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논문검색은 역시 페이퍼서치

Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL )검색


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1345-8353
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 12권 2호 (2008)
6,300
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초록보기
These two decades have seen a surge in interest in the study of motivation throughout the field of language acquisition. Several distinguished motivational theories have been established: self-determination theory (Deci & Ryan, 1985), goal-setting theories (Locke & Latham, 1990), attribution theory (Weiner, 1992), self-worth theory (Covington, 1992) and self-efficacy theory (Bandura, 1993). In response to the negative trend that some learners lose interest in foreign langue learning despite the best efforts by teachers, researchers have started to explore a different category of motivation, demotivation. Dornyei (2001) defines a demotivated learner as "someone who was once motivated but has lost his or her commitment/interest for some reason" (p. 142). Demotivation has been researched in Japan, at primarily in the university and high school level. To overcome limitations of the previous studies, the current study explores the following three questions. (1) How do Japanese high school learners change their state of demotivation through? (2) How does each demotivator contribute to learners` demotivation? (3) When does demotivation start and what factors contribute to junior high school demotivation? The participants are 54 second year high school learners and 36 third year junior high students from a school in Japan. A 26 itemquestionnaire and an in-house test were used to examine the high school learners. A 9 item-open ended questionnaire with two 5 Likert type questions was used to examine the high school learners. The data was analyzed qualitatively and quantitatively. High school learners` state of demotivation changed in the intensity toward communicative method and several variables are considered to contribute to demotivated learners. For junior high school learners, grammar and confidence issue are the stronger demotivator. Implications for practical classroom instructions, and recommendations for further research are given based on the results.
5,200
초록보기
Intellectual (cognitive) development, the emergence of increasingly sophisticated forms or levels of understanding, reasoning, and rationality is an ongoing process of reflection, coordination, and social interaction that begins in early childhood and continues, at least in some cases, long into adulthood (Moshman, 2003). In this process, language is a primary tool in the entire life. However, it is not to say that thinking (as an intellectual ability) cannot take place without language (Munn, 1951), but rather mostly, thinking is mediated by language and thus develops to a much higher level of sophistication. The intimate link between language and cognitive development forms the core of the present article. It focuses on the important contribution of mother tongue in the process of cognitive development. Two major theories of development: Piaget and Vygotskys` views are investigated in relation to language. It is concluded that, although thought is the base, language intellectualizes it to a great deal.
5,200
초록보기
The main purposes of this study are: (a) to identify the constructs that may generate communication apprehension and to investigate how they influence communication apprehension and reduce the level of willingness to communicate; and (b) to explore the basic mentality underlying these constructs. The data were obtained from semi-structured interviews with 10 Japanese female college students and one Vietnamese male student who provided a contrast for the data from the Japanese students. The study suggests that constructs such as perfectionism, competitiveness, ``good-student`` mentality and face-protecting orientation may generate communication apprehension and the basic mentality underlying them may be other-directedness.

Researching into Curriculum Components

( Mohammad Zohrabi )
6,100
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초록보기
Any curriculum consists of several components: objectives, attitudes, time, students and teachers, needs analysis, classroom activities, materials, study skills, language skills, vocabulary, grammar and assessment. Before setting up a program or course of study, these components should be determined and described in detail. In fact, these elements help to clarify various dimensions of the curriculum and consequently enhance its productivity. Practically, proper consideration of each aspect of these constructs can exert a tremendous influence on the richness of the program. Therefore, curriculum or course designers need to scrutinize these components one by one and determine their role in the program. Essentially, these elements should be explored at length prior to, during and after the program. Thus, this article attempts to shed some light on the various constructs of a teaching-learning course.

Some Thoughts on the Native Speaker of English

( Keum Sook No ) , ( Kyung Ja Park )
6,200
초록보기
The purpose of this paper is to reconsider the concept of the native speaker of English in light of the heightened status of English as a global language. The broadening and acceptance of criteria regarding who is a native speaker is historically discussed and placed in a modern context. In particular, perceptions towards the English native speaker and the relationship between language and culture were explored through a semi-structured oral interview administered to 56 respondents. Questions in the interview explored perceptions towards nonnative speaker`s use of English, cultural influence on language, and intercultural communication, among other topics. Interview results show that the respondents are aware that the spread of English across the world has reshaped the notion of the native speaker and the ownership of English. Respondents also recognize the inseparable relationship between language and culture. It is suggested that instead of the term "native speaker of English" the term "glocalized or global English speaker" better reflects the somewhat ambiguous nature of English speakers.
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