Journal articles on the topic 'Taiwan languages Grammar'

Austronesian languages are one of the largest language groups in terms of the number of speakers and also its spread area around the world. The Austronesian languages are assumed to be branched, developed and spread extensively as a result of migration from Taiwan to the south, including the Nusantara archipelago. This literature-based paper attempted to examine the spread and development of the Austronesian languages family as well as the problems in reconstructing the Austronesian languages in the Nusantara archipelago. This writing examined the process and form of words’ reconstruction problems, in Austronesian languages and its relation with its parent form that eventually created the languages that existed in the Malay Archipelago. The results of the reconstruction demonstrated that the inheritance of the language from one generation to the next had created a significant relationship of the current language employed in the Nusantara archipelago with its parent language as well as proved kinship based on elements of similarity as well as innovation or change from its parent, the ancient Austronesian language (proto). The research also discovered that the family relationship of the languages is manifested through the similarity of pronunciation sound form, vocabulary and grammar structure when reconstructed based on the sound similarity found in the languages compared.

This study focuses upon a detailed description and analysis of the phonetic structures of Paiwan, an aboriginal language spoken in Taiwan, with around 53,000 speakers, Paiwan, a member of the Austronesian language family, is not typologically related to the other languages such as Mandarin and Taiwanese spoken in its geographically contiguous districts, Earlier work on phonological features of Paiwan (Chang, 1999; Tseng, 2003) sought an account in terms of segments and isolated facts about reduplication and stress, without accounting for the possible roles of phrase-level and sentence-Ievel prosodic structures, Government Teaching Material (1993) listed 25 consonants and 4 vowels, without any description of phonetic features and phonological rules, Chang's (2000) reference grammar included 22 consonants and 4 vowels, with a very brief description of 5 phonological rules on single words, Regional diversity and 25 consonants have been mentioned in Pulaluyan's (2002) teaching material; however, no description of phonological rules was found in his material.

Abstract Although the Construction Grammar (CxG) model has yielded fruitful findings, the role that pragmatics plays in language has not yet been fully considered in this theoretical framework. The recent development of spoken corpora, however, enables construction grammarians to develop a new approach called Interactional Construction Grammar, which incorporates interactional factors into CxG analysis to account for patterns that involve interpersonal functions and global contexts. Adopting this approach, the present study attempts to examine the use of a complement-taking mental predicate xiangshuo in Taiwan Mandarin conversation and analyze the co-occurrence patterns of this cognitive verb with different subjects. We identify three sequential patterns in which xiangshuo most frequently occurs, including account-giving, contrast-projecting and involvement-constructing, and argue that only by taking into account the sequential context and interactional function can the distribution patterns of subjects and particles that recurrently collocate with xiangshuo be explained.

Abstract The paper presents an in-depth analysis of the language of death in Chinese and discusses the relation between language and occupation as a social factor in analyzing the language of death. In this paper, I address in what specific ways Cognitive Linguistics may serve as a useful analytical framework in studying Chinese idioms used in funerals, in an attempt to uncover cultural elements and viewpoint structure in communicating death. The study introduces basic constructs in Cognitive Linguistics which could be used for such an analysis, and applies this CL machinery to analyzing three selected groups of four-character eulogistic idioms used at funerals in Taiwan. The analysis shows that, in addition to Conceptual Metaphor Theory, which has been considered the classic CL tool for studying abstract concepts like death, the subjectivity/objectivity distinction in Cognitive Grammar may also be employed as a complementary and useful theoretical construct in studying the language of death, as it helps identify the special characteristics of the eulogistic idioms for teachers as a special profession in the Chinese culture.

