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Journal articles on the topic 'English language Study and teaching (Higher) Foreign speakers Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (
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Qureshi, Habiba, Fareeha Javed, and Sana Baig. "The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan." Global Language Review V, no. II (2020): 101–14. http://dx.doi.org/10.31703/glr.2020(v-ii).11.

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This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to sp
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Gnevsheva, Ksenia. "The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English." Linguistics 56, no. 3 (2018): 581–98. http://dx.doi.org/10.1515/ling-2018-0006.

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Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first langua
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SALIUK, B., and I. SHKOLA. "DIGITAL STORYTELLING IN TEACHING ENGLISH LANGUAGE TO HIGHER EDUCATION APPLICANTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (2022): 375–84. http://dx.doi.org/10.31494/2412-9208-2022-1-2-375-384.

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The article is devoted to the method of digital storytelling in teaching English language to higher education applicants, the use of which increases the effectiveness of formating their communicative competence, as well as the skills of cooperation, communication, creativity, digital literacy, motivates to study and promotes greater confidence as users of foreign languages. The authors conduct an analysis of scientific sources and consider digital storytelling as an innovative pedagogical method, emphasizing its compliance within digital transformation of education and science, declared by the
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Rusnak, Ivan, and Maryna Vasylyk. "INNOVATIVE PRINCIPLES OF ENGLISH LANGUAGE TEACHING AT NON-SPECIAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 128–36. http://dx.doi.org/10.31499/2307-4906.2.2021.236670.

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The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classi
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Šumskas, Linas, Katarzyna Czabanowska, Raimonda Brunevičiūtė, Rima Kregždytė, Zita Krikštaponytė, and Anna Ziomkiewicz. "Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students." Medicina 46, no. 1 (2010): 51. http://dx.doi.org/10.3390/medicina46010009.

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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian pub
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Kisarin, A. S. "DIDACTIC POTENTIAL OF VIDEO RESOURCES IN TEACHING ENGLISH TO STUDENTS OF NON-LINGUISTIC SPECIALTIES." Educational Psychology in Polycultural Space 57, no. 1 (2022): 83–88. http://dx.doi.org/10.24888/2073-8439-2022-57-1-83-88.

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With the advent of distance learning in educational institutions, teachers are trying to adapt existing methods to the distance learning format. The Federal State educational standard in the field of training 45.03.02 Linguistics states that “when implementing a bachelor's degree program, an organization has the right to use e-learning, distance learning technologies”. Teaching foreign languages at higher educational institutions, regardless of the format of training, focuses on the development of communicative competence, on the use of professionally-oriented teaching aids, on the creation of
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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.

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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression
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Gao, Zhiyan, and Steven Weinberger. "Which Phonetic Features Should Pronunciation Instructions Focus on? An Evaluation on the Accentedness of Segmental/Syllable Errors in L2 Speech." Research in Language 16, no. 2 (2018): 135–54. http://dx.doi.org/10.2478/rela-2018-0012.

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Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100
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Anand, Karuppasamy, and Kadambiah Satharam Srinivas. "An Experimental and Experienced Study on Imparting English Language to the Higher Learning Students with Analogies." International Journal of English Literature and Social Sciences 7, no. 6 (2022): 137–43. http://dx.doi.org/10.22161/ijels.76.19.

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“Language is a purely human non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.”--Edward Sapir (1921) At the outset English language plays a vital role in every walk of life either in home town or in abroad. How a language is created? In the primitive era the monolithic man communicated his matter or message through gestures. Later on, he used sounds. The sounds become words of his-own would be understood by the opponents and the opponents too responded to the voiced words. There by, the process of communication went on. Gradually, it d
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Yu, Haojie, and Shah Nazir. "Role of 5G and Artificial Intelligence for Research and Transformation of English Situational Teaching in Higher Studies." Mobile Information Systems 2021 (November 26, 2021): 1–16. http://dx.doi.org/10.1155/2021/3773414.

