The Experts below are selected from a list of 54 Experts worldwide ranked by ideXlab platform

Alev Ozbilgin - One of the best experts on this subject based on the ideXlab platform.

  • Discourses shape foreign language learning and teaching: The story of a language Institution
    Procedia - Social and Behavioral Sciences, 2010
    Co-Authors: Alev Ozbilgin
    Abstract:

    Abstract According to Gee (1998) the practices of social groups are never just reading and writing practices that take place in an Institution; they also involve ways of talking, interacting, valuing and believing. Certain discourse tools offer researchers to study and analyze discourses of Institutions in a concrete way (Fairclough, 1995). In this article discourses at a language Institution are selected and analyzed from a larger case study of reading and writing practices at a State University in Turkey (Ozbilgin, 2004). The discourses and their associated roles include those of an instructor, a supervisor and administrative personnel at an English-Medium Institution. This collective case study will discuss how written and spoken texts and literacy practices of an Institution have been analyzed to see the network of relations to form the discourse of an Institution. The impacts of this network of relations are analyzed to see how they affect EFL teaching and learning.

Xuanying Shen - One of the best experts on this subject based on the ideXlab platform.

  • An Investigation into Chinese Learner’s Language Learning Strategies and Motivation in Mainland China
    2015
    Co-Authors: Gareth Morris, Xuanying Shen
    Abstract:

    Aim: Learning Chinese is a difficult proposition for many learners as the language is so unique in terms of its constituent features. The difficulty language teacher’s face is that within any classroom, and at any given ability level, learners’ differ considerably. Not only is this the case in terms of relative linguistic backgrounds, or perhaps more obvious demographic characteristics, but also as a result of the reasons behind why learners’ have decided to study Chinese and what presently motivates them. With all of these aspects potentially influencing how much success learner’s experience, and also how courses are ultimately perceived and judged, this research sets out to establish what Chinese language learning strategies adult learners’ use, and whether this if affected by linguistic background and / or language proficiency. The research also explores what motivated / motivates learners' to study Chinese. Theory: Language learning strategies are an essential component in the language learning process (Hong-Nam and Leavell, 2007). Knowledge of learner strategies can play an important role in improving the teaching quality as habits, preferences and needs can be better considered, and viewed alongside achievement may highlight where changes could be made. Knowledge of strategy use may also indicate where too much / little time is being spent in-class, while also helping to enhance self-awareness. Motivation is another essential component in the language learning process. It is regarded as the driving force behind why; with what amount of effort and for how long a language is learnt (Dornyei, 1998, 2001; Gardner 2001). However what motivates a learner at any given point, and to what extent, will often vary as motives are affected by the context (Gardner and Lambert, 1972) and time (Dornyei and Otto, 1998). That said, understanding what motivates students can have implications for curriculum design, and impact upon course effectiveness and student satisfaction / achievement. Context : Based in eastern China, the Sino-British English-Medium Institution where the authors work, Xi’an Jiaotong-Liverpool University (XJTLU), has an intake of over 2000 undergraduate students each academic year. Most of these students are admitted based on their overall Gaokao (Chinese college entrance examination) results. Following entry to the university, all international students are required to study Chinese. These modules are important in terms of their credit weighting, and can also have an impact on cultural adaption and future employment success. Optional non-credit bearing Chinese classes are also run, and these are often attended by staff and their families. Methodolog y: In this study 63 language learners studying / working at XJTLU took part in the research. These include 33 students and 30 staff. Research Questions : What Chinese language learning strategies do adult learners’ use? Does the linguistic background / language proficiency of adult learners’ influence the language learning strategies they use? What motivated / motivates the learners to study Chinese? Research Instrument :  Oxford’s (1990) Strategy Inventory of Language Learning (SILL) was utilised. This instrument included 50 questionnaire items that assessed 6 language learning strategy constructs. An additional 4 open ended strategy questions were also added, as well as 2 open ended motivation questions (which was justified by the approach adopted by Gao et al., (2004)). Data Analysis : Descriptive statistics on Microsoft excel were conducted. Inferential statistics were not conducted due to the low number of participants which barely exceeds, if at all, the figure set by Hatch and Lazarton (1991) as the base minimum required for any degree of confidence to be conferred in the external validity of the results generalisabilty (Bachman, 2004). Results: Strategy Use : Adult learners drew on a number of language learning strategies in order to learn Chinese, with (based on mean averages), social (3.57) and compensation (3.30) strategies the most prominent. Based on the learner’s linguistic background, a reasonably stable rank order appears to be in evidence regarding the language learning strategies used. This same rank order was also in evidence irrespective of the language proficiency of the students, although for staff learners it had greater variation. In light of their relative language proficiency, staff also tended to use fewer strategies than students when learning Chinese. They also did so to a lesser extent. Motivation : The initial and present motivation of learners evolved with differences between staff and student groups apparent. More motives also emerged. The relative prominence of the motives also changed and appears to be influenced by situational needs. Relevance : The results from this survey are helping the Chinese language teaching team at XJTLU to better customize their curriculum, materials and pedagogic approaches to learners’ (present and future) needs, preferences and interests. It is also hoped that in due course this research will help to fill a language learning literature gap, by advancing a body of knowledge, which is, as the work of Chen (2009) illustrates, compared to studies conducted into English language learning strategies and motivation, comparatively lacking. Keywords : Chinese; language learning; strategies; motivation. References Bachman, L. (2004). Linking Observations to Interpretations and Uses in TESOLResearch. TESOL Quarterly 38/4, 723-728. Chen, Y. (2009). A Ten Year Review of Studies on Chinese Second Language Learning Strategies. Chinese Study Journal , 6, 153-157. Dornyei, Z. (1998).Motivation in Second and Foreign Language Learning. Language Teaching, 31(3), 117-135. Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow: Longman. Dornyei, Z. Otto, I. Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics (Thames Valley University), 4, 43-69. Gao, Y. et al. (2004). Motivation Types of English Learning among Chinese University Undergraduates. Asian Journal of English Language Teaching, 14, 45-64. Gardner, R. (2001). Language Learning Motivation: The Student, the Teacher and the Researcher. Texas Papers in Foreign Language Education, 6(1), 1-18. Gardner, R. Lambert, W. (1972). Attitudes and Motivation in Second Language Learning. Newbury House: Rowley, MA. Hatch, E. Lazaraton, A. (1991). The Research Manual: Design and Statistics for Applied Linguistics . New York: Newbury House. Hong-Nam, K. Leavell, A. G. (2007). A Comparative Study of Language Learning Strategy Use in an EFL Context: Monolingual Korean and Bilingual Korean – Chinese University Students. Asia Pacific Education Review, 8 (1), 71-88. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle.

