The Journal of Language Teaching and Learning

Number Vol3, No2, 2013

1-20
An Analysis of ESL Learner Preferences for Native Accent Retention and Reduction

Authors: K. James Hartshorn

Abstract

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Number of views: 505

Though most ESL learners desire a “native-like” pronunciation, researchers have observed that some may want to retain features of their L1accents as a means of maintaining identity. This raises important questions about the best ways to teach L2 pronunciation. Therefore, the aims of this study were to discover how pervasive a preference for accent retention may be and to identify possible reasons learners exhibit this preference. To accomplish this, a scale was designed to assess a preference for accent retention, and potential explanatory variables were identified. Analyses of 350 ESL learners identified varying levels of a preference for accent retention, and revealed three significant predictors of this tendency. This article explores possible reasons for the observed results, including an effort to unify the findings through what is referred to as a propensity for proximal linguistic status. Some considerations for ESL pronunciation pedagogy are also discussed. Keywords: Pronunciation pedagogy, accent retention, accent reduction

21-29
Applying Toulmin Model in Teaching L2 Argumentative Writing

Authors: Jingjing Qin

Abstract

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Number of views: 504

This classroom-based research is intended to examine the effectiveness of employment of the Toulmin model in teaching argumentative writing in a Turkish EFL university classroom. Argumentative writing samples by 16 freshmen were collected before and after the instruction. During the instruction, a variety of one-hour activities incorporating the Toulmin model were integrated into the regular 10-week teaching curriculum, including explicit instruction of the Toulmin model, awareness-raising about the Toulmin model and its elements with carefully selected reading passages, class debate on controversial issues, and identification of Toulmin elements in published argumentative essays. The results showed that students’ argumentative papers improved after instruction, presenting more enriching and complex argument structures, exhibiting the important elements in argumentation, such as opposing views and rebuttals, which were almost non-existent in their previous argumentative papers. The students also felt that the instruction had empowered them to write argumentative papers in the future. Keywords: Toulmin model, academic argument, argumentative instruction, Turkish EFL university students, academic writing, EFL writing

30-39
Students’ Approaches to Learning in an English-Medium Higher Education

Authors: Yasemin Kırkgöz

Abstract

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Number of views: 478

This in-depth, qualitative study examines perceptions of the learning approach that students receiving their higher education in the medium of English language adopt, factors that influence students to adopt a particular learning approach, and which approach tends to be more effective in terms of learning outcome. First and finalyear students (n=151) responded to a survey questionnaire. Furthermore, interviews were held with volunteering students (n=48). Students’ responses indicated a tendency towards surface learning during the first-year and a mixture of surface and meaningful learning during the final-year. Various factors were identified affecting the students’ adoption of an approach. Deeper learning was achieved through the use of a strategic learning approach by the students’ jointly constructing disciplinary knowledge. Suggestions are proposed to promote students’ achievement of more effective learning of their disciplinary knowledge. Keywords: English-medium higher education, acquisition of disciplinary knowledge, strategic learning, deep learning, surface learning, joint construction of disciplinary knowledge

40-57
The Role of Dissonance and Harmony in one L2 Learner’s Identity Development during a Language Camp Experience Abroad

Authors: David R Byrd, Catherine A. Byrd

Abstract

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Number of views: 479

Second language (L2) camps provide learners with a short-term and intense experience with the target language and culture. The interactions among the campers can provide the opportunity for beliefs and values to be questioned or supported as language and culture skills are developed. This study examines the identity development of one L2 learner at a language camp in Turkey, as recorded through journal entries. Using a qualitative phenomenological research approach, the data analyzed suggest that both dissonant and harmonious events can shape a language learner’s concept of self. Applications for the classroom are discussed, based on the findings of the study. Keywords: L2 identity development, language camp, reflection, journaling

58-64
Issues and Remedies in Composite Scoring: A Case of Joint EGP-ESP Test

Authors: Razieh Rabbani Yekta

Abstract

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Number of views: 428

In comparing the high- stakes ESP tests administered in recent years in Iran for Master Degree and PhD levels admission purpose, a vast area of uncertainty arises as to the nature of scoring system used at the large scale for these competitive exams. Where we had the modular PhD entrance exam with a prerequisite EGP Module followed by a Specific Purpose Module, the participants of our Master Degree counterpart test sat for a joint or blended EGP-ESP subtest which then was scored and reported in a composite percentile and interpreted along with other knowledge subtests against a common national norm. In this article, we attempted to address the issues associated with these models of scoring and the problems which are due from it for our accountability system. Keywords: Composite percentile, joint EGP-ESP tests, scoring system, norm- referenced models

65-71
Fostering Multilingual Spaces in Second and Foreign Language Classes: Practical Suggestions

Authors: Alison Crump

Abstract

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Number of views: 398

In this globalized world, second and foreign language classrooms are becoming increasingly linguistically and culturally diverse. Despite the numerous benefits of including learners’ L1(s) in language teaching, common approaches to language teaching (e.g., CLT) are based on the idea that languages need to be kept separate in order to be learned. This article begins with an overview of the benefits of using the L1 in second and foreign language learning, including encouraging cross-linguistic transfer of skills and motivating and engaging learners. It then provides practical teaching suggestions for fostering multilingual spaces that teachers can use with groups of students who do or do not share the same L1. Keywords: Multilingualism, L2/FL pedagogy, translation, identity texts, dual language books, language awareness

72-83
Use of Comics Manga as a Learning Tool to Teach Translation of Japanese

Authors: Hamako Furuhata-Turner

Abstract

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Number of views: 514

The use of Japanese comic manga as a learning tool enhances students’ translation competences, cultural knowledge, and motivation. Due to strong interest in Japanese popular culture, the enrollment of college students in Japanese language classes in the United States has been growing since the beginning of the 21st century. This paper will explore the advantages of teaching Japanese through translation via manga. This paper will present useful information for translating Japanese manga texts, reflecting how Japanese communication choice reflects cultural norms. The characteristics of the linguistic, sociolinguistic and cultural aspects of manga texts will also be discussed. Translation procedures will be presented using samples of Japanese sentences, so that the procedures will assist students in translating such texts. Finally, challenges that cause translation difficulties in translating Japanese into English are introduced, and some tips and strategies are offered for aspiring student translators. Keywords: Japanese translation, teaching translation, comic translation, Japanese Manga