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 : 20권 2호 (2016)
5,700
초록보기
The purpose of the present study is to investigate the impact of learners` L1s and proficiency levels on their written production. This study also examined the influence of speech upon their writing. The following research questions were explored: (a) How do L1 and proficiency levels of learners affect their degrees of register awareness? (b) Which linguistic features distinguishing writing and speech registers are characteristic of each Asian learner group? This study draws on four sub-corpora of the International Corpus Network of Asian Learners of English (ICNALE), which is considered to be the largest East Asian composition database. Using the methodology originally developed by Biber (1988) to analyze the differences in the spoken and written registers of English, this study investigated the differences in a wide range of linguistic features among Asian learners of English. The results suggest that the L1s of learners affect the degree of their register awareness. Hong Kong learners display a set of stylistically appropriate features, such as nominalizations, predictive modals, and conjuncts, in their academic prose whereas Japanese learners exhibit many of informal features, such as first person pronouns, private verbs, and independent clause coordination, in their written production. Besides, Korean and Taiwanese learners show several features typical of speech, including second person pronouns, in their writing. In addition, this study demonstrates the effectiveness of Biber`s list of linguistic features in the study of spoken nature in L2 writing.
초록보기
Entry to the teaching career in most education systems nowadays is based on academic qualifications and professional credentials. The requirements and trainings for teachers of English vary in different regions and countries. This short review presents the professional preparation of pre-service teachers of English and the English language qualification examinations for teachers in Hong Kong and Mainland China. Hong Kong has been a British colony for over 100 years and it has become the special administrative region of China since 1997. English has always been an important language in the city for business and other commercial activities with other parts of the world. The training of teachers of English in Hong Kong could feature a double degree in education and English language, an English-related degree with a Postgraduate Diploma in Education (PGDE), or a non-English-related degree with PGDE and postgraduate study in the subject knowledge. On top of teaching practices in real school settings, undergraduate programmes offer students the opportunities in immersing into English speaking countries to further polish their language skills. In order to benchmark the English ability of teachers, the Language Proficiency Assessment for Teachers (LPATE) was introduced since 2000. On the other hand, English is a crucial foreign language for China in connecting with the world due to its rapid development. The normal universities in China have a long history in delivering teacher training, and students are granted the teaching licences upon graduation. In addition, the Test for English Majors - Band 8 is deemed as a high-level qualification for teachers of English and other students taking English-related subjects. The present review points out that the English language is an important subject at schools in regions like Hong Kong and China. Thus, trainings for the pre-service teachers are continuously improved and the regional testing systems are developed to ensure the English proficiency of the teachers.
5,900
초록보기
This study delineates two Taiwanese TESOL teachers` efforts of combining English writing with entrepreneurship education to cultivate English majors` interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors` academic writing skills and entrepreneurial capacities. In this study, farming metaphors (“The two farmers,” Planting the seed,” “Growing the seed,” and “Harvest”) will be used to portray the instructors` shared journey of guiding students to complete a creative business planning project. Feedback from students reveals that students gained content knowledge about the business world, and they learned how to write a business plan. For the two instructors, their endeavors to transform English writing courses to link academic knowledge with real-world purposes have encouraged them for more cross-campus collaborations to inject new energy into higher education institutions. To conclude the paper, pedagogical recommendations are provided to foster English majors` learning of English beyond disciplinary boundaries.
5,900
초록보기
This study tried to examine the level of anxiety of Iranian high school students in English language exams and their attitudes towards English language learning. Further, relationship between these two variables and the differences between test anxiety and attitude in different genders and majors of study were addressed. Westside Test Anxiety Scale and Language Learning Attitudes Questionnaire were used as research instruments to collect the data. The instruments were translated into Persian and their reliability and validity were confirmed. They were, then, administered to 400 male and female high school students. The findings showed that 60% of students had an above average level of test anxiety. However, no significant difference in test anxiety was found between male and female participants. Nonetheless, the level of Incapacity was higher among females but the level of Worry was not significantly different. Significant differences in anxiety level were found between students of Mathematics vs. Humanity; Science vs. General, and Humanity vs. General, yet no difference was found between students of different majors regarding attitude. However, female participants tended to have more optimistic attitudes toward English language learning. In spite of the fact that meaningful differences were found between gender vs. Risk-taking and Ambiguity, no meaningful relationships were found between gender and Self-image, Inhibition and Ego Permeability. In general, there was a meaningful, nonetheless weak, relationship between test anxiety and attitude, and between test anxiety and age.
6,300
초록보기
Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide suggestions to inform better instructional practices. The FL model applied to the study was based on the University of Texas at Austin Center for Teaching and Learning and was conducted in a general English course for one semester at a university in South Korea. Both qualitative and quantitative data was collected in the form of a questionnaire administered to 80 students at the end of the course. The results were largely positive. Over half of students felt that the FC model aided their English studies. Students felt the FC gave them more chances to communicate in English, in addition to greater participation, preparedness, and feedback. Students also reported that the FC helped them have a deeper understanding of the course content. However, some students reported some dissatisfaction with the FC. When questioned regarding the disadvantages of FC, many reported the time requirement of the online homework and quizzes in addition to the video quality and variety of activities could be improved upon. Suggestions on how to use the FC more effectively are provided at the end of the paper.

An Asymmetrical Network Model of the Japanese EFL Learner`s Mental Lexicon

( Noriko Aotani ) , ( Naoki Sugino ) , ( Simon Fraser ) , ( Yuya Koga ) , ( Kojiro Shojima )
5,400
초록보기
The aim of this study is to construct a model of a simple lexical network showing the strength and asymmetry of the connections between vocabulary items in the L2 mental lexicon of Japanese learners. The study focuses on eight nouns and investigates how they are networked, and whether the existing network structure formed by these nouns would be affected by the introduction of an adjective. Data in the form of perceived relatedness of the nouns collected from 17 Japanese EFL learners at different proficiency levels are analyzed using AMISESCAL (Asymmetric von Mises Scaling). AMISESCAL is a newly developed statistical model that visualizes asymmetric relations among elements on a two dimensional map. Both strength and asymmetry of the connections among vocabulary items are explicated using this model; distinctive features of the EFL learners` mental lexicon are thus obtained. The varieties of L2 network structure and the differences between individual learners are discussed.
5,700
초록보기
Over the past decades, there has been an increasing tendency to incorporate new technologies in language education. Although EFL students and teachers are accustomed to using new technologies in their everyday life, they may not be well aware of such assets in education. This qualitative study aimed at investigating how Iranian B.A. English students perceived and used new technologies before and after an undergraduate course of CALL. A total of 27 senior students of Yasouj University participated in this study. They were interviewed by one of the researchers before and after the course. Content analysis of the interviews revealed that almost all participants appreciated the course and it had engendered their enthusiasm about CALL potentialities and the new learning options it might offer. The respondents maintained that the course raised their awareness on how CALL could expedite their learning through providing more chances of both oral and written communications with native and non-native speakers of English well beyond the confinements of their traditional EFL classes. Although some participants were anxious about utilizing new technologies, they were favorably inclined towards CALL uses after the course. More specifically, the paper provides insights into the implications of raising university students` awareness about CALL.
1