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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 : 13권 2호 (2009)
6,100
초록보기
Students` interpretations of their academic writing tasks has been a central concern in the cognitive-based writing research due to the prominent role such decision-making plays in determining students` subsequent thinking and composing strategies and ultimately in shaping their textual quality. Without a comprehensive understanding of how L2 students interpret the writing task, ESL/EFL writing instructors may not know the sources of various writing problems in students` written texts and hence, may not be able to develop appropriate writing pedagogy. The present study attempts to address this research gap by studying the interpretive process of three high ability college seniors as composing a source-based academic assignment. The findings show that all the participants have different representations of the assigned task. Two of them were less able to make sense of the requirements of such a writing task as expected in the academic community and consequently failed to use the assigned readings as required although they did understand the basic format associated with this task type and had received prior instruction on reading-based writing. First language culture may have affected how they constructed the writing task for themselves as inferring and eliciting the information specified in the writing prompt.

Style Shift in Translation

( Jamal Al Qinai )
5,900
키워드보기
초록보기
The phenomenon of style shift in translated texts is ascribed mainly to textual incompatibility in terms of rhetorical asymmetry and divergence at the formality level. Mandatory shifts result from a systematic dissimilarity between the source language and the target language in terms of the underlying system of syntax, semantics and rhetorical patterns. At the textual level, shifts become more frequent in terms of cohesive relations which are manifest in endophoric references, substitution, ellipsis, conjunctions and punctuation. On the other hand, optional shifts are carried out by the translator``s personal preferences under the influence of idiolect and level of proficiency in the target language. It is argued that diglossic divergence leads to an increase in the level of formality in translating and subtitling casual dialogues and conversations from English into Arabic. To demonstrate this, samples are taken from a corpus of translated texts to show how various stylistic patterns operate across cultures.
5,500
초록보기
The utmost goal of foreign language instruction is aimed at helping the learner master the language. At the same time the learner shall become equipped with linguistic, pragmatic and social-linguistic competence. This study was done to explore if review activities in EFL classes should be mandatory for learners to learn the new knowledge. One hundred and fifty non-English majors participated in this study. They were divided into three groups, two as experimental groups and one as the control group. Group A received written review treatments whereas Group B received oral review treatments once every three weeks. Group C, the control group, did not receive any review activities. All the participants received a pre-test and a post-test. The results showed that the participants in Group A (written review) and Group B (oral review), performed substantially better than those of the control group. A significant difference in gained scores was found between the control group and the experimental groups, indicating that providing review opportunities is both necessary and helpful for enhancing the learning outcomes. No significant difference was found in review types; both oral and written review methods contributed similarly to the retention of new knowledge. Drawing on the findings, some pedagogical suggestions were made.
초록보기
The primary objective of the present study was to investigate the relationship between language proficiency and socio-cultural factors among the Iranian MA students registered and entered at Shiraz University in 2008. The second objective was to explore whether or not one or a combination of socio-cultural factors are predictors of language proficiency. Finally, the study aims at investigating the effects of gender, age and major on language proficiency. To fulfill the objective, a 100- item language proficiency test (30 items for grammar, 40 items for vocabulary and 30 items for reading comprehension) and a questionnaire including socio-cultural factors were distributed among 510 male and female Iranians taking part in the MA Placement Test at Shiraz University. The data gathered were analyzed descriptively utilizing central tendency measures (mean and standard deviation). Moreover, the collected data were analyzed inferentially using correlation, regression analysis, ANOVA and independent t-test. As such, the following results were obtained: a) although the descriptive statistics showed that females outperformed males in language proficiency, the independent sample ttest revealed that the difference is not significant; b) a significant difference was found between the participants`` language proficiency in terms of their majors and their social classes; c) a moderate significant relationship was observed between the participants`` language proficiency and their age; d) among various cultural factors, mother``s literacy and using films/CDs predict language proficiency to a great extent.
초록보기
The main purpose of this research is 1) to establish a framework for the test development and the constructs of writing performance test, 2) to implement a developed writing performance assessment, and 3) to examine the degree of reliability and validity of the assessment tasks and rating scales. Construct-based processing approach to testing resulted in a comprehensive framework for our test development. Accuracy and communicability were defined as constructs, and the test development proceeded according to the three stages. The test was conducted as an examination into the assessment tasks and rating scales, and the analyses were done using FACETS. The results showed that 1) the difficulty of the two tasks and the impressionistic scoring were considered equivalent, which provided reasonable fit to the Rasch model, 2) the equivalence of task difficulty may indicate that task development based on constructbased processing approach could be reliable and valid to estimate students`` writing ability, and 3) the rating scales associated with the five rating categories and their specific written samples were shown to be mostly comprehensible and usable by raters, and demonstrated acceptable fit. However, there is still room for argument about the reliability and validity of assessment tasks and rating scales.
5,200
초록보기
In the present paper, three models for teaching literature including language-based, literature as content or culture, and literature as personal growth or enrichment were evaluated. Based on these models, an integrated model was suggested. An experimental study was carried out in order to examine the effectiveness of the suggested approach compared to a conventional and instructor-led one. One-hundred and twenty BA students majoring in English Literature took part in a one-semester experiment. For the experimental group, the integrated approach was utilized whereas the method used for the control group was based on content-cultural model according to which the course instructor provided all the necessary information without focusing on the linguistic or stylistic considerations. The post-test consisted of three parts: linguistic, interpretive and cultural sections. The results of the study confirmed the plausibility of the use of the suggested eclectic approach to teaching literature. Several pedagogical implications were drawn.

Affective Factors: Anxiety

( Mahshad Tasnimi )
4,500
키워드보기
초록보기
Affective factors seem to play a crucial role in success or failure in second language acquisition. Negative attitudes can reduce learners`` motivation and harm language learning, while positive attitudes can do the reverse. Discovering students`` attitudes about language will help both teacher and student in teaching learning process. Anxiety is one of the affective factors which plays an important role in learning and teaching process. This article deals with the concept of anxiety, its measurement and its contribution to learning and teaching.

Explaining English Middle Sentences

( Kabyong Park )
5,600
초록보기
The current paper attempts to account for the formation of English middle sentences. Discussing a set of previous analyses on the construction under investigation we show, following the assumptions of Oosten(1986) and Iwata(1999), that English middle constructions should be divided into two types: generic middle constructions and non-generic middle ones. The distinction is shown to be closely related with the tense aspect of the verbs: the structural subject in the former is interpreted as generic with the present tense, while the latter can take past tense and progressive aspect with a non-generic subject. Other thematic roles than Agent can be realized as the structural subjects. In the generic interpretation, the intrinsic property of the plays the role of cause and is primary responsible for the event denoted by middle verb. In the nongeneric interpretation, on the other hand, a specific event plays the part of cause and thus can take the past tense. Middle verbs are lexically derived from a set of activity or accomplishment verbs that carry [-state, +process] aspect features. After derivations, the verbs in the generic interpretation possess [+state, +process, +repetition] aspect feature, and those of the non-generic one, [-state, +process, -repetition]. Another contrast lies in the definiteness of the subjects: the generic interpretation involves an indefinite/generic subject and the non-generic one needs a definite/non-generic subject.
1