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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 : 22권 2호 (2018)
6,500
키워드보기
초록보기
It has been widely acknowledged in the academic field that English is being used as a lingua franca among people from various first language backgrounds. However, the notion of English as a Lingua Franca (ELF) does not seem to have been integrated into English classrooms, especially in China, a country from the Expanding Circle. As China has the largest population of learners of English as a foreign language, the current study aims to investigate university students’ and teachers’ perceptions of and attitudes towards ELF in the Chinese context. A total of 168 non-English major students and 30 college English teachers from a top university in Mainland China participated in the study. Two questionnaires were distributed to our student and teacher participants, respectively, and a semi-structured interview was organized afterwards. It was found that neither the students nor the teachers have sufficient knowledge about ELF, despite their awareness of the lingua franca function of English. Both the students and the teachers appear to be deeply attached to “Standard English” under the influence of “native speaker norm” in English teaching contents and methods. However, the students hold highly positive attitudes towards ELF and express their willingness to learn about it in class. Therefore, it is of vital importance for English teachers to reconsider their beliefs and teaching practices and try to incorporate an ELF orientation into English teaching.
초록보기
The purpose of the study was to investigate the relationship between Chinese MA students’ depth of vocabulary knowledge, their use of L2 vocabulary learning strategy (VLS), and the types of L2 contact they encountered while studying abroad. 165 Chinese MA students from a British university participated in the study by filling out the questionnaire which comprised a measure of L2 contact (Freed, Dewey, Segalowitz, & Halter, 2004), a survey of vocabulary learning strategy (Gu, 2005), and a vocabulary test based on the Word Associates Format (WAF) (Read, 2000) used for measuring their vocabulary knowledge depth. Exploratory factor analysis yielded five types of VLS and five types of L2 contact. Results of stepwise regression analysis indicated that strategies related to contextual guessing and using a dictionary as well as L2 contact variables of reading and interacting in English were positive predictors of vocabulary knowledge depth. However, Pearson’s correlation coefficients revealed no relationship between the vocabulary test results and the variables of either VLS or L2 contact. Implications of the findings suggested how advanced Chinese ESL learners could maximize their lexical gains by using VLS and engaging L2 contact while studying abroad.
5,800
초록보기
The purpose of the study was twofold. First, it investigated the kinds of writing tasks in textbooks used by senior high school students in Japan. Second, it examined the Common European Framework of Reference for Languages (CEFR) levels of the writing tasks in English-language textbooks for Japanese senior high school students. The study focused on the authorized “English Expression I” Japanese textbooks. The series of seven “English Expression I” textbooks contains 100 writing tasks, which were analysed to see how their types matched the CEFR criteria. Rasch modelling was then used to assess the difficulty of six selected writing tasks. A total of 158 Japanese senior high school students participated in the main research. They were asked to write six English compositions without using a dictionary and were given twenty minutes to write each composition. The research was conducted over a period of one week. The results of the modelling suggest that writing a self-introduction is more difficult than other writing tasks, such as writing about interests and daily life. More than half of the writing tasks in the textbooks were categorized as writing about “oneself” rather than writing about “others”, and most tasks belonged to the CEFR A1 level.
5,500
초록보기
This study aimed to investigate that the language policies of Korea have been changed to meet the needs of the globalized world. The purpose of this research was to examine how English language textbooks reflected the goals of the language policies of Korea for promoting the competences of Korea’s young generation to participate in a global competition. As for the research methodology, English language textbook analysis was adopted because English language textbooks approved by the Korean government show the essential elements of Korea’s globalization policies, as found in the contents of the English textbooks. The nine middle school textbooks published in 2015 and 2017 (one textbook in grade7,8,9 from 3 different publishing companies) were analyzed, focusing on the topical construction and cultural contents. The results of the textbook analysis showed that the topics of the textbooks were diverse and the cultural contents of English textbooks were varied so that the cultural awareness of Korean students could be expanded. So the language policies of Korea can be evaluated as appropriate for cultivating the young Korean generation’s capabilities so as to participate in the globalized world.
6,600
초록보기
The present study explores the effects of meta-cognitive strategies, working memory capacity (WMC), and syntactic awareness on Chinese EFL learners’ L2 reading comprehension. One hundred and sixty-seven Chinese college students who were enrolled in the required English class, aged from 19 to 21 years, participated in this study. A questionnaire related to meta-cognitive strategies, a reading span test, a syntactic knowledge test, and a reading comprehension test were administered to the participants to collect data. Descriptive statistics, one-way ANOVA, a correlation analysis, and a multiple regression were used to analyze the data. Results showed that there were significant differences in meta-cognitive strategy use, working memory capacity, and syntactic awareness among three groups of differing English reading abilities. Syntactic awareness was the most strongly correlated with reading comprehension. The result of a regression analysis indicated that meta-cogitation, WMC, and syntactic awareness all showed a statistically significant prediction for L2 reading comprehension. Accordingly, the results suggest that instruction for developing reading comprehension should prioritize syntactic awareness, and then focus on the activation of WMC together with the use of reading strategies for successful reading comprehension. From the results, some practical implications to effectively improve L2 reading comprehension are provided at the end.
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