Category: Language Learning and Teaching

T

The Ratios of CEFR-J vocabulary Usage Compared with GSL and AWL in Elementary EFL Classrooms and Its Implications

This is a corpus-based study using an elementary English classroom corpus to examine a) the ratios of vocabulary usage of four levels, A1, A2, B1, and B2, which pertain to the CEFR-J wordlist; b) the ratios of the usage of vocabulary items belonging to the General Service List (GSL) and Academic Word List (AWL); and

I

Implementation of an Integrated Program of English and Character Education in an EFL Classroom

Character Education is usually reflecting some good values in order to empower students to have a better development of individual growing. Hence, language teachers can expend their curricula with different disciplines for increasing their variety of teaching and training their students with some life skills. However, most of teachers in Taiwan have tried to accomplish

C

Compiling Learner Corpora on Four Types of Common Errors Made by Chinese EFL Students

A number of EFL studies have been conducted in China to analyze different types of common lexico-grammatical mistakes made by college students in English writing. However, there has been very little research attempted to explore how instructors can practically utilize the resource of a learner corpus to help students improve their writing proficiency. The proposed

T

The Advantages of Using Image-schematic Animation in Teaching English Prepositions

In recent years, many researchers have examined how second and foreign language learners benefit from cognitive linguistics insights, especially in their acquisition of polysemy. However, teachers are not linguists and usually do not have enough knowledge about cognitive linguistics to apply it to their everyday teaching. This paper proposes using animation in teaching English prepositions,

H

How the ‘Productive Failure’ Instructional Design Encapsulates the ‘Active Learning’ Essence of Eliciting L2 Output Using the ‘Information Gap’ Construct

Productive failure’ (Kapur, 2015) is an instructional design based on the contrast between learners’ intuitive assumptions and proven solutions to problems analyzed for educational purposes in a given discipline. This design involves learners attempting creation of concepts or solutions before being taught, which is thought to enhance learning in that it prepares learners to comprehend

C

Comparative Review of the Foreign Language Learning History of a Japanese and a Flemish-Dutch Native Speaker

How we learn a foreign (second, third, fourth, …) language contains diverse approaches. It depends on, to the great extent, each learner’s personal background and aptitude such as the starting age, native language, motivation, goal(s), learning context, and life history. It is also dynamic, in the process of learning the target language, in a sense

A

Applying Cooperative Development in Exploring College English Teaching in a Large Class Format

Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important

A

A Snapshot of e-learning: Vocabulary Retention in Academically-advantaged Background

Vocabulary is significant to academic achievement. Instructional curricula are usually designed to include vocabulary teaching, learning, and assessment to help retention. Researchers have addressed the essence of vocabulary learning by providing a plethora of learning strategies across the wide English for Academic Purposes (EAP) spectrum. As learners progress in school, academic vocabulary accumulates in content

V

Valuing Diversity: Content based EFL Teacher Training

This paper presents a decade of collaborative teaching between two Israeli lecturers: one, a Palestinian-Moslem from Nazareth, the other, a Jewish-Israeli from Jerusalem. The course they developed aims to achieve a dual purpose: First, developing future EFL teachers’ awareness of their potential role in a multicultural society and second, accompanying students on a journey that

A

A Proposal to Develop Explicit Grammar Knowledge as an Expansion of the Presentation Stage in the Three P’s Framework

From a theoretical point of view in second language learning, it is crucial to understand the importance of explicit knowledge and learning when teaching adolescents and adults to develop automatization of abstract grammatical structures. Dekeyser (2008) acknowledges this idea, claiming that “the instructional approach should be different depending on age: full-scale immersion is necessary for