I Wayan Arka, Malcolm Ross (eds); The many faces of Austronesian voice systems; Some new empirical studies (René van den Berg) H.W. Dick; Surabaya, city of work; A socioeconomic history, 1900-2000 (Peter Boomgaard) Josiane Cauquelin; The aborigines of Taiwan: the Puyuma; From headhunting to the modern world. (Wen-Teh Chen) Mark Turner, Owen Podger (with Maria Sumardjono and Wayan K. Tirthayasa); Decentralisation in Indonesia; Redesigning the state (Dorian Fougères) Jérôme Samuel; Modernisation lexicale et politique terminologique; Le cas de l’Indonésien (Arndt Graf) Nicholas J. White; British business in post-colonial Malaysia, 1957-70: neo-colonialism or disengagement? (Karl Hack) Chin Peng; Alias Chin Peng; My side of history; As told to Ian Ward and Norma Miraflor (Russell Jones) C.C. Chin, Karl Hack (eds); Dialogues with Chin Peng; New light on the Malayan Emergency (Russell Jones) Saw Swee-Hock; Population policies and programmes in Singapore (Santo Koesoebjono) Domenyk Eades; A grammar of Gayo; A language of Aceh, Sumatra (Yuri A. Lander) Derek Johnson, Mark Valencia (eds); Piracy in Southeast Asia; Status, issues, and responses (Carolyn Liss) Niclas Burenhult; A grammar of Jahai (James A. Matisoff) Ann R. Kinney, Marijke J. Klokke, Lydia Kieven (photographs by Rio Helmi); Worshiping Siva and Buddha; The temple art of East Java (Dick van der Meij) Ruben Stoel; Focus in Manado Malay; Grammar, particles, and intonation (Don van Minde) Pamela J. Stewart, Andrew Strathern (eds); Expressive genres and historical change; Indonesia, Papua New Guinea and Taiwan. (Dianne van Oosterhout) Johszua Robert Mansoben; Sistem politik tradisional di Irian Jaya, Indonesia; Studi perbandingan (Anton Ploeg) Timothy B. Barnard (ed.); Contesting Malayness; Malay identities across boundaries (Nathan Porath) Joel Bradshaw, Francisc Czobor (eds); Otto Dempwolff’s grammar of the Jabêm language in New Guinea (Ger Reesink) Jon Fraenkel; The manipulation of custom; From uprising to intervention in the Solomon Islands (Jaap Timmer) Clive Moore; Happy isles in crisis; The historical causes for a failing state in Solomon Islands, 1998-2004 (Jaap Timmer) Peter Burns; The Leiden legacy; Concepts of law in Indonesia (Bryan S. Turner) Terry Crowley; Bislama reference grammar (Kees Versteegh) REVIEW ESSAY Matthew Isaac Cohen; Transnational and postcolonial gamelan Lisa Gold; Music in Bali Margaret J. Kartomi; The Gamelan Digul and the prison camp musician who built it; An Australian link with the Indonesian revolution Marc Perlman; Unplayed melodies; Javanese gamelan and the genesis of music theory Ted Solís (ed.); Performing ethnomusicology; Teaching and representation in world music ensembles Henry Spiller; Gamelan; The traditional sounds of Indonesia Andrew N. Weintraub; Power plays; Wayang golek theater of West Java REVIEW ESSAY Victor T. King; People and nature in Borneo Tim Bending; Penan histories; Contentious narratives in upriver Sarawak Rajindra K. Puri; Deadly dances in the Bornean rainforest; Hunting knowledge of the Penan Benalui, 2005 Reed L. Wadley (ed.); Histories of the Borneo environment; Economic, political and social dimensions of change and continuity In: Bijdragen tot de Taal-, Land- en Volkenkunde no. 162 (2006), no: 4, Leiden

This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher’s grammatical feedback, the students were required to revise their work again based on the teacher's suggested revisions. In addition, oral conferencing was conducted in order to help the students obtain a better comprehension of certain grammar points. Four weeks after the oral conferencing, the students were asked, without prior notice, to revise their original passages again. The findings reveal that the students made progress in the revised versions of their passages, but the success was not repeated in their later test versions. In other words, no positive relationship between teacher error feedback and students’ improvement in linguistic accuracy over time was observed. This suggests that teacher error feedback alone may not facilitate the learning of linguistic information. A combination of sufficient exposure to English in reading and writing, plus opportunities to practice the language, for example, may lead to better grammar.

