Abstract: The necessity of grading and sequencing tasks has led to the development of different criteria in this regard. However, appropriateness of these criteria in different situations is less discussed. This paper attempts to shed more light on the priority of different criteria in relation with different factors including learners, teachers, educational, and cultural factors.
Abstract: The objective of the study is to analyze linguistic devices reflecting the violence in the south border provinces; namely Pattani, Yala, Narathiwat and Songkla on 1,344 front pages of three local newspapers; namely ChaoTai, Focus PhakTai and Samila Time and of two national newspapers, including ThaiRath and Matichon, between 2004 and 2005, and 2011 and 2012. The study shows that there are two important linguistic devices: 1) lexical choices consisting of the use of verbs describing violence, the use of quantitative words and the use of words naming someone who committed violent acts, and 2) metaphors consisting of “A VIOLENT PROBLEM IS HEAT”, “A VICTIM IS A LEAF”, and “A TERRORIST IS A DOG”. Comparing linguistic devices between two types of newspapers, national newspapers choose to use words more violently than local newspapers do. Moreover, they create more negative images of the south of Thailand by using stative verbs. In addition, in term of metaphors “A TERRORIST IS A FOX.” is only found in national newspapers. As regards naming terrorists “southern insurgents”, this noun phrase which is collectively called by national newspapers has strongly negative meaning. Moreover, “southern insurgents” have been perceived by the Thais in the whole country while “insurgents” that are not modified have been only used by local newspapers.
Abstract: Many researchers have been discussing the importance of language input in second language acquisition. The author holds that the bigger problem lies in how to activate language learners' language knowledge and raise their language output consciousness and competence. Analyzing the importance of language output based on theory and reality, this paper mainly explores the essence of language output and its revelation for second language acquisition in order to make second language learners really raise their communicative competence.
Abstract: Constuctivism learning theory lays emphasis on the
learners' active learning, such as learning initiative, sociality and
context. By analyzing the relationship between constructivism
learning theory and learner autonomy, this paper explores how to
cultivate learners' learner autonomy under the guidance of
constructivism learning theory.
Abstract: This action research accentuates the outcome of a development in English pronunciation, using principles of phonetics for English major students at Loei Rajabhat University. The research is split into 5 separate modules: 1) Organs of Speech and How to Produce Sounds, 2) Monopthongs, 3) Diphthongs, 4) Consonant sounds, and 5) Suprasegmental Features. Each module followed a 4 step action research process, 1) Planning, 2) Acting, 3) Observing, and 4) Reflecting. The research targeted 2nd year students who were majoring in English Education at Loei Rajabhat University during the academic year of 2011. A mixed methodology employing both quantitative and qualitative research was used, which put theory into action, taking segmental features up to suprasegmental features. Multiple tools were employed which included the following documents: pre-test and post-test papers, evaluation and assessment papers, group work assessment forms, a presentation grading form, an observation of participants form and a participant self-reflection form.
All 5 modules for the target group showed that results from the post-tests were higher than those of the pre-tests, with 0.01 statistical significance. All target groups attained results ranging from low to moderate and from moderate to high performance. The participants who attained low to moderate results had to re-sit the second round. During the first development stage, participants attended classes with group participation, in which they addressed planning through mutual co-operation and sharing of responsibility. Analytic induction of strong points for this operation illustrated that learner cognition, comprehension, application, and group practices were all present whereas the participants with weak results could be attributed to biological differences, differences in life and learning, or individual differences in responsiveness and self-discipline.
Participants who were required to be re-treated in Spiral 2 received the same treatment again. Results of tests from the 5 modules after the 2nd treatment were that the participants attained higher scores than those attained in the pre-test. Their assessment and development stages also showed improved results. They showed greater confidence at participating in activities, produced higher quality work, and correctly followed instructions for each activity. Analytic induction of strong and weak points for this operation remains the same as for Spiral 1, though there were improvements to problems which existed prior to undertaking the second treatment.