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We live in a modern and technological society run by intelligent and human-like machines and systems. This is due to the advancements in the field of artificial intelligence. The machines are directly or indirectly used in different sectors like healthcare, automatic vehicles, and complex decision-making and at the same used in educational institutes. The usage of AI-based systems and the Internet has brought numerous educational innovations for both teachers and students. With the online learning platforms grounded on AI techniques, 5G has revolutionized the teaching and learning methods by s
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Lin, Yen-Liang. "Discourse marking in spoken intercultural communication between British and Taiwanese adolescent learners." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 2 (2016): 221–45. http://dx.doi.org/10.1075/prag.26.2.03lin.

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This study investigates and compares the use of discourse markers (DMs) by native speakers and learners of English based on a corpus of adolescent intercultural exchange students. Thestudy employs a discourse analytical approach, in whichFung and Carter’s (2007)multi-category framework is appliedwith a view to examiningDMs used bya group of Taiwanese and British adolescentsin an intercultural setting.The analytical frameworkcontains four main functional categories: Interpersonal, referential, structural and cognitive DMs. Each DM was analysed qualitatively and quantitatively in order to identi
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Tambunan, Anna Riana Suryanti, Fauziah Khairani Lubis, Widya Andayani, and Winda Setia Sari. "Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex." Langkawi: Journal of The Association for Arabic and English 7, no. 2 (2021): 134. http://dx.doi.org/10.31332/lkw.v7i2.2870.

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The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this p
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Harahap, Partomuan. "Perbandingan Pengajaran Keterampilan Berbicara Bahasa Arab dan Bahasa Inggris di Sekolah Tinggi Agama Islam Negeri Curup." Arabiyatuna : Jurnal Bahasa Arab 1, no. 2 (2017): 153. http://dx.doi.org/10.29240/jba.v1i2.323.

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At STAIN Curup, Arabic development is not as fast as English development. This can be seen from the holding of international seminars by presenting speakers from Middle Eastern countries but the language used in the seminar is English. Students' interest in admission to the English Tadris Study Program is higher than that of the Arabic Education Studies Program. They consider English easier than Arabic. This research focuses more on the implementation of teaching Arabic and English in STAIN Curup covering objectives, materials, methods, media and evaluation. The research method used is descrip
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Nasrollahi Shahri, Navid, Masoud Motamedynia, and Mohammad Ghazanfari. "An investigation of accuracy and response time regarding processing mechanism of English relative clauses in EFL contexts." Studies in English Language and Education 7, no. 1 (2020): 129–40. http://dx.doi.org/10.24815/siele.v7i1.15350.

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Sentence comprehension in EFL (English as a Foreign Language) contexts is influenced by many factors. One of the most important ones is the processing mechanism of relative clauses which can be analyzed in different frameworks by researchers. So far, a wide range of research has been conducted on the processing mechanism of relative clauses in a number of languages. The results have shown a tendency toward two major categories which have been proven to be of significance, namely subject preference and object preference. Studies conducted on native speakers of English, for instance, have demons
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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.

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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of Engl
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Jenkins, Sulaiman. "Examining the (im)mobility of African American Muslim TESOL teachers in Saudi Arabia." Transitions: Journal of Transient Migration 3, no. 2 (2019): 157–75. http://dx.doi.org/10.1386/tjtm_00005_1.

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Abstract Through the lens of raciolinguistics, this nascent study examines the mobility/immobility of two African American Muslim TESOL teachers (AAMTT) working in the Saudi Arabian higher education (HE) context. The data were collected through interviews and autobiographies in order to examine the participants' lived experiences and their stories. It also explores the paradoxes, tensions and duplicities in treatment experienced by these two TESOL teachers while teaching English as a foreign language (EFL) in Saudi Arabia. These teachers moved to the Gulf region with diverse forms of cultural,
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Lima Terres, Mariana, Marilia Camponogara Torres, and Ana Flávia Boeing Marcelino. "The impact of collaborative planning of an oral task on learners’ language performance in an EFL context." Domínios de Lingu@gem 15, no. 3 (2021): 678–706. http://dx.doi.org/10.14393/dl47-v15n3a2021-3.

