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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 : 9권 1호 (2005)
5,700
초록보기
This paper introduces the way of incorporating MALL into EFL reading instruction for middle school students. Some of empirical researches into multimedia and the efficiency of multimedia in language learning are explored. For the purpose of inspiring students`` motivation and improving their reading skills, email was sent with hyperlinked information concerned with what they were taught or encouraging remarks. Computer-based visual aids were used for vocabulary work, and a wide range of teacher-generated web activities were provided for constructing interactive learning setting. The activities students took part in are described according to the three phases, pre-reading, while-reading, and post-reading. The results through a questionnaire and two kinds of different doze tests show that MALL instruction could be a powerful motivation facilitator and a useful leaming-teaching tool for improving students`` reading skills.
5,800
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Demographic and situational changes have led to the increasing importance of reviewing the curriculum of English language programs in Japan in recent years. This article will describe a study investigating the perceived English language needs of students at a university in Western Japan as part of a curriculum review. In a curriculum review, students`` perceived English language needs are often collected and taken into consideration toward any curriculum revision of a program``s goals and objectives. Various statistical analyses, including factor analysis and multiple regression, of data from a needs analysis survey completed by first-year university students were used to investigate their perceived English language needs. Of particular importance for the study are the results of the analyses which show that caution must be taken into how needs analysis survey data is analyzed and interpreted. Using more complex statistical analyses revealed perceptions which differed from those identified by looking only at the descriptive statistics. The results of the study have allowed for more fruitful discussion of the process toward determining the goals or objectives of EFL programs.
6,200
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This paper reports on a study in which the effect of cooperative learning (CL) instruction on learners`` oral performance in the school-based oral assessment was investigated. The influence of CL on learners`` patterns of communication during group interaction was also examined. Data were elicited from sixty two students from an urban secondary school in Malaysia. The quantitative results seem to imply that CL instruction has a positive influence on learners`` performance in the oral assessment. Further analysis on learners`` discourse showed that learners who received CL instruction produced patterns of communication which were more meaning focused and created opportunities for negotiations of meaning.
5,900
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Small group activities were favorably adopted by many ESLIEFL teachers to facilitate second language teaching through more communicative interactions. This study attempts to develop a fuller understanding of small-group, EFL classes by describing the features of interactions between the participants within small groups. Long``s (1983) study supported the notion that the size of the group affects the nature of interactions in the ESL settings. Long (l996) also indicated that negotiation for meaning occurs more frequently as ESL learners engage in small-group work and that negotiation for meaning plays a significant role in second language acquisition. Therefore, this study seeks to gain insights into what actually occurred in small groups, with the aim to maximize the opportunities for successful language teaching. The data were collected via audio and videotapes in two (high V.S. low proficiency) freshman English classes at Tunghai University. Approximately 10 hours of small-group interactions were recorded and transcribed. Research findings showed that both high- and low-level students negotiated for meaning in small groups. Yet, high-level students had more confidence as they negotiated with other group members than low-level ones``. In addition, students at the high-level class did speak English to explain unclear utterances and argue for their position while those at the low-level class seldom did. Some pedagogical implications were suggested for both high and low level EFL students accordingly.
5,700
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Holistic assessment is generally the tool of assessment used in almost all higher education settings for evaluating student writing samples produced in placement and exit examinations for academic writing classes. The major reasons for its use are its practicality and efficiency in terms of time in light of the reality that writing instructors teach multiple writing classes, and consequently, only a few instructor-raters are available to assess a large number of writing samples within a short period of time. Holistic evaluation has attained a great deal of face validity because of its wide use, and importantly, its reliability and validity have been often taken for granted by the writing instructors and program administrators. An in depth study of the tool per se, however, reveals that it has certain serious empirically ul1veri fied, unresolved and unstudied issues. For example, no study has so far shown what the goals of holistic evaluation are, how it conforms to construct validity, why rater reliability is to be preferred in lieu of instrument validity, whether holistic evaluation is a natural reading process, and so on. In fact, there is not even one full length in-depth research study that has attempted to show how holistic evaluation as a process works and under what cognitive, affective, and evaluative constraints do the raters process the student writing samples. An attempt has been made in this paper to highlight some of these major issues so that future research studies can focus on these concerns. Till then, it is recommended in this paper that holistic assessment is used as an assessment tool with great care and prudence since its issues may outweigh its benefits. The concluding section contains suggestions for future research.