Abstract: Metacognitive knowledge increases EFL students’ ability to be successful learners. Although this relationship has been investigated by a number of scholars, EFL teachers’ explicit awareness of their cognitive knowledge has not been sufficiently explored. The aim of this study was to examine the role of EFL teachers’ metacognitive knowledge in their pedagogical performance. Furthermore, the role played by years of their academic education and teaching experience was also studied. Fifty female EFL teachers were selected. They completed Metacognitive Awareness Inventory (MAI) that assessed six components of metacognition including procedural knowledge, declarative knowledge, conditional knowledge, planning, evaluating, and management strategies. Near the end of the academic semester, the students of each class filled in ‘the Language Teacher Characteristics Questionnaire’ to evaluate their teachers’ pedagogical performance. Four elements of MAI, declarative knowledge, planning, evaluating, and management strategies were found to be significantly correlated with EFL teachers’ pedagogical success. Significant correlation was also established between metacognitive knowledge and EFL teachers’ years of academic education and teaching experience. The findings obtained from this research have contributing implication for EFL teacher educators. The discussion concludes by setting out directions for future research.
Abstract: Lexical invariants, being a sort of stereotypes within the frames of ordinary consciousness, are created by the members of a language community as a result of uniform division of reality. The invariant meaning is formed in person’s mind gradually in the course of different actualizations of secondary meanings in various contexts. We understand lexical the invariant as abstract language essence containing a set of semantic components. In one of its configurations it is the basis or all or a number of the meanings making up the semantic structure of the word.
Abstract: Phenomenological analysis is not based on natural language, but ideal language which is able to be a carrier of ideal meanings – eidos representing typical structures or essences. For this purpose, it’s necessary to release from the spatio-temporal definiteness of a subject and then state its noetic essence (eidos) by means of free fantasy generation. Herewith, as if a totally new objectness is created - the universal, confirming the thesis that thinking process takes place in generalizations passing by numerous means through the specific to the general and from the general through the specific to the singular.
Abstract: An analysis of word semantics focusing on the invariance of advanced imagery in several pressing problems. Interest in the language of imagery is caused by the introduction, in the linguistics sphere, of a new paradigm, the center of which is the personality of the speaker (the subject of the language). Particularly noteworthy is the question of the place of the image when discussing the lexical, phraseological values and the relationship of imagery and metaphors. In part, the formation of a metaphor, as an interaction between two intellective entities, occurs at a cognitive level, and it is the category of the image, having cognitive roots, which aides in the correct interpretation of the results of this process on the lexical-semantic level.
Abstract: In the process of information transmission (concept verbalization) we deal mostly with the substance (contents), and then pay attention to the form. Recalling events from the remote past, often we cannot exactly reproduce specific heard or pronounced words, as well as the syntactic structures. We remember events, feelings, images; we recall the general contents of the discourse. The thought gets a specific language form only during the concept verbalization phase. With minimum time for pondering, depending on the language competence level, the grammar and syntactic shaping often occurs automatically with the use of famous models and stereotypes. This means that the language form adapts itself to the consciousness, and not vice versa.
Abstract: Micro-reading is a new way of reading depended on short messages of mobile phones, network articles and short literary forms, which impacts greatly on traditional way of reading. The effect of "micro-reading" is deeper especially for those growing middle school students and college students. Aiming at the problem with the development of college students' micro-reading and based on the influence of schema theory on the research of cognition of reading, this paper is to analyze the comparison between micro-reading and traditional reading and explore reading strategies in micro-era based on the negative and positive effect which schema theory has on micro-reading.
Abstract: As widely accepted, didactic multiple-choice tests are referred as a tool providing feedback easily and quickly. Despite the final test scores are corrected by a special formula and number of high plausibility distractors is taken into consideration, the results may be influenced by the random choice. The survey was held in three academic years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, where the multiple-choice test scores were compared to the open-answer ones. The research sample included 567 respondents. The collected data were processed by the NCSS2007 statistic software by the method of frequency and multiple regression analysis and presented in the form of figures and tables. The results proved statistically significant differences in test scores in academic years 2 and 3, and were discussed from the point of the credit system and conditions for teaching/learning English in the Czech education system.
Abstract: The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed.
Abstract: The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfaction of their current English learning. In addition, gender and academic level differences in employment of reading strategies were investigated. The results showed the frequency of reading strategy use increase slightly along with academic years and males and females actually employ different reading strategies. The EFL tertiary learners in the present study utilized cognitive strategies more frequently than metacognitive strategies or support strategies. Male students use metacognitive strategy more often while female students use cognitive and support strategy more frequently.
