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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 : 17권 2호 (2013)

A Contrastive Analysis of the American and Persian Newspaper Editorials

( Maryam Homayounzadeh ) , ( Saeed Mehrpour )
6,200
초록보기
Based on the principles of critical discourse analysis this contrastive study sought to investigate the effect of culture on the journalistic style and the strategies used to report news in the American and Persian newspaper editorials. To this end, articles were selected from the New York Times, the Washington Post, Kayhan and Ettelaat, taking Iran``s nuclear dispute as the tertium comparationis for the selection of the articles. The analysis involved primarily a demarcation of the micro genres of the selected texts. Based on the principles of the newly developed appraisal theory, patterns of interpersonal rhetoric, devised in the texts to shape public opinion, were investigated. Attitudinal lexis and naming choices and expressions were also examined to discover the different strategies used in the editorials of the two languages to communicate their evaluations of the specified subject matter. Using a Chi-square test, no statistically significant difference was found between the editorials of the two languages for the selected criteria. Given the war of words between the two nations, the selected editorials were found to utilize quite similar strategies to perpetuate their own ideologies and to diminish the effects of the rival newspapers, leaving no room for culture to affect their strategies.
5,500
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Motivation is one of the most popular topics on language teaching and learning. Many studies on language learning focus on students`` motivation; however, teachers`` motivation is easily overlooked in the area of the applied linguistics field. In this paper, the researcher presents a study to investigate how satisfied English teachers at private universities in Japan are with their work as English instructors. In this study, the researcher created questionnaires and conducted a survey of thirty English teachers at private universities in Japan. This study shows the perception and the degree of satisfaction in their jobs. The study vividly shows what the most significant obstacles are as well as approaches to solve the problems. The researcher asked participants what significant aspect of teaching is included in their personal teaching philosophy. The major question the researcher was looking for was the following: what the reward was, what obstacles existed, and what possible solutions were for the problematic aspects in the field. Overall, this study clearly provides the reader a clearer idea of what motivates teachers and how closely it is related to their productivity in their daily teaching.
초록보기
Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in languagetest performance. One such factor is the test takers`` cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners`` cognitive styles on their performance on cloze tests. For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners`` cloze test performance. 30 female students all majoring in English Translation at Shiraz Islamic Azad University took the Group Embedded Figures Test (GEFT), a reduced version of TOEFL test, and a cloze test. The results of the present study provided evidence that the field-dependent (FD, hereafter) subjects performed the same as their field independent (FI, hereafter) counterparts on the cloze test. It was, therefore, concluded that test takers`` cognitive styles may not be viewed as a source of systematic variance in performance on cloze tests and hence, may not be a source of test bias.
5,500
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We examine the characteristics of NDI (negative degree inversion) and its relation with other inversion phenomena such as SVI (subject-verb inversion) and SAI (subject-auxiliary inversion)1. The negative element in the NDI construction may be not, a negative adverbial, or a negative verb. In this respect, NDI has similar licensing environments to those of negative polarity items (NPIs). NPIs are licensed only in a negative environment. Borroff (2006) deals with characteristics of NDI in detail, but she does not explain the relation between NDI and other inversion phenomena in English. Therefore, she fails to capture the generality of the two. I argue that NDI is related to other ICs such as SVI and SAI, focusing on the very nature of these constructions. In English, degreemodified adjectives typically follow the determiner, but they may precede the article in NDI constructions. I argue that this noncanonical word order is related to a specific function, i.e., Green``s (1980) emphatic function. I also argue that the NDI shares this same function with other ICs, such as the SVI and SAI constructions. In this respect, the nature of the NDI will be more clearly revealed when we examine these inversion phenomena together, not respectively. Therefore, further studies should be focused on why a speaker uses this noncanonical word order instead of the canonical word order.
6,100
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This study aims to carry out a theoretical survey on the development ofevaluation theories for foreign language textbooks. This study also focuses on recognizing the importance of textbook development in the field of not only teaching English as a foreign language, but also teaching Korean as a foreign language. Recently, the field of teaching Korean as a foreign language has made progress and we should admit that the theoretical basis of Korean as a foreign language is closely related to English as a foreign language. So it is necessary to adapt the theories for evaluating EFL textbooks in the field of KFL. Hence, this study intends to pursue three aims: the first is to study the existing theories of English textbook analysis, classifying them by the time (1970s, 1980s and 1990s), the second is to examine the transitional aspects of theoretical analysis of English textbooks, in order to develop a textbook of Korean as a foreign language, and the third purpose is to suggest a direction for which the future textbooks of KFL (Korean as a foreign language) and EFL (English as a foreign language) should progress through studying the theoretical analysis of textbooks for teaching English as a foreign language.
5,600
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This paper aims to suggest pragmatic instructions for conducting anEnglish course that focuses on speaking and listening skills through using drama as a language teaching activity. Recent research on drama in the ESL/EFL classroom has been about the benefits of drama and methods one can use, but research on techniques, activities, and methodology that is more beneficial in regards to student``s improving their language capabilities has been lacking in Korea. For this study, drama approaches and techniques were examined based up on the constructivist methodology in teaching English as a second language and researcher``s observation and participants`` journals were analyzed. With this research as a premise, a model for a drama course that might effectively enhance student``s speaking and listening skills is proposed. The suggested model proposes a blend of approaches and a variety of techniques that have been used globally among the EFL community, focusing on bonding activities for warm-up and team-building, guided activities for creating a scenario and debate and discussion.

