Lexical cohesion in students’ argumentative essay among a select group of Filipino college students

Vol. 3 No. 2

Year: 2013

Issue: Apr-Jun

Title : Lexical cohesion in students’ argumentative essay among a select group of Filipino college students

Author Name : Josephine Alarcon

Synopsis :

This study analyzed the lexical devices used by undergraduate students in their argumentative text using Halliday and Hasan (1976) and Halliday(2004) taxonomy.One hundred forty-eight argumentative essays were analyzed. The essays underwent interrating by three independent raters using a 20-point rubric and were grouped according to rating. Repetition was the most frequently used lexical cohesive device among the three groups of essays. Antonyms, meronyms, and hyponyms followed respectively. Superordinates and collocation occurred less frequently in the essays. There was a low correlation between the frequency of lexical devices and writing quality. Therefore, there was no significant relationship between lexical cohesive devices and writing quality.times new roman Qualitative findings reveal that synonyms in the highly-rated essays were utilized by the students to denote the positive effects and to define technology. Antonyms were used for comparison and contrast and to denote the positive effects of technology in the low-rated essays. Unlike in the highly-rated essays where synonyms were used to give positive effects of technology, antonyms were used to denote positive effects of technology in the low-rated essays to achieve such communicative purpose. Other lexical devices assisted the students in fulfilling their writing requirement. Hyponyms were employed to explain how a particular concept contributes to or is a part of a bigger concept. Meronyms were used to give examples of a concept and to define a term. Superordinates were utilized to give a specific kind or brand of a more general idea.

Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Vol. 3 No. 2

Year: 2013

Issue: Apr-Jun

Title : Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Author Name : Fatemeh Behjat

Synopsis :

A blog is an innovative web tool which has an immense potential to enhance language abilities. As one of the ways to enhance foreign language learning is collaboration and interaction, the present study is an attempt to find out if blogs can be used to foster language learners' comprehension through collaborative bookreading. To this end, 62 Iranian EFL students studying at the university were selected as the participants. After they were indicated to be homogeneous regarding their reading comprehension, they were divided into two groups. Both groups were instructed for three months. The control group read story books as their supplementary reading activity individually, but the experimental group used the teacher's blog to read the same short stories assigned to the control group but with collaboration of their peers in a virtual environment. The participants' performances in the reading comprehension post-test revealed that joint reading through blogs can foster language learners' comprehension. Besides, it was concluded that using blogs, females had more improvement in their reading comprehension than male students.

Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences

Vol. 3 No. 2 

Year: 2013

Issue: Apr-Jun

Title : Vocabulary Learning Strategies Used by EAP Learners: The Case of the Students of Social Sciences

Author Name : Eshrat Bazarmaj Haghi, Parastou Gholami Pasand

Synopsis :

The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present study deals with vocabulary learning strategies used by EAP students at Guilan University, and, it aims at investigating the most and the least frequently used vocabulary learning strategies among Iranian EAP students majoring in the field of Social Sciences. It also seeks to find out whether there are difference between male and females regarding their use of these strategies. Data collection was done using a modified version of Schmitt (1997) Vocabulary Learning Strategies taxonomy in the form of a questionnaire, and asking 55 students to complete it. The results indicate that the EAP learners who took part in this study use more or less the same kind of vocabulary learning strategies with a rather similar frequency of usage, and also the issue of gender makes no significant difference in their strategy use.

The effects of Semantic mapping, thematic clustering, and notebook keeping on L2 vocabulary recognition and production

Vol. 3 No. 2

Year: 2013

Issue: Apr-Jun

Title : The effects of Semantic mapping, thematic clustering, and notebook keeping on L2 vocabulary recognition and production

Author Name : Abbas Ali Zarei, Saba Adami

Synopsis :

To investigate the effects of semantic mapping, thematic clustering, and notebook keeping on L2 vocabulary recognition and production, four groups of intermediate level learners in an EFL institute in Zanjan, Iran participated in the study. Three experimental groups consisted of semantic mapping, semantic feature analysis, and vocabulary notebook keeping. The fourth group served as the comparison group. During the treatment, the participants of the four groups were presented with the same vocabulary items but using different techniques. At the end of the experimental period, a multiple choice and a fill-in the-blanks posttest were administered. Data were analysed using two separate one-way ANOVA procedures. Results indicated that all three experimental conditions were more effective than the comparison condition on both vocabulary recognition and production. It also turned out that semantic feature analysis and vocabulary notebook keeping techniques were more effective than semantic mapping on Iranian EFL learners vocabulary recognition. Results also showed that semantic feature analysis was more effective than semantic mapping, which in turn, was more effective than vocabulary notebook keeping on Iranian EFL learners’ vocabulary production.