6,000
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Second Language researchers often associate the non-target passi ve morphology [be+ Veil] complex with unaccusatives, and take the auxiliary be to be responsible for noun phrase movement of the logical object to the formal subject position. In doing this, they postulate the auxiliary be to be a pseudo-passive marker. However, there is evidence that the interlanguage (IL) [be+ V] complex is also found with transitives and unergatives, and the verb is not attached with the -en morpheme, but with anyone of the inflection morphemes. Through the administration of an acceptability judgment task, and an elicited translation task, the study reported here shows that the adult Ll Chinese speakers of L2 English accept and produce the IL [be+ V] complex even though the formal subject position is not filled with a logical object, the thematic verb is not an unaccusative verb, and the bound morpheme attached to the verb is not the passive -ell morpheme. Adopting Ouhalla``s (1991) postulations of be and the two parametric values of the Aspect parameter, the findings of the study suggest that the IL [be+ V] complex is a nonnative perfective aspectual construction.
6,100
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This paper investigates participation patterns and critical thinking processes by which knowledge is processed and constructed in an asynchronous on-line discussion in comparison with those of a face-to-face discussion through videoconferencing. The focus is to examine the on-line discussion as part of the learning process to complement face-to-face discussions as a means of developing critical thinking. Participants were Korean and Japanese undergraduate students. Knowledge in collaborative learning is viewed as a social construct facilitated by peer interaction, evaluation, and cooperation. Online discussions have been seen as an effective means to encourage collaborative construction of knowledge. Based on the perspective of collaborative learning, the author adopts the Garrison et al.``s (2001) model as a basic framework for analyzing types or levels of critical thinking (i.e., trigger, exploration, integration, resolution). The results suggest that in-depth thinking using higher levels of critical thinking was more likely to occur in asynchronous on-line discussions than in face-to-face discussions. This tends to be supported by collaboration, a way of triggering further responses. Based on the findings, this study attempts to illuminate the process of collaborative interaction in developing knowledge in the asynchronous on-line discussion.
5,100
초록보기
Malaysian language policy implementers need to institute a sound language education policy to meet the nation``s goals. While recognizing the need to learn English, current language education programs in Malaysia have not been totally effective in achieving the desired outcomes. As such, more drastic measures have to be taken to set the wheel into motion so that an obvious improvement in language ability can be seen. This actualized in the introduction of teaching mathematics and science in English in Malaysian schools in 2003, a strong measure to uplift the standard of English. The policy change led to several implications, among which is the question of how the new policy would affect classroom implementers of teaching mathematics and science in English. These teachers form a significant segment of stakeholders involved in the education innovation. Their attitudes, concerns and reactions are a significant indicator of the efficacy of the policy change. Investigating teacher perspectives is relevant as the teachers are an important factor in ensuring quality education as teacher expectations, their sensitivity, priorities and values, contribute to the quality of the learning process. With this in mind, a study was carried out to gauge the language policy impact on mathematics and science teachers, upon whose shoulders lies the heavy burden of ground implementation.
5,200
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This paper discusses the intersection between technology, culture and philosophy as it pertains to the problems surrounding on-line learning and the aims of education. The introduction of information technology into society prompted many to think that they have already found a panacea, a tool for educating the entire population effortlessly and effectively, all seemingly without the need for human teachers. However, as information technology actually begins to permeate the existing strata of society, problems start to emerge, ranging from the macro one of how to bridge the ``digital divide`` between those who are able to enjoy the benefits of the technology and those who are not, to the micro-level one of how best to utilize the technology in teaching and learning in the classroom setting. All these problems, I contend, are but aspects of the larger problem of how to conceive of the aims of education in the context of the information society. To my mind there has not been much discussion of this very important topic among the educators, for it seems that the aims of education are often presupposed and they are left tacit without actually being spelled out for investigation. However, in the context of the information society, which many societies in Asia nowadays are rapidly becoming, there should be more discussion of what we educators should aim at when we educate our younger generations. I contend that cultural factors have to playa significant role in our attempts to delineate the aims of education in the context of the information society. I will spell out some aims of education, including those of language education, in the paper, as well as how culture and philosophy playa role. The chief question is: How should we conceive of the aims of education in the context of the Asian information society.
5,700
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The present study is an attempt to investigate the way culture is addressed in ELT in Iran in general and the place of culture in ELT at the high school level of education in particular. Throughout the study, along with examining the issue with reference to the relevant theoretical background, a rigorous content analysis approach was also adopted for the detailed investigation of the cultural content of the prescribed English textbooks. The research findings make it clear that the current materials or textbooks are shallow and superficial with respect to their treatment of culture. They are therefore inadequate to the task of teaching culture specifics in the deeper sense (values, norms, beliefs, etc.) or culture-general skills such as intercultural communication and understanding.
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