Abstract This study examines the Sociotopographic Model (Palmer, Bill, Jonathon Lum, Jonathan Schlossberg & Alice Gaby. 2017. How does the environment shape spatial language? Evidence for sociotopography. Linguistic Typology 21(3). 457–491. DOI:10.1515/lingty-2017-0011) by exploring the use of spatial frames of reference in two genealogically related languages with rather distinct spatial features in a multilingual context. Taiwanese Min Nan (TMN) and Taiwanese Mandarin Chinese (MC), exhibit distinct features in spatial reference in small-scale space, including a geocentric preference among TMN speakers for using cardinal directions or external landmarks and a relative preference among MC speakers for projecting the viewer’s perspective onto the object. The study extended the research design of Bohnemeyer and his colleagues (Bohnemeyer, Jürgen, Katharine T. Donelson, Randi Tucker, Elena Benedicto, Alejandra Capistrán Garza, Alyson Eggleston, Néstor Hernández Green, María Hernández Gómez, Samuel Herrera Castro, Carolyn K. O’Meara, Enrique Palancar, Gabriela Pérez Báez, Gilles Polian & Rodrigo Romero Méndez. 2014. The cultural transmission of spatial cognition: Evidence from a large-scale study. In Paul Bello, Marcello Guarini, Marjorie McShane & Brian Scassellati (eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society, 212–217. Austin, TX: Cognitive Science Society) to the scope of bilingualism in order to explore how language, culture, and environment affect the use of spatial reference in bilinguals as compared to monolinguals. The research method comprised a discourse and a recall memory study. Contrary to the alignment between discourse and recall memory found in monolinguals, bilinguals displayed mixed patterns. Regression analyses indicated that, in addition to language, effects of environment emerged: topography was positively correlated with geocentric use, supporting the Topographic Correspondence Hypothesis (Palmer, Bill, Alice Gaby, Jonathon Lum & Jonathan Schlossberg. 2016. Topography and frame of reference in the threatened ecological niche of the atoll. Paper presented at “Geographic grounding: Place, direction and landscape in the grammars of the world”, University of Copenhagen, May 2016). A strong education effect had an impact on geocentric use in both studies, suggesting the possibility of the cultural mediation between language and environment.

The present study investigates the lexicalization of zhenshi and shizaishi in Taiwan Mandarin, showing how they originate as a fusion of an adverb and the copula/focus marker shi and further develop a non-compositional meaning through talk-in-interaction and function as right peripheral stance markers in speech. Many instances of the copula/focus marker shi in Modern Mandarin have become a word-internal element and merged with an adverb/conjunction to form an X-shi construction semantically similar to the original X. Our targets, zhenshi and shizaishi, are instantiations of this morphological trend. However, through sequence truncation and metonymic inference, the two morphological fusion cases further demonstrate lexicalization as they respectively acquire an evaluative meaning. Our study thus illustrates the emergent nature of grammar/lexicon arising from the interaction among language (syntagmatic co-occurrence), culture (communicative politeness), and cognition (pragmatic inference).

AbstractPrevious research has established that early second language (L2) learners in classroom immersion may not ultimately produce all L2 morphosyntactic features as first language (L1) speakers of the language do, whereas L2 comprehension outcomes are reported to be less divergent from those of L1 speakers. However, immersion learners’ L2 comprehension is typically assessed using tasks of holistic understanding, and therefore, little is known about fine-grained comprehension of specific morphosyntactic constructions. To address this, the present study examined online comprehension of English plural–singular marking by Mandarin-speaking, English-immersion learners in Taiwan. This semantically transparent feature differs from the L1 grammar and is a notable area of difficulty for Mandarin-speaking L2-English learners. The present study assesses middle school-aged immersion learners’ comprehension using a visual-world eye-tracking task combined with a picture decision task, comparing results to age-matched English-monolingual controls. After more than 8 years of L2 exposure, the immersion participants showed similarities and differences to monolinguals in plural–singular marking comprehension as measured by eye-tracking, and were less accurate in their interpretations on the picture decision task. This study shows that comprehension differences for a semantically transparent morphosyntactic construction can be apparent even after many years for learners who started immersion at an early age.

