글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

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 : 18권 1호 (2014)
초록보기
Although there seems to be no doubt that English as a lingua franca paradigm has affected the focus of English language teaching toward the issue of mutual intelligibility, studies involving only non-native English speakers (NNS-NNS interaction) are still in their infancy. Using a sequential analysis, this study examines how Japanese learners of English communicate with non-native English interlocutors who do not share their L1 background, and analyzes how they overcome non-understanding when a breakdown in communication occurs from the perspective of English as a lingua franca. Data from video-recording and interviews were collected and the interactions in the three groups, including L1 speakers of Japanese, Malay and Chinese, were analyzed. The analysis reveals that ELF users` interactional modifications probably vary depending on the interlocutors and the given context, and also that non-understanding might not be overcome only through a particular modification pattern, but that a few different types of modifications and negotiation of meaning may be needed for a successful communication among the interlocutors. These observations suggest that English as a lingua franca interaction is cooperative and mutually supportive. Based on these findings, raising teachers` awareness of the lingua franca role of English and the need for implementing the training of negotiation skills for a successful communication are also discussed.
5,400
초록보기
This paper investigated the extent to which Iranian EFL students are aware of the appropriate use of request speech act in English speaking contexts in terms of formality, politeness and indirectness. A researchermade discourse completion test (DCT) including 16 scenarios was distributed among 130 advanced students in private English institutes in Ilam city. Results revealed that 90.5% of the participants adopted formal or highly formal requests, 88.5% requested politely and 67.2% performed indirect requests. In addition, the results of chi-square tests confirmed significant relationships between the three variables, meaning that those participants who were careful about using appropriate degrees of formality tended to act politely and preferably indirectly. The study, thus, led to certain implications for students, teachers, material developers and curriculum designers.
5,500
초록보기
Framed in the sociocultural theory, this case study was designed to investigate teachers` professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City, Taiwan. Results of this study support the situated and social nature of teacher learning, although the socialization of the participants did not follow the typical process of learning in community of practice (COP) in which newcomers become seasoned members of a community by slowly progressing from legitimate peripheral participation (LPP) to full participation. Findings also suggest that to understand the complex and dynamic nature of teacher learning, the core as well as the non-core practices and members of a COP need to be taken into consideration.
5,600
초록보기
With the shift in language teaching towards a more learner-centered approach, there is now an emphasis on considering learners` views on what goes on in the classroom. Involving learners in selecting and evaluating classroom activities as well as listening to their voices and preferences can be helpful for teachers in planning lesson and designing materials. With this idea in mind, the present study focuses on the tertiary students` perceptions of ``ideal English lesson`` in Iran and Japan. 115 Iranian students completed a questionnaire designed by Littlewood (2010). The results were compared with the Littlewood`s (2010) study with Japanese students as well as students from three Asian countries (Hong Kong, Singapore, and Mainland China). The findings show that for Iranian students non-communicative activities were regarded as an ``ideal English lesson``. Japanese students expressed generally more conservative preferences than their counterparts in Iran and the three other Asian countries. The results suggest that learners` beliefs about language learning, proficiency level, and future needs may affect their current preferred classroom activities. Implications for lesson planning and curriculum development are also discussed in this paper.
5,900
초록보기
This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study`s course-book was focused inspired by Fairclough`s (1992) framework in terms of genre, text type, vocabulary, and structures as well as the reporting modes and intertextuality types. Moreover, 40 homogeneous female and male students were selected as the participants of the study in order to investigate the effect of intertextualty-aware instruction on their comprehension of reading passages. The findings indicated a significant difference between the performances of two groups on the final reading comprehension post-test in the way that experimental participants who experienced the study`s treatment performed remarkably better than their peers in the control group. Furthermore, it was found that gender was not a determining factor for intertextuality-aware instruction in the way that participants of both genders had more or less similar performance on the study`s post-test.
5,700
초록보기
Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students` citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six measures: languages of sources, credibility of sources, kinds of sources, citation strategies, references in essays, and reference lists in essays. The results of the analysis revealed that the students tended to (1) rely on Japanese, rather than English, sources; (2) distinguish credible from non-credible sources; (3) favor books and online materials as sources; (4) use data as well as direct quotations and verbatim translations as citation strategies; (5) properly cite sources in their own essays; and (6) list sources in a reference section. A qualitative sample analysis was conducted to examine actual instances of both effective and ineffective citation practices manifested by a student writer. The study suggests that it is necessary to integrate four language skills into writing instruction, to understand each student`s citation behavior from the developmental perspective, and to prepare more precise guidelines for the use of online materials.