Abstract: The article is devoted to the problem of political
discourse and its reflection on mass cognition. This article is
dedicated to describe the myth as one of the main features of political
discourse. The dominance of an expressional and emotional
component in the myth is shown. Precedent phenomenon plays an
important role in distinguishing the myth from the linguistic point of
view. Precedent phenomena show the linguistic cognition, which is
characterized by their fame and recognition. Four types of myths
such as master myths, a foundation myth, sustaining myth,
eschatological myths are observed. The myths about the national idea
are characterized by national specificity. The main aim of the
political discourse with the help of myths is to influence on the mass
consciousness in order to motivate the addressee to certain actions so
that the target purpose is reached owing to unity of forces.
Abstract: In EFL programs, rating scales used in writing
assessment are often constructed by intuition. Intuition-based scales
tend to provide inaccurate and divisive ratings of learners’ writing
performance. Hence, following an empirical approach, this study
attempted to develop a rating scale for elementary-level writing at an
EFL program in Saudi Arabia. Towards this goal, 98 students’ essays
were scored and then coded using comprehensive taxonomy of
writing constructs and their measures. An automatic linear modeling
was run to find out which measures would best predict essay scores.
A nonparametric ANOVA, the Kruskal-Wallis test, was then used to
determine which measures could best differentiate among scoring
levels. Findings indicated that there were certain measures that could
serve as either good predictors of essay scores or differentiators
among scoring levels, or both. The main conclusion was that a rating
scale can be empirically developed using predictive and
discriminative statistical tests.
Abstract: An exploration of the related literature reveals that all
instruction methods aim at training autonomous learners. After the
turn of second language pedagogy toward learner-oriented strategies,
learners’ needs were more focused. Yet; the historical, social and
political aspects of learning were still neglected. The present study
investigates the notion of autonomous learning and explains its
various facets from a pedagogical point of view. Furthermore;
different elements, fields and scopes of autonomous learning will be
explored. After exploring different aspects of autonomy, it is
postulated that liberatory autonomy is highlighted since it not only
covers social autonomy but also reveals learners’ capabilities and
human potentials. It is also recommended that learners consider
different elements of autonomy such as motivation, knowledge,
confidence, and skills.
Abstract: Code- mixing in spontaneous speech has been widely
discussed, but not in virtual situations; especially in context of the
third language learning students. Thus, this study is an attempt to
explore the linguistic characteristics of the mixing of Japanese,
English and Thai in a mobile Line chat room by students with their
background of English as L2, Japanese as L3 and Thai as mother
tongue. The result found that insertion of Thai content words is a very
common linguistic phenomenon embedded with the other two
languages in the sentences. As chatting is to be ‘relational’ or
‘interactional’, it affected the style of lexical choices to be speech-like,
more personal and emotionally-related. A personal pronoun in
Japanese is often mixed into the sentences. The Japanese
sentence-final question particle か “ka” was added to the end of the
sentence based on Thai grammar rules. Some unique characteristics
were created while chatting.
Abstract: The paper deals with the usage of speech acts and
politeness strategies in an EFL classroom in Georgia (Rep of). It
explores the students’ and the teachers’ practice of the politeness
strategies and the speech acts of apology, thanking, request,
compliment / encouragement, command, agreeing / disagreeing,
addressing and code switching. The research method includes
observation as well as a questionnaire. The target group involves the
students from Georgian public schools and two certified, experienced
local English teachers. The analysis is based on Searle’s Speech Act
Theory and Brown and Levinson’s politeness strategies. The findings
show that the students have certain knowledge regarding politeness
yet they fail to apply them in English communication. In addition,
most of the speech acts from the classroom interaction are used by
the teachers and not the students. Thereby, it is suggested that
teachers should cultivate the students’ communicative competence
and attempt to give them opportunities to practise more English
speech acts than they do today.
Abstract: This study attempts to elicit the perceptions and
attitudes of EFL learners of the Preparatory Year Program at KSU
towards dialogue journal writing as an EFL learning strategy. The
descriptive research design used incorporated both qualitative and
quantitative instruments to accomplish the objectives of the study. A
learners’ attitude questionnaire and follow-up interviewswith learners
from a randomly selected representative sample of the participants
were employed. The participants were 55 female Saudi university
students in the Preparatory Year Program at King Saud University.
The analysis of the results indicated that the PYP learners had highly
positive attitudes towards dialogue journal writing in their EFL
classes and positive perceptions of the benefits of the use of dialogue
journal writing as an EFL learning strategy. The results also revealed
that dialogue journals are considered an effective EFL learning
strategy since they fulfill various needs for both learners and
instructors. Interestingly, the analysis of the results also revealed that
Saudi university level students tend to write about personal topics in
their dialogue journals more than academic ones.