This is a research report of a one-year study which addresses whether and in what way grammatical CALL can help English writing instruction in an EFL setting, namely, in Taiwan, R.O.C. The study started with the implementation of CALL courseware which contains ten lessons of grammar exercises. The courseware featured (a) empirically based contents, results from error analysis of Chinese EFL students' common mistakes; (b) a sentence-level drill and practice with various formats of guided Chinese-English translation, error correction, and sentence combining; (c) adaptive remedial instruction for individual students while practicing on-line; (d) integration of error anticipation and keyword matching for answer judging as well as item-specific feedback messages; and (e)verbatim recording of student input. To evaluate the effectiveness of this CALL strategy, we designed an experimental study in which two groups of college freshman EFL majors did the pre-test and post-test tasks with ten-week CALL intervention for the experiment group while the control group worked on the same contents in a paper-and-pen homework setting). Results suggested that the combined effect of classroom instruction and grammatical CALL is helpful for writing instruction, or at least not detrimental.

In the last decade, Mandarin Chinese has been standing as the most studied language as a foreign language. The structure of Mandarin Chinese is not necessarily similar to the grammatical structure of Mandarin Chinese learners. In daily life, structure of different ideas produces different pragmatic functions in the grammar. This article aims to describe the difference between the discourse of "adjective + a little bit" and Indonesia. The data source comes from the Modern Chinese Corpus of Academia Sinica, Taiwan. The stages of data analysis are data sorting, data classifying into four groups, and data analysis. From the corpus, there are 697 sentences with一點/ yi dian/ adverbs in "adjective +【一點】/ yi dian/" including【比較+形容詞+一點】or comparison+adjective+【一點】/ yi dian/] and 56 sentence-word adverbs in "[adjective+particle【了】/le/+【一點】/ yi dian/]" which contains"【太+adjective" +了+一點】. The first group of "adjective +【一點】" category has (83.95%) sentences; there are 66 adjective categories with only one word such as: 【好】/hao/ good,【多】/duo/many,【小】/xiao/small,【大】/da/big, etc. and 554 have two words such as: 【大方】/dafang/ generous，【隨便】/fangbian/ comfortable，【舒服】/shufu/ comfortable, etc. and a sentence pattern using "Adjective+Adjective's form +【一點】, such 【小小】/xiao xiao/ "small". The category of the second group of "comparative + adjective +【一點】’a little’ " has 65 (8.6%) sentences. There are 42 (5.58%) sentences in the third group of "Adjective + 【了】/le/ + a little " category. The fourth group of "【太】/tai/+ Adjective + a little bit" structure has only 14 sentences (1.87%). Keywords: adjective, a little, Mandarin Chinese, Indonesian language, comparison

Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while a number of studies have examined the effectiveness of collaboration on grammar, research on pragmatic awareness is scarce. As such, this study explored how collaboration influenced, firstly, grammatical and pragmatic awareness and, secondly, error correction: the two major components in language competence. In this study, 32 Taiwanese English major juniors and seniors with CEFR B2 were recruited. These participants were required to work individually and collaboratively to identify pragmatic/grammatical errors, to rate the severity of the errors, and to correct these errors in a discourse completion task (DCT). The results revealed that peer collaboration achieved higher scores on error identification, severity ratings, and error correction than did individual work. The facilitative effects of collaboration may have been attributable to collaborative and expert–novice interaction patterns that showed a high degree of mutuality and equality during discussions. In conclusion, the findings showed that collaboration echoed the spirit of sociocultural theory, and could serve as a useful approach in English instruction, to create a sustainable learning environment in an EFL context such as Taiwan, where the national bilingual 2030 policy has been launched to require learners to develop life-long learning of English.

