Results 61 to 70 of about 268,006 (310)

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, EarlyView.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

Ideophones and sound symbolism in Northern Amis (Austronesian)

Linguistic Typology at the Crossroads
This is a study of ideophones in Northern Amis, an East Formosan, Austronesian language of Taiwan. Ideophones depict sensory experiences, and they generally have the same phonological and phonotactic properties as other lexemes; however, some ideophones ...
Isabelle Bril
doaj   +1 more source

EFL Learners’ Language Learning Strategies: Field Specialization and Gender

International Journal of Education, 2020
Learning strategies are considered capable of greatly helping learners improve their proficiency in English and assist them to be more independent. The purpose of the study is to investigate language learning strategies used by secondary school students ...
Melvina Melvina, Nenden Sri Lengkanawati, Yanty Wirza   +2 more
doaj   +1 more source

This is tom = /ZYZYS’tom/ pronunciation in beginners’ EFL textbooks then and now [PDF]

, 2012
The textbook appears to be one of the most fundamental elements of all formal-setting foreign language teaching and learning. Textbooks function in a foreign language classroom in many capacities (Cunningsworth 1995), one of which is the provision of ...
Sobkowiak Włodzimierz
core   +1 more source

A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions

TESOL Quarterly, EarlyView.
Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley   +1 more source

An exploratory comparison of the inferential ability of EFL and ESL students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Management at Massey University [PDF]

, 2003
The ability to access and interpret information is a very important component in generating knowledge. However, people are not always able to discover information, quickly evaluate the importance of the information and access it (Tichenor, Donohue ...
Zhang, Weidong
core  

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source

Query responses

Journal of Language Modelling, 2017
In this article we consider the phenomenon of answering a query with a query. Although such answers are common, no large scale, corpus-based characterization exists, with the exception of clarification requests.
Paweł Łupkowski, Jonathan Ginzburg
doaj   +1 more source

Frequently Observed Grammatical Errors of Japanese EFL Learners: Their Theoretical Implications [PDF]

, 2019
This preliminary study investigates what grammatical errors are most frequently observed in Japanese EFL (English as a Foreign Language) learners even after the six years of English learning. By a series of free writing tasks, 2691 English sentences were
YAMADA, Toshiyuki
core  

Reflective Leadership in EFL

Theory and Practice in Language Studies, 2012
There seems to be a large discrepancy between leading and learning roles of EFL (English as a foreign language) teacher, learner and principal, which often makes EFL schools fail to build a coherent, collaborative system that supports powerful, equitable learning for all learners.
openaire   +2 more sources