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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 : 19권 1호 (2015)
6,200
초록보기
This study aims to review the development of NWCCDL Project during the last 10 years (from 2005 to 2014), and evaluate the effects of NWCCDL Project on the students`` satisfaction of the project and their affective domain. The research data was analyzed from the results of the questionnaires which were conducted at the end of every semester. This research paper consists of three parts. The first is to review the development of NWCCDL Project from fall semester 2005 to fall semester 2014. The second part is to prove that the participants are satisfied with this project. The students`` satisfaction was analyzed on the results of the questionnaires focusing on several items. The third part is to prove that this project is very effective in cultivating the motivation and interest of EFL learners in the Korean university-level education context. This study can give much significant implication in the EL T area. First, this research is very important in the globalized educational context because NWCCDL Project is the international distance learning project designed to improve English proficiency through the interaction between Japan and Korea university students. Second, this research shows that the participants are satisfied with this project, which implies that using ICT in ELT area can be very effective in a foreign teaching and learning context. Third, this research can show that the interaction of non-native speakers of English through distance learning is effective in cultivating the motivation and interest of EFL learners in Asian countries. So the analytic results from the students`` responses through the questionnaire provide significant implications for the effectiveness of NWCCDL Project in cultivating the motivation and interest of EFL learners in the Korean university, and also for the effectiveness of non-native speakers`` interaction in learning English as a foreign language in Asian countries.
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This study aimed to analyze the perceived needs of L2 postgraduate engineering students in relation to sociocultural behaviours in an EFL contcxt. Semi-structured interviews were administered in order to examine the perceptions of Korean postgraduate engineering students themselves and subject lecturers in Korea. The research indicated that participants tended to be concerned about their own academic culture in the following four aspects: (1) reluctance to present ideas and arguments; (2) hierarchical relationships between lecturers and students; (3) different study and research approaches; and (4) failure to recognize cultural problems. Considering the sociocultural demands in a global academic community leads to the conclusion that Korean students should be expected to have critical awareness and flexibility in their academic lives. Implications of the findings for effective English for Academic Purposes (EAP) programmes for Korean engineering students are discussed.

Sink or Swim

( Sun Mee Chang )
5,900
초록보기
This study investigates how five non-heritage language learners manage themselves in a heritage learner dominant classroom. It looks at mainly the interactions among the students from a sociocultural perspective in terms of their attitude, socialization, and using strategies. The results indicate that most of subject students struggle but successfully manage to keep up with their heritage peers and sometimes put a counter-impact on them and facilitate an affirmative learning atmosphere. Cooperation is the main strategy the students mainly rely on. They seek help from either their heritage peers or the same group peers. One unsuccessful case is found, but it has nothing to do with the heritage learner dominant context. Not being motivated tum out to be the reason.

Focus Intonation in Bengali

( Md Kamrul Hasan )
6,600
초록보기
This work attempts to investigate the role of prosody in the syntax of focus in Bangla. The aim of this study is to show the intonation pattern of Bangla in emphasis and focus. In order to do that, the author has looked at the pattern of focus without-i/o as well as with the same. Do they really pose any different focus intonation pattern from Lahiri and Cole (1999) and others or not-that is also examined in the course of the discussion. The current study reports the finding that the focus intonation in Bangla is H*L1 rather than L *Hp as reported by Hayes and Lahiri. The intonation can be accompanied by shades of meaning. Once a particular intonation contour has been isolated; its meaning can be determined by the emotional situations within which that contour occurs. According to the speaker``s momentary feeling about the subject matter, most sentences or parts of sentences can be pronounced with several different intonation contours. These attitudes can vary from surprise, to deliberation, to sharp isolation of some part of a sentence for attention, to mild intellectual detachment. Intonation in Bangla can have emotive function. This is shown by the examples and figures of (18), (24) and (25) cited in the discussion. The same kind of study of Bangla can be traced in other studies as well; such as the study of Isamu Abe (1955) and Kenneth Pike (1945) would be greater importance in this regard. The focus intonation pattern with clitics and without clitics of Bangla also can be added to form our argument. The examples of (11), (19), (20), (23), (26) with clitics and other examples without clitics and relative figures prove this point. They follow uniform phonological shape of H*L1 of Bangla.
5,100
초록보기
Vocal disorders are very common occupation-related disease in teachers, though it has never been given enough attention in China. As a result, the occupational health care of professional voice users is surprisingly undeveloped compared to the attention given to occupational hearing disorders or many other occupational symptoms. The aim of the present study was to assess the prevalence of voice problems in the general population of Chinese university teachers, and explore whether their voice problems affected their daily life, their social life and their work. A voice strain and voice handicap index questionnaire was administered to university instructors of English (N = 156) in six Chinese universities. Results indicated that voice strain is prevalent among Chinese university instructors. The respondents`` self-perceptions revealed that voice strain was significantly correlated with their job and their daily activities.
5,900
키워드보기
초록보기
The current study was designed to unveil a group of EFL students`` metaphors for English writing and determine whether engaging in peer dialogues helped students to modify their beliefs and practices. It was found that about one third of the elicited metaphors carried a negative tone towards English writing. The metaphor-sharing dialogues among peers were found to help students (1) find unexpected and interesting metaphors; (2) find common ground and support; (3) face and examine one``s feelings about writing; and (4) devise plans and/or make changes to writing beliefs. Pedagogical issues as well as future research directions are discussed to conclude the paper.