<p>本文旨在探討英文程度不同的學生對TILT (Translation and Interpreting in Language Teaching) 教學法的反應，研究材料採用了日本關西大學外國語學部的線上口譯訓練課程，以台灣中部某大學應用英語碩士班15名學生為對象進行實驗，實驗方法是受試者在跟述線上教材一次之後，立即錄下記得的內容作為基準 (baseline)，接下來依序透過跟述 (shadowing) 朗讀 (reading aloud) 和聽寫重構 (dictogloss) 三個方法共進行20分鐘左右的練習，最後受試者再根據老師提供的關鍵字錄下dictogloss的產出，本研究共選出英文程度進階、中階、與初階各三人進行音檔的細部分析。</p> <p> 與基準做對照，英語程度進階與中階的受試者的產出在內容完整性和句型結構兩個層面都有非常明顯的效果，唯一有困難的族群是英語程度初階而且文法底子偏弱的受試者。在問卷和訪談中，這個族群的受試者也表示肯定這一套TILT訓練法的實用性，秉持i+1的選材原則，如果長期訓練，英語程度的提升是可以期待的。</p> <p>&nbsp;</p><p>This study aims to examine how learners of different English proficiency levels respond to TILT (Translation and Interpreting in Language Teaching). Fifteen students from the Graduate Program of Applied English at a university in central-Taiwan participated in the experiment which employed the online interpreting e-learning courseware of Kansai University, Japan. </p> <p> After the participants shadowed the online audio file once, they immediately recorded the content they recalled as a baseline. Next, they practiced in sequence the online text through shadowing, reading aloud and dictogloss for approximately a total of 20 minutes. Finally, participants recorded their reproduction of the online text based on the keywords provided by the experimenter. The recordings of nine participants were selected for an in-depth analysis. Three of them had basic English proficiency, three intermediate, and three advanced. </p> <p> Compared with the baselines, the output of participants with advanced and intermediate English proficiency demonstrated positive training effects in terms of content covered and sentence structure. The only group with difficulties is those with basic English proficiency and rudimentary grammar. However, these participants still expressed affirmation of the practicality of TILT in the questionnaire and interview. With longer-term training upholding the principle of i+1 in material selection, improvement in English could be expected.</p> <p>&nbsp;</p>

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

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 teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.04–424Bianchi, Sebastián (U. Cambridge, UK; Email: asb49@cam.ac.uk). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.04–425Burden, Peter (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.04–428Cowley, Peter (U. of Sydney, Australia; Email: peter.cowley@arts.usyd.edu.au) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: acurado@unex.es). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. 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Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.04–469Wang, Xinchun (California State U., USA: Email: xinw@csufresno.edu) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.

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This study aimed to use a Shaking Fun App with learning assessment and ranking learning as a teaching tool to allow Thai learning beginners to have digital game-style language learning, and to explore the gender differences in the perception of the cognitive and affective factors of the participants and the performance of gameplay progress based on the cognitive-affective theory of learning with media and embodying learning theory. In this study, a total of 246 Thai language learning beginners taking basic Thai (I) courses in 2 universities and 1 university of science and technology in northern Taiwan were invited to participate in the study. After those who dropped out were deducted and invalid data was deleted, there were 202 effective study participants including 82 males (40.6%) and 120 females (59.4%), and the effective recovery rate was 82.1%. After the reliability and validity analyses with SPSS 23.0, and the item analysis with AMOS 20.0, the gender differences were analyzed. The results showed that: there were indeed significant differences in participants of different genders in terms of gameplay flow, test anxiety and gameplay progress performance, but there was no significant difference in the continuance gameplay intention. In addition, using the Shaking Fun App for multiple weeks of DGBLL can indeed help learners to improve their game performance (Thai grammar).

The study aimed to determine the degree of inclusion of both Arabic language skills courses [1] and [2], skills that necessary to form linguistic professionalism among students of departments other than specialization at Taibah University and to present a proposed vision for developing both courses in the introduction of language skills. To achieve this, the study followed the descriptive analytical approach; so a list was built that includes 6 skills: Listening, speaking, reading, writing, grammar, and a branch of these skills include 119 skills. In the light of this list, a content analysis card was designed and after verification of its credibility and stability, it was applied in the second semester of the university year (1441H/2020) on The study’s community, which consists of descriptions and books of Arabic language skills [1] and [2], and the branches of analysis reached 10 branches, which included 275 units of analysis, and statistical data processing results have resulted in relative ratio differences in skills provided by two courses, and that they do not integrate skills needed to form Arabic Language Professionalism in non- specialized students; only two skills were received from listening, as same as syntax skills, and the number of speaking skills was limited to 5 skills, while 13 in reading skills, 15 in writing skills, and 36 in grammar skills. In the light of the outcomes, suggestions were provided to develop the two courses with the benefit of the introduction of language skills; balancing conceptual knowledge with language skills; focusing on linguistic practice in listening, reading, speaking and writing; and some of the recommendations and proposed research.

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ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). 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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), 401–415.05–399Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de), Variational pragmatics in the foreign language classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 519–536.05–400Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk), Working on arithmetic word problems when English is an additional language. 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