5,700
초록보기
The essential function of critical thinking in education is obvious by many studies done in this field. The main purpose of this article is to find the relationship between critical thinking levels of Iranian EFL learners and their performance on different modes of writing. The sample of the study selected among those who studying English at the advanced level at Kish Institute of Science and Technology, Rasht, Iran. The instruments used in this study included the Longman paper and pencil test (2004) for ensuring the homogeneity of the learners, a critical thinking questionnaire (Honey, 2004) with 30 items into the 5-point Likert scale type that used to divide learners into high and low critical thinkers and an analytic scale of Weir (1990) for assessing participants` argumentative and descriptive writings. The study followed an ex-post facto design. The results of inferential statistics revealed a statistically significant difference between the writing performance of high and low critical thinkers in both the descriptive and argumentative modes. It was found that the high critical thinkers` writing was better in both modes of writing compared to the low critical thinkers. The result of this research helps teachers to consider the effect of critical thinking on the learning process. Moreover, the syllabus designers and course-book writers should think about critical thinking as an influential element in their program.
6,300
초록보기
Current studies show that it is becoming clear that language teachers give significant importance to learners`` motivation level, interest levels, and attitudes toward their learning. Motivated teachers can have a powerful influence on students` career directions, and positively impact learners` motivations and interests. However, not many studies have been conducted on teachers` motivation. This teachers` motivation research focuses on teachers` career history, job satisfaction levels, and what university English teachers value in their teaching jobs. In this study, the researcher is attempting to explore factors which enhance and affect university English teachers` motivation in detail. It investigates teacher motivation through quantitative research utilizing questionnaires with six Likert scale questions to explore what teachers experience on a daily basis and throughout their teaching career, both inside and outside of their classrooms. It was found that Japanese university EFL teachers tend to seek intrinsic needs and wants such as autonomy, self-growth, and seeing students` growth through daily interaction in English classes. The results suggest that inner psychological aspects of motivation can be a powerful source of motivation. At the same time, they seek job security most among many extrinsic factors. It implies that working conditions, especially hiring conditions regarding the contract, such as whether they are hired as part time or full time, tenured or contract, dynamically affect teachers` motivation when seeing their career as a lifelong career in their profession.
6,500
초록보기
The present study mainly focuses on the topic development in student written production through the consistency between student selfassessment and teacher assessment. In the present study, topic development means “cohesion”, “overall organization”, and “coherence”. It proposes the next hypotheses: (i) Students could assess cohesive devices such as discourse markers as well as teachers do. (ii) Students could assess the overall organization pattern of their written production as well as teachers do. (iii) Students could assess the coherence of their written production as well as teachers do. 169 Japanese high school students whose ages ranged from 16 to 18 years old were asked to write an essay with about 150 words in 30 minutes. One American English teacher and one Japanese English teacher also participated in the study. Teachers and students used the same self-assessment sheet written in both English and Japanese. And then 82 students` written production was chosen as the subject based on the number of the words*. They were divided into three groups referring to teachers` assessment. The results show that the writing patterns in terms of topic development are divided into eight patterns. The self-assessment of the students is not different from teacher assessment in the aspect of overall organization. However, the consistency between teacher assessment and student self-assessment was not found in the assessment of other cohesive devices and overall coherence.
초록보기
English has assumed a new role in international communication in recent decades, that is, as a Lingua Franca (ELF) among speakers with different first languages. This study attempts to investigate and analyze Chinese university students` perception and production of paired English fricatives from the perspective of ELF. By using a listening discrimination task and a reading task, respectively, the study examined how thirty two non-English major freshmen from a key university in Mainland China perceived and produced English fricative consonants. It was found that the participants had extreme difficulty distinguishing between the two sounds in three pairs of consonants in perception, namely, /o-z/, /v-w/, and /θ-s/. In terms of production, the participants tended to replace the English fricative sounds, especially /o/, /□/, /v/, /□/, with various substitutes. These results indicate that Chinese students often have more difficulties with certain fricatives than with others. In addition, they seem to have particular problems with voiced fricatives. Therefore, it is suggested that priorities should be given to those that impede mutual intelligibility in international communication, namely, to those that fall into the Lingua Franca Core (LFC).
1 2 >