Main Editions
Developing “The Course†for College Level English as a Foreign Language Learners and Faculty Members in Vietnam
In November, 2005, I was informed I would be sent for four months to Vinh University, Nghe An Province, Vietnam, as part of the Fulbright visiting lecturer program. Before this point I knew I would be going to Vietnam sometime in the first half of 2005, although I did not know where, nor what I would be teaching, nor precisely when I was to start.
The Contribution of EFL Programs to Community Development in China
This article examines the link between the contributions of EFL programs and sustainable community development in China by examining the recent developments in a small northeastern city. It seeks to spur greater dialogue on the value of EFL education initiatives as a means toward greater community empowerment for developing nations throughout Asia…
Description or Prescription for Task-Based Instruction? A Reply to Littlewood
This short paper analyses a recent proposal by Littlewood (2004) on the task-based approach. Littlewood offers two dimensions, task involvement and task focus, on which to place activities in the language classroom. However, it is argued that, at best, the dimensions might serve for description, but even then they have shortcomings, and are not useful in the discussions on methodological prescription.
Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes
This study aimed at investigating the language learning style preferences of Iranian EFL learners, and the degree of teachers’ awareness of them. To this end, two hundred and nineteen language learners (121 males and 98 females) from different levels of instruction and different ages (14-44), studying at two language institutes took part in the study.
A Survey on the Relationship between English Language Proficiency and the Academic Achievement of Iranian EFL Students
One of the most serious problems that Iranian EFL students face in their field of study is their inability to communicate and handle English after graduating from university. This is due to their weaknesses in general English, which influence their academic success.
Rethinking Validity of the L2 Proficiency Concept: Lessons for EIL
There might be considerable consensus on the models of “proficiency†among L2 education specialists but there is currently no empirically validated description. The more fundamental concept of “communicative competence†and an ongoing debate towards a more detailed analysis of communicative activities have overshadowed the concept of “proficiency.â€
Collaborating Together: Linked Intercultural Learning Activities for Undergraduate Japanese and American Students
A sociologist, linguist, and Applied English professor designed a joint curriculum for Japanese students enrolled in an American Society course and for American students registered for a Modern Japanese Society and Culture course. Students collaboratively engaged in a series of short-term linked tasks, conducted in English, related to the topics of dating, weddings, elementary education, and the sempai-kohai relationship.
Discourse Markers in Academic Lectures
With the expansion of English, academic English has established itself a firm position in curricula for all university fields. Consequently, the need for research into the processes underlying academic performance in English has increased. The aim of the present study was to gain insight into the effect of discourse markers on academic listening comprehension of university students in English as a foreign language setting.
Academic Discussion Tasks: A Study of EFL Students’ Perspectives
High level oral and aural language skills are needed to participate with native speakers in class discussions. This study reveals the findings from interview research where the researcher reports on the EFL graduate students’ expressions of the particular difficulties and challenges in their academic programs needed to satisfy the oral skills based academic requirements for both male and female interviewees.
A Critical Analysis of Learning and Teaching Goals in Gardner’s Theory of Attitudes and Motivation
This is a report of a critical analysis of one aspect of Gardner’s theory of attitudes and motivation. The analysis examines a few pieces of discourse produced by Gardner and his associates on the topic of learning and teaching goals in that theory. Looked at from the perspective of critical discourse analysis, the theory is found to be problematic at least as far as the discourses on its learning and teaching goals are concerned.