual approach, bilingual approach, interlanguage, positive input
Download PDF Supplementary file: Biodata Supplementary file: AppendixAttitudes and Expectations of Teacher Trainees Regarding a Pre-service Program
Barzan Hadi Hama Karim
University of Halabja, Halabja, Iraq
Abstract:
After the Iraqi Operation Freedom in 2003 and the removal of Saddam Hussein's regime from power by the USA, an increasing number of teacher education programs have been opened in public universities in Iraqi Kurdistan to train specialized teachers, including English teachers, to teach in the basic and senior high schools. An important program that is offered is called Observation and Teaching. The objective of the Observation and Teaching Program is to prepare high quality teachers with thorough knowledge of both content and pedagogy. The goal of this paper is to examine circumstantial considerations regarding how the program was offered as well as to investigate the attitudes of the students towards the program. The researcher designed and distributed a questionnaire to 250 students. The descriptive analysis shows that the participants have positive attitudes towards the Observation and Teaching Program as an educational mean to support their learning experiences. The results also demonstrate that the program has several strengths, such as helping students gain practical teaching experience, as well as aiding them in developing knowledge about learning theories and approaches related to language teaching. Due to the lack of research studies on the attitudes and expectations of students regarding the Observation and Teaching Program, the results of the study may be useful for policy-makers within teacher education programs to improve the current situation of their programs.Keywords: teacher education program, observation and teaching, attitudes, expectation
Download PDF Supplementary file: Biodata Supplementary file: BiodataPerspectives, Practices, and Insights on the Teaching of Literature: A Reflective Narrative
Luisito M. Nanquil
Bulacan State University, Malolos, Philippines
Abstract:
This reflective-narrative essay ponders and explains effective strategies employed by the author in his own second language classroom. He cultivated the skills, talents, and ideas of his own students by blending various strategies and methods that clearly define the standards and meet the demands of modern literature education. All situations and practices were taken from over a decade of experience as a language and literature teacher. Regarding the practices he mentions in his narration, most of them were carried out in the Philippine setting where language and literature teaching is very challenging due to factors faced by teachers, such as socioeconomic status, the language used at home, and the learning climate. Most of the thoughts shared and explored by the teacher-writer were supported by his personal reflection and interpersonal interactions with others, be it in the classroom or in the community where he lives. He narrates his professional experiences in the teaching of literature and cites related literature to support his views. Readers of this article can learn helpful tips and strategies on how they can transform their classrooms into meaningful, innovative, and reflective environment that will benefit their learners. The main goal of this article-essay is to share and describe the most suitable and learner.Keywords: perspectives, insights, reflections, practices, strategies
Download PDF Supplementary file: Biodata Supplementary file: Appendix 1 Supplementary file: Appendix 2 Supplementary file: Appendix 3A Commentary on Teaching (Im)Politeness in the Second Language Classroom
Astrida Skrinda
Daugavpils University, Daugavpils, Latvia
Abstract:
This paper focuses on the model of politeness developed by Brown and Levinson (1987), which has had a huge impact on the field up to the present day—it provides a universal(istic) model to capture politeness across languages and cultures. In addition, this study provides some details of the attested weaknesses of the model and highlights its merits in relation to research on second language (L2) teaching and learning and the practical needs of the L2 classroom. The aim of this paper is to enrich a dialogue between (im)politeness theorists, L2 teaching and learning researchers, and language teachers. It is argued that an eclectic approach to politeness can provide realistic guidelines for language practitioners, thus catering for the differing needs of teachers and learners in the L2 classroom.Keywords: teaching (im)politeness, L2 teaching, politeness phenomena, face, positive face, negative face, politeness strategies
Download PDF Supplementary file: BiodataThe Development of Pragmatic Competence in CLIL Classrooms
Tammy Fajardo Dack, Juanita Argudo, & Monica Abad
Universidad de Cuenca, Cuenca, Ecuador
Abstract:
One of the most important conditions needed to acquire pragmatic competence —knowing the rules of a language and how to apply them to communicate—is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language (FL), bilingual, immersion, and content and language integrated learning (CLIL) programmes. This review focuses on how existing research has approached the development of pragmatic competence in CLIL classrooms. CLIL is an educational approach in which content subjects are taught through a foreign language. Its objective is to develop students’ language skills without risking their knowledge of curriculum content. In CLIL classrooms, learners are exposed to natural occurring language that more than likely will lead them to acquiring pragmatic competence. A well-developed CLIL programme will integrate language learning and subject learning through the development of intercultural understanding.Keywords: pragmatic competence; CLIL; content subjects; natural language
Download PDF Supplementary file: Biodata Supplementary file: BiodataA Framework for an Inclusive Education Professional Development Program
Amira Desouky Ali
Sadat Academy for Management Sciences, Cairo, Egypt
Abstract:
With the inclusion of Special Education Needs (SEN) students in public schools in many countries, there are increasing demands for designing professional development (PD) programs that meet the needs of in-service teachers in inclusive education settings. This paper proposes a framework for creating a PD program for in-service teachers who are teaching SEN students. Based on the results of a need assessment questionnaire and interviews administered to a group of in-service teachers in Egypt, the researcher suggests some guidelines for designing PD programs for in-service-teachers in inclusive contexts. The framework describes the program objectives, content and materials, assessment tools, timing, and duration, and the potential challenges and ways to overcome them.Keywords: special educational needs, inclusion, professional development, in-service EFL teachers
Download PDF Supplementary file: BiodataLanguage Learning and Literacy: New Approaches and Different Perspectives in the New Globalized World
Book reviewed by Einas Bashir Albadawi
University of Texas at San Antonio, San Antonio, TX, USA
Abstract:
Keywords: glocal, literacy, second language literacy
Download PDF Supplementary file: BiodataAutonomy, Agency, and Identity Issues from EFL Learners’ and Teachers’ Perspectives
Book reviewed by Hilal Peker
Bilkent University, Ankara, Turkey
Vol. 44 No. 3, 2020
Published: August, 2020
ISSN: 2395-9908
MEXTESOL A.C.
MEXTESOL Journal, vol, 44, núm. 3, 2020, es una publicación cuadrimestral editada por la Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico, Tel. (55) 55 66 87 49, mextesoljournal@gmail.com. Editor responsable: Jo Ann Miller Jabbusch. Reserva de Derechos al uso Exclusivo No. 04-2015-092112295900-203, ISSN: 2395-9908, ambos otorgados por el Instituto Nacional de Derecho del Autor. Responsable de la última actualización de este número: Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C. JoAnn Miller, Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico. Fecha de última modificación: 31/08/2015. Las opiniones expresadas por los autores no necesariamente reflejan la postura del editor de la publicación. Se autoriza la reproducción total o parcial de los textos aquí publicados siempre y cuando se cite la fuente completa y la dirección electrónica de la publicación.
MEXTESOL Journal, vol, 44, no. 3, 2020, is a quarterly publication edited by Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico, Tel. (55) 55 66 87 49, mextesoljournal@gmail.com. Editor-in-Chief: Jo Ann Miller Jabbusch. Exclusive rights are reserved (No. 04-2015-092112295900-203, ISSN: 2395-9908), both given by the Instituto Nacional de Derecho del Autor. JoAnn Miller, Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico is responsible for the most recent publication. Date of last modification: 31/08/2015. The opinions expressed by the authors do not necessarily reflect those of the publication. Total or partial reproduction of the texts published here is authorized if and only if the complete reference is cited including the URL of the publication.
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