RSSVolume 11 Issue 5

Teaching Basic Verbs to Japanese Adults Using the Core Image Method

| December 28, 2009

Basic verbs such as “go”, “come”, “take”, and “have” not only have several entries for meaning in a dictionary, but they are also combined with a variety of participles, prepositions and nouns to form idiomatic expressions. Therefore, contrary to the nomenclature, basic verbs can sometimes be difficult for learners of ESL to master.

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The Eight-fold Path of Vocabulary Development

| December 28, 2009

In Buddhist philosophy there are four “Noble Truths.” The first Noble Truth states that life is suffering. The second great truth says suffering has a cause. In our profession, we know what that cause is—foreign language learning! Although we might joke about it, learning a second or foreign language is truly the source of much pressure, disappointment and discouragement for many learners.

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The Impact of Phonetic and Phonological Instruction on the Oral Proficiency of Spanish-speaking ESL Learners

| December 28, 2009

Oral proficiency has been one of the important goals in teaching English as a Second Language (ESL) because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement. Phonetic and phonological awareness, as related to oral proficiency, cannot be assumed with second language learners as with native speakers acquiring their mother tongue.

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The Feasibility and Difficulty of Implementing Communicative Language Teaching in the EFL Context

| December 28, 2009

The world has become more and more competitive and interdependent than before, economically and politically. Economists regard English proficiency as a form of human capital in the workplace (McManus, 1985). Kachru (1997) presents his concentric circle model to analyze the spread and diffusion of English. Asian countries, including Taiwan, Japan, Korea, and China, have been categorized in the expanding circle, where English is used primarily as a foreign language.

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CALL-Based Instruction: Toward the Teaching of Speech and Oral Communication at Angeles University Foundation

| December 28, 2009

Forty-four sophomore students, who took their Speech Communication for one semester, used the Digital Computerized Laboratory in listening audio materials, recording their voices. The laboratory is internet connected, so they were able to answer interactive quizzes found in the internet. Various exercises such as news delivery, voice recording, pronunciation drills, and poetry interpretation were done.

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Item Learning vs. System Learning: Contextualizing the Shift from a Structure-based to a Notional- Functional ESL Syllabus

| December 28, 2009

Of the several disciplines, many aspiring language teachers still find linguistics one of the most formidable. Such condition is brought about by the dearth of instructional materials and a limited number of well-trained teachers who can handle one of its allied fields, especially Systemic Functional Grammar. If this problem remains unattended, producing ill-equipped language teachers shall most likely become a vicious cycle.

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Attitudes of Pre-service Teachers toward English Language Learners

| December 26, 2009

Together with global demand for English proficiency, the United States, with its rapidly growing linguistically and culturally diverse (LCD) student population, must prepare teachers to meet the unique needs of these students. This study investigated pre-service teachers’ attitude towards English Language Learners (ELL). Research has suggested that teachers with positive attitudes, adequate preparation, and clear perceptions of effective instruction for LCD students are more likely to engage in appropriate instruction and facilitate student’s learning.

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A Comparative Study Between Syntactic Structure Identification Training and Integrated Reading Strategy Training in Teaching English Sentence Reading

| December 26, 2009

The objectives of this experimental study were (1) to compare the effectiveness of syntactic structure identification training and that of integrated reading strategy training in teaching sentence reading comprehension; (2) to identify the relationship between syntactic/sentence structure analysis and sentence comprehension and between translation and sentence comprehension; and (3) to analyze the errors in the students’ translated sentences to find out their strategies in comprehension the text.

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Accuracy Order of Selected Grammatical Morphemes in the Monitored Written Compositions of Filipino Adult Language Learners

| December 26, 2009

Studies about morpheme have excited researchers in discovering a “built-in syllabus”. Although accuracy order on the “unmonitored language use” has been established, some variations were obtained depending on the task where the data was elicited (Ellis, 1994). This article asserts that there might be an accuracy order for the “monitored language use”. Very few have tried to identify and establish an accuracy order for the “monitored language use” particularly of the adult Filipino language learners.

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Teaching English as a Second Language Through Literature

| December 26, 2009

Language is a social construct. Is is learned through interaction with others, with social structures and with social forces. It allows one to communicate with others and it plays a key role in the development and the maintenance of culture (Avison and Kunkel, 1987: 51). Language is as integral as culture, as culture is to a person’s sense of being.

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