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Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two d
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Han, Insuk. "Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities." English Teaching: Practice & Critique 15, no. 1 (2016): 129–54. http://dx.doi.org/10.1108/etpc-04-2015-0035.

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Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a
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Przedlacka, Joanna, and Michael Ashby. "Comparing the Received Pronunciation of J. R. Firth and Daniel Jones: A sociophonetic perspective." Journal of the International Phonetic Association 49, no. 3 (2018): 381–400. http://dx.doi.org/10.1017/s0025100318000026.

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This study focuses on a corpus assembled from commercial recordings of 1929 and 1932 featuring the two British linguists J. R. Firth (1890–1960) and Daniel Jones (1881–1967). The aim is to analyse and quantify differences in the Received Pronunciation (RP) used by the two men, in relation to sociolinguistic and stylistic variation within RP of the period. A systematic acoustic analysis reveals that whereas the vowel systems of the two speakers are closely similar in most respects, there are significant differences in the realizations of the trap, price and dress qualities. We show that each of
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"Teacher education." Language Teaching 39, no. 1 (2006): 41–45. http://dx.doi.org/10.1017/s026144480625331x.

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06–108Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–109Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter?Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601.06–110Cadman, Kate (U Adelaide, Australia; kate.cadman@adelaide.edu.au), Towards a ‘pedagogy of connection’ in critical research education: A REA
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"Language learning." Language Teaching 39, no. 4 (2006): 272–84. http://dx.doi.org/10.1017/s0261444806223851.

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06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gru
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"Language learning." Language Teaching 38, no. 2 (2005): 81–89. http://dx.doi.org/10.1017/s0261444805222772.

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05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328.05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218
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"Language learning." Language Teaching 38, no. 4 (2005): 194–209. http://dx.doi.org/10.1017/s0261444805223145.

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05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–3
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Minagawa, Harumi, and Dallas Nesbitt. "Being native and being foreign." Australian Review of Applied Linguistics, December 18, 2020. http://dx.doi.org/10.1075/aral.19059.min.

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Abstract Pennington and Richards (2016) argue that if the medium of instruction (MOI) is not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English proficiency, how it influences their linguistic identity, and how the fact that they are native speakers of the target language influences their linguistic identity. Based on responses from an online questionnaire with more than 50 respondents
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Dobrova, Tatyana, Svetlana Rubtsova, Maria Kopylovskaya, and Liu Changyuan. "SYNERGY OF MULTILINGUALISM AND MULTICULTURALISM FROM THE PERSPECTIVE OF INTERNATIONALIZATION OF HIGHER POFESSIONAL EDUCATION." Journal of Teaching English for Specific and Academic Purposes, December 24, 2019, 517. http://dx.doi.org/10.22190/jtesap1904517c.

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Abstract. The article deals with the issue of internationalization of higher education, in particular, in the sphere of language pedagogy. The study is based on the materials of the research conducted within the framework of the academic mobility project exercised 2018-2019 in Saint Petersburg State University and in Harbin Institute of Technology (visited November, 2018). The process of internationalization is viewed through the prism of such intercultural communication concepts as multilingualism and multiculturalism and their influence on teaching and learning practices. In real life Englis
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"Language teaching." Language Teaching 36, no. 3 (2003): 190–202. http://dx.doi.org/10.1017/s0261444803211952.

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03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.h
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"Language teaching." Language Teaching 39, no. 1 (2006): 15–19. http://dx.doi.org/10.1017/s0261444806213314.

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06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on studen
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"Language teaching." Language Teaching 37, no. 3 (2004): 169–83. http://dx.doi.org/10.1017/s0261444805212399.