Neil D. Hunt - One of the best experts on this subject based on the ideXlab platform.

  • Managing Method: A Critical Inquiry into Language Policy in a Tertiary Institution in the United Arab Emirates
    RELC Journal, 2012
    Co-Authors: Neil D. Hunt
    Abstract:

    The development of critical sensibilities in English Language Teaching (ELT) in recent years has seen challenges to assumptions and methodologies in the field, placing an explicit focus on the manifestation of structures and relations of power. The critical stance affords a growing acceptance of English Language Teaching as a complex situated social practice, recognizing the issue of power in teacher-learner relationships. As such, the practice of minimizing learners’ first language use in classrooms has been questioned from both pedagogical and political directions. This study critically examines attitudes, practices and policies surrounding the role of Arabic in English Language Teaching at an English Medium Institution in the United Arab Emirates. Findings reveal that teachers, students and college administration both resist and comply with instructions to minimize Arabic, and that individuals intervene in Institutional methodological structure with often contradictory positions emerging. A secondary a...

Gareth Morris - One of the best experts on this subject based on the ideXlab platform.

  • An Investigation into Chinese Learner’s Language Learning Strategies and Motivation in Mainland China
    2015
    Co-Authors: Gareth Morris, Xuanying Shen
    Abstract:

    Aim: Learning Chinese is a difficult proposition for many learners as the language is so unique in terms of its constituent features. The difficulty language teacher’s face is that within any classroom, and at any given ability level, learners’ differ considerably. Not only is this the case in terms of relative linguistic backgrounds, or perhaps more obvious demographic characteristics, but also as a result of the reasons behind why learners’ have decided to study Chinese and what presently motivates them. With all of these aspects potentially influencing how much success learner’s experience, and also how courses are ultimately perceived and judged, this research sets out to establish what Chinese language learning strategies adult learners’ use, and whether this if affected by linguistic background and / or language proficiency. The research also explores what motivated / motivates learners' to study Chinese. Theory: Language learning strategies are an essential component in the language learning process (Hong-Nam and Leavell, 2007). Knowledge of learner strategies can play an important role in improving the teaching quality as habits, preferences and needs can be better considered, and viewed alongside achievement may highlight where changes could be made. Knowledge of strategy use may also indicate where too much / little time is being spent in-class, while also helping to enhance self-awareness. Motivation is another essential component in the language learning process. It is regarded as the driving force behind why; with what amount of effort and for how long a language is learnt (Dornyei, 1998, 2001; Gardner 2001). However what motivates a learner at any given point, and to what extent, will often vary as motives are affected by the context (Gardner and Lambert, 1972) and time (Dornyei and Otto, 1998). That said, understanding what motivates students can have implications for curriculum design, and impact upon course effectiveness and student satisfaction / achievement. Context : Based in eastern China, the Sino-British English-Medium Institution where the authors work, Xi’an Jiaotong-Liverpool University (XJTLU), has an intake of over 2000 undergraduate students each academic year. Most of these students are admitted based on their overall Gaokao (Chinese college entrance examination) results. Following entry to the university, all international students are required to study Chinese. These modules are important in terms of their credit weighting, and can also have an impact on cultural adaption and future employment success. Optional non-credit bearing Chinese classes are also run, and these are often attended by staff and their families. Methodolog y: In this study 63 language learners studying / working at XJTLU took part in the research. These include 33 students and 30 staff. Research Questions : What Chinese language learning strategies do adult learners’ use? Does the linguistic background / language proficiency of adult learners’ influence the language learning strategies they use? What motivated / motivates the learners to study Chinese? Research Instrument :  Oxford’s (1990) Strategy Inventory of Language Learning (SILL) was utilised. This instrument included 50 questionnaire items that assessed 6 language learning strategy constructs. An additional 4 open ended strategy