Reaction Time in Semantic Priming Experiments with Persian (Ll) vs. English (L2) Primes

( Ali Akbar Ansarin ) , ( Solmaz Saeeidi Manesh )
5,200
초록보기
Representation of languages in a bilingual mind in general and the way bilinguals restore words from their mental lexicon, and the way they retrieve the words have been explored by many researchers resulting in varied findings. The more information regarding bilingual memory is obtained, the better image would be constructed about this knowledge representation. The present study is an attempt to investigate if bilinguals share semantic features of their Ll and L2 using semantic priming paradigm. Tn two experiments, semantically related target-prime pairs were examined. In both of the experiments target words were in English, but the primes were in Persian in the first experiment and in English in the second. Reaction time of sixty Persian-English bilinguals for these prompts was measured by DMDX software. Results showed that semantic priming effect was not there in any of the experiments. The findings suggest that bilinguals have shared semantic representation for two languages with different scripts only for the cognate words. Results also suggest that using semantically related words, for noncognate words, in the process of language teaching is not useful in intennediate proficiency levels.
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This study aimed to discover semantic and syntactic problems Persian native speakers might have while reading English and Persian texts and different strategies they use to overcome those problems. To this end, a convenient sample of 40 intermediate students studying English Literature at Shiraz University was selected. Twenty of them were asked to do a cloze test in Persian (Ll) and the rest to do the English version of the same text (L2). Then, a questionnaire was administered to find out the strategies they used while doing the cloze tests. Results showed that Persian native speakers mostly used syntactic strategies while reading an English text and semantic ones while reading the Persian version of the same text. This tinding highlights the need for a stronger emphasis on ditlerent syntactic features of language in the teaching of reading English to Persian native speakers.
5,400
초록보기
Academic writing at advanced levels is the most important way of demonstrating one``s expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful, discipline-specific academic texts. One of these important factors is motivation. In educational psychology, one view of academic motivation is in telms of different goal orientations that students hold in their academic activities. This study, as part of a larger project, tries to explore different goal orientations that postgraduate students in a foreign language academic context hold while they are involved in writing practices necessary to achieve success in an academic context. The sample was chosen according to convenience sampling. Following a qualitative design, 28 postgraduate students of TEFL (Ph. D. candidates, M.A. holders, and M.A. students) were selected for this study. The participants took part in in-depth interviews. They were asked questions on the way they compose their professional texts, the required compositions (especially paper assignments) and any factor that motivates them in their writings. Analyzing the transcribed interviews, the researchers were able to identify four categories of goal orientations. These categories were named as career-directed, context-directed, mastery, and work avoidance goal categories. This taxonomy brings together the issue of motivation as goal orientation in educational psychology and the socio-cognitive view of writing in a foreign languagc academic contcxt.
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The purposes of this study are (I) to longitudinally measure the receptive vocabulary size (VS) of Japanese EFL senior high school learners; (2) to investigate how the learners develop their VS; and (3) to describe the longitudinal developmental patterns of VS of each learner during their three years of high school. Kasahara``s (2005) VS tests, a modified version of Mochizuki``s (1998) test were administered to 196 learners three times while they were in high school. Descriptive statistics were calculated and longitudinal comparisons were made, using the data of the identical subjects. One-way ANOV As and post hoc Bonferroni tests confirmed that the general course learners made progress throughout their time at school. As for the commercial course learners, they made progress during their first and second years. However, there was no statistically significant difference in average scores between the second and third years. The statistics and the line graphs of longitudinally-measured VS revealed that in the commercial course, 14.7% and 42.7% of the learners made little and or negative progress between their first and second testing and their second and third testing respectively. The study results suggest the three main factors explaining this stagnation of the commercial course learners: school curriculum; motivation; and future career path. Further research should be conducted with learners whose academic levels vary widely to investigate this learning plateau.
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