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04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne
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Dávila, Angel M. "Pronunciation Acquisition of the Inflectional Morpheme –ed in English by Nicaraguan Spanish Speakers." Open Science Journal 3, no. 1 (2018). http://dx.doi.org/10.23954/osj.v3i1.1516.

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This descriptive non-experimental quantitative study investigated if the pronunciation of the –ed morphemeim proves as the English proficiency level develops. A random sampling design was used to recruit research participants. A target sample of 48 Nicaraguan English as a foreign language students were chosen from an accessible population (N= 91) to participate in this research. The participants’ age ranged from 18 to 24, with a mean age of 21 years. They belonged to three English proficiency levels: high beginners, intermediate, and high intermediate. Findings showed that more advanced Englis
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"The conception of language training of applicants for higher medical education (model 1 – the English-language mode of study)." Teaching languages at higher institutions, no. 34 (2019). http://dx.doi.org/10.26565/2073-4379-2019-34-16.

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The article is devoted to the conceptual development of the Ukrainian language training for foreigners who get the higher medical education in Ukraine. The tasks of Ukrainian language training of the non-native speakers who study in English have features determined by the specific communicative needs of this contingent. In order to identify such needs, the methodological approaches of the educational paradigm, which are relevant for the training of students who get higher medical education, are analyzed. At the methodological level of paradigm axiological (value), acmeological (professionally
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"Language learning." Language Teaching 40, no. 3 (2007): 256–63. http://dx.doi.org/10.1017/s0261444807004387.

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07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersi
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"Language teaching." Language Teaching 37, no. 4 (2004): 253–64. http://dx.doi.org/10.1017/s0261444805212636.

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04–421Allen, Susan (U. Maryland, USA; Email: srallen@erols.com). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.04–423Beaudoin, Martin (U. of Alberta, Canada; Email: martin.beaudoin@ualberta.ca). A principle based approach to tea
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"Language learning." Language Teaching 37, no. 2 (2004): 118–26. http://dx.doi.org/10.1017/s0261444804222224.

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04–164Aronin, Larissa (U. of Haifa, Israel; Email: Larisa@research.haifa.ac.il) and Ó Laorie, Muiris. Multilingual students' awareness of their language teacher's other languages. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 204–19.04–165Beatty, Ken (City U., Hong Kong; Email: Isken@cityu.edu.hk) and Nunan, David. Computer-mediated collaborative learning. System (Oxford, UK), 32, 2 (2004), 165–83.04–166Berry, Roger (Lingnan U., Hong Kong; Email: rogerb@ln.edu.hk). Awareness of metalanguage. Language Awareness (Clevedon, UK), 13, 1 (2004), 1–16.04–167Chang, Jin-Tae (Woosong University
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"Abstracts: Language learning." Language Teaching 40, no. 4 (2007): 337–45. http://dx.doi.org/10.1017/s0261444807004594.

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07–533Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal (Sage) 38.1 (2007), 104–124.07–534Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 141–150.07–535Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang &am
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"Factors affecting English Language Learning Motivation of Korean Freshmen and their General Characteristics." International Journal of Recent Technology and Engineering 8, no. 2S6 (2019): 22–26. http://dx.doi.org/10.35940/ijrte.b1005.0782s619.

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Affective factors are crucial to acquire ESL (English as a second language) or EFL (English as a foreign language) learning. This study aims to investigate factors affecting to Korean university freshmen’s English learning motivation and their general characteristics such as gender, major and exposure to English. 379 freshmen at a regional university in Korea participated in the survey. They registered in a mandatory communicative English class managing by team-teaching with native speakers and Korean professors. The survey format was a descriptive and direct method, and composed with two part
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"Teacher education." Language Teaching 38, no. 4 (2005): 211–15. http://dx.doi.org/10.1017/s0261444805243148.

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05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; f.collins@roehampton.ac.uk), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Educatio
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"Language learning." Language Teaching 37, no. 3 (2004): 183–93. http://dx.doi.org/10.1017/s0261444805222395.