questions were also added, as well as 2 open ended motivation questions (which was justified by the approach adopted by Gao et al., (2004)). Data Analysis : Descriptive statistics on Microsoft excel were conducted. Inferential statistics were not conducted due to the low number of participants which barely exceeds, if at all, the figure set by Hatch and Lazarton (1991) as the base minimum required for any degree of confidence to be conferred in the external validity of the results generalisabilty (Bachman, 2004). Results: Strategy Use : Adult learners drew on a number of language learning strategies in order to learn Chinese, with (based on mean averages), social (3.57) and compensation (3.30) strategies the most prominent. Based on the learner’s linguistic background, a reasonably stable rank order appears to be in evidence regarding the language learning strategies used. This same rank order was also in evidence irrespective of the language proficiency of the students, although for staff learners it had greater variation. In light of their relative language proficiency, staff also tended to use fewer strategies than students when learning Chinese. They also did so to a lesser extent. Motivation : The initial and present motivation of learners evolved with differences between staff and student groups apparent. More motives also emerged. The relative prominence of the motives also changed and appears to be influenced by situational needs. Relevance : The results from this survey are helping the Chinese language teaching team at XJTLU to better customize their curriculum, materials and pedagogic approaches to learners’ (present and future) needs, preferences and interests. It is also hoped that in due course this research will help to fill a language learning literature gap, by advancing a body of knowledge, which is, as the work of Chen (2009) illustrates, compared to studies conducted into English language learning strategies and motivation, comparatively lacking. Keywords : Chinese; language learning; strategies; motivation. References Bachman, L. (2004). Linking Observations to Interpretations and Uses in TESOLResearch. TESOL Quarterly 38/4, 723-728. Chen, Y. (2009). A Ten Year Review of Studies on Chinese Second Language Learning Strategies. Chinese Study Journal , 6, 153-157. Dornyei, Z. (1998).Motivation in Second and Foreign Language Learning. Language Teaching, 31(3), 117-135. Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow: Longman. Dornyei, Z. Otto, I. Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics (Thames Valley University), 4, 43-69. Gao, Y. et al. (2004). Motivation Types of English Learning among Chinese University Undergraduates. Asian Journal of English Language Teaching, 14, 45-64. Gardner, R. (2001). Language Learning Motivation: The Student, the Teacher and the Researcher. Texas Papers in Foreign Language Education, 6(1), 1-18. Gardner, R. Lambert, W. (1972). Attitudes and Motivation in Second Language Learning. Newbury House: Rowley, MA. Hatch, E. Lazaraton, A. (1991). The Research Manual: Design and Statistics for Applied Linguistics . New York: Newbury House. Hong-Nam, K. Leavell, A. G. (2007). A Comparative Study of Language Learning Strategy Use in an EFL Context: Monolingual Korean and Bilingual Korean – Chinese University Students. Asia Pacific Education Review, 8 (1), 71-88. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle.

Nur Yigitoglu - One of the best experts on this subject based on the ideXlab platform.

  • Friend or foe?: English As The Medium of Instruction Policy Versus Code Switching Practices
    International Journal of Research, 2015
    Co-Authors: Yağmur Raman, Nur Yigitoglu
    Abstract:

    This study investigated the educational functions of code switching instances that occur during the classroom interactions of novice teachers who teach English at an English Medium Institution of higher education. The study also aimed to explore teachers’ and their students’ perceptions regarding CS in teachers’ teaching practices and the role of the functions of CS in the classrooms. Three novice English language teachers and 12 of their students volunteered to take part in the study. A number of six pre-intermediate level preparatory school classes of an English Medium university were observed, video recorded and fieldnotes were taken. Additionally stimulated recall interviews were conducted with the participants. Results indicated that CS served for variety of educational functions being but not limited to create a feeling of connectedness, to put forward teachers’ inner voice and to express feelings emotions and abstract concepts. Finally, in contrast to what has been emphasized in English-only policy-related studies, the study revealed that both teacher and student participants perceived CS as a positive contributor to teaching and learning environment in the classrooms.