A Review of Errors in the Journal Abstract

( Eun Pyo Lee ) , ( Eun Kyung Kim )
5,600
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This study examines 29 journal abstracts that were completed reviews for publication in the year 2012. It was done to investigate the number (percentage) of abstracts that involved with errors, the most erroneous part of the abstract, and the types and frequency of errors. Also the purpose expanded to compare the results with those of the previous study done on error analysis of abstracts in 2007. This comparison was to check if the corrective feedback on the abstract in the past several years played any role in reducing errors. The parts which had most errors were methods (79%) and results (76%), respectively. Throughout all four parts, purpose, methods, results, and conclusion, using the wrong words (expressions) was the most troublesome type of errors. Preposition errors, omission and addition of words along with some miscellaneous errors decreased compared to the results of 2007 study. Giving corrective feedback on the abstract during the past years might have helped the researchers in nursing profession reduce errors since some of them continuously submitted research papers to the same journal and some others may have referenced the previously published abstract prior to their submission. It is advised to provide L2 learners with corrective feedback so that they can notice, understand errors and build cognitive error correction processes.
5,800
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The purposes of this study are to examine what type of errors students make more between form-based and meaning-based errors, as well as to investigate in which error categories Korean learners frequently make errors and mistakes. In three studies, 264 essays from 42 subjects who were at a Korean university were collected. This study adopted error correction symbols by Harmer (2007) to analyze error categories simply and easily. The results indicated that form-based errors (91%) were generally reported much more than meaning-based errors (9%) by both the teacher``s and students`` review. In contrast, although students had different situations in three studies (e.g., a case study, two sample studies), the results were not much different: learners frequently made errors with the article and grammar categories. In English as foreign language (EFL) environments, interactions via peer-review feedback have been considered as profitable tools; however, teacher-review feedback is still required to facilitate students`` second/foreign language (L2) development. These findings suggest that students will develop the quality as well as the accuracy of their writing when they recognize the most frequent error categories in their L2 writing.
5,700
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This study presents how college freshmen students reflect on their writing skills using a triangular writing process. A triangular writing process consists of Clog as a freewriting format, personal journal log as an informal writing format, and writing assignments as a formal writing format. Participants were 47 undergraduate students who took College Writing course, a course required in liberal arts upon entering college. Followed by a nature of qualitative study, the study data was collected through open-ended questionnaire and narratives. Through thematic analysis, the study results revealed the three main themes emerged from a reflection of a triangular writing process: 1. expressing thoughts and ideas; 2. applying writing style, 3. enjoying self-directed writing. The study results suggested that student writers need to make a connection between informal and formal writing formats in order to exercise writing which can be continually circulated throughout the semester and help students to become fluent in writing as well as gaining competency. A suggestion for further research on an L2 writing class is presented as well as study limitations.
5,200
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In the teaching of foreign language reading, there have been at least three distinctive approaches for communicative competence: grammartranslation method, comprehension-questions approach with an emphasis on reading skills and strategies, and extensive reading approach. This paper surveys a selection of recent studies that address important concerns in foreign language reading pedagogy, and discusses the current issues towards fluent reading for learners`` communicative competence. And it is shown that how the efficient reading methodologies in EFL context are developed on a chronological basis. In addition, this study poses the reading issues for learners`` reading proficiency and discusses the pedagogical implications from the perspective of language acquisition.
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