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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository
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"Reading and writing." Language Teaching 38, no. 3 (2005): 132–42. http://dx.doi.org/10.1017/s0261444805232998.

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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we e
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"Abstracts: Reading & writing." Language Teaching 40, no. 4 (2007): 345–55. http://dx.doi.org/10.1017/s0261444807004600.

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07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisements by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell
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"Language learning." Language Teaching 40, no. 2 (2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.

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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Den
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"Applied linguistics." Language Teaching 39, no. 2 (2006): 146–52. http://dx.doi.org/10.1017/s0261444806283708.

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06–381Abdel-Fattah, Mahmoud M. (Birzeit U, West Bank; mfatah@birzeit.edu), On the translation of modals from English into Arabic and vice versa: The case of deontic modality mistranslations. Babel (John Benjamins) 51.1 (2005), 31–48.06–382Adler, Silvia (U Haifa, Israel; sadler@univ.haifa.ac.il), Un paramètre discursif dans l'ellipse des régimes prépositionnels [A discourse parameter in the ellipsis of prepositional rules]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 219–234.06–383Barnbrook, Geoff (U Birmingham, UK; G.Barnbrook@bham.ac.uk), Usage notes in Johnso
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"Teacher education." Language Teaching 39, no. 2 (2006): 125–33. http://dx.doi.org/10.1017/s0261444806253709.

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06–300Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–301Arnold, Nike (U Tennessee, USA; mnarnold@utk.edu) & Lara Ducate, Future foreign language teachers' social and cgnitive collaboration in an online environment. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 42–66.06–302Ballet, Katrijn, Geert Kelchtermans (U Leuven, Belgium) & John Loughran, Beyond intensification towards a scholarship of practice: Analysing chang
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"Language learning." Language Teaching 36, no. 2 (2003): 120–57. http://dx.doi.org/10.1017/s0261444803221935.

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03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination
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"Language learning." Language Teaching 39, no. 2 (2006): 108–17. http://dx.doi.org/10.1017/s026144480622370x.

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06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, Liang (Lehigh U, P
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"Applied linguistics." Language Teaching 39, no. 1 (2006): 54–60. http://dx.doi.org/10.1017/s0261444806283319.

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06–162Ansary, Hasan (Shiraz U, Iran; ansary2877@yahoo.com) & Esmat Babaii (Teacher Training U, Iran), The generic integrity of newspaper editorials: A systemic functional perspective. RELC Journal (Sage) 36.3 (2005), 271–295.06–163Barnbrook, Geoff (U Birmingham, UK; G.Barnbrook@bham.ac.uk), Usage notes in Johnson'sDictionary. The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 189–201.06–164Brumfit, Christopher, Rosamond Mitchell, Brenda Johnston, Peter Ford (U Southampton, UK) & Florence Myles, Language study in higher education and the development of crit
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"Language learning." Language Teaching 40, no. 1 (2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.

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07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in
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"Language learning." Language Teaching 36, no. 3 (2003): 202–15. http://dx.doi.org/10.1017/s0261444803221959.

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03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Tea
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"Reading & Writing." Language Teaching 38, no. 4 (2005): 216–29. http://dx.doi.org/10.1017/s0261444805253144.

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05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition
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Colvin, Neroli. "Resettlement as Rebirth: How Effective Are the Midwives?" M/C Journal 16, no. 5 (2013). http://dx.doi.org/10.5204/mcj.706.

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“Human beings are not born once and for all on the day their mothers give birth to them [...] life obliges them over and over again to give birth to themselves.” (Garcia Marquez 165) Introduction The refugee experience is, at heart, one of rebirth. Just as becoming a new, distinctive being—biological birth—necessarily involves the physical separation of mother and infant, so becoming a refugee entails separation from a "mother country." This mother country may or may not be a recognised nation state; the point is that the refugee transitions from physical connectedness to separation, from insi
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