Lexicalisation and Discursive Expression of Power in Olusegun Obasanjo’s Speeches

Vol. 3 No. 2 

Year: 2013

Issue: Apr-Jun

Title : Lexicalisation and Discursive Expression of Power in Olusegun Obasanjo’s Speeches

Author Name : Josephine Funke ONI

Synopsis :

Although language is not power, it encodes power. This is the case with some speeches of former Nigerian President, Olusegun Obasanjo. This paper attempts to unravel the hidden ideological expression of power using critical discourse analysis (CDA) and systemic functional linguistics. Precisely, the paper draws on Fairclough(2001) members resources and Halliday (1970) system of mood and modality as theoretical basis. The data comprise Obasanjo addresses to public servants and the Nigerian Labour Congress (NLC) in 1978 and 2000 respectively. These are representative of the two political dispensations under which Obasanjo served. The findings show that Obasanjo deploys language as a strategy of suppression by exploiting lexical items with negative expressive values to stifle oppositions as well as make them unpopular. Also, the use of power as strategy of domination is mainly achieved through imperatives which allow the speaker to impose his opinion on others. In addition, declaratives are used to neutralise the asymmetrical power relation that exists between Obasanjo and the Nigerian Labour Congress. Obasanjo militaristic trait of suppression and domination lends credence to his raw manifestation of power.

M.A. Curriculum of TEFL in Iran: A Survey on the Courses

Vol. 3 No. 2

Year: 2013

Issue: Apr-Jun

Title : M.A. Curriculum of TEFL in Iran: A Survey on the Courses

Author Name : Parastou Gholami Pasand

Synopsis :

The M.A. level in Teaching English as a Foreign Language (TEFL) in Iran aims at training qualified persons for teaching English at universities or institutions of higher education and also fulfilling the needs of the society regarding experts in the field of research in language teaching issues, translating different English texts into Persian or vice versa and other related jobs. The present paper is a survey on the courses presented at the Masters level of TEFL in Iran. For this purpose, the lessons in each course together with their aims and objectives were delineated first and then, the M.A. syllabus of TEFL of one of the universities was compared to it with the aim of identifying and analyzing the strengths and weaknesses of the university M.A. syllabus. Furthermore, this survey aimed at finding the gaps in the proposed courses in the M.A. curriculum of Iran. The results of the analysis revealed that there are a number of deficiencies in the proposed courses and there is a need to modify the current curriculum in terms of the existing courses and lessons.

The Discourse Organization of Filipino Homilies and Indian Homilies:An Intercultural Rhetoric Approach

Vol. 3 No. 1

Year: 2013

Issue: Jan-Mar

Title : The Discourse Organization of Filipino Homilies and Indian Homilies:An Intercultural Rhetoric Approach

Author Name : Ma. Melvyn P. Alamis

Synopsis :

The study examined the discourse structure of homily as a genre. It investigated homilies delivered by Filipino and Indian priests that represent varied types of Englishes in the Outer Circle. It described the organizational moves present in the two sets of homilies. The data which consisted of sixty orally delivered homilies transcribed into written forms were culled from six Filipino priests and six Indian priests from the different Roman Catholic parishes/churches in and around Manila.  The homilies were delivered in English from 2008 to 2010. Findings showed that both Filipino and Indian homilies employed the three moves which are obligatory: Introduction, Body and Conclusion and the sub-move Explanation. Based on the results of the analysis of the different moves in the homilies, the three moves were not left to be figured out by the audience.  This may show that the homilies of the Catholic clergy employ an audience/listener responsibility.

Should this be Blue Penciled or Circled Red? : A Transcultural Interdisciplinary Study on Colors

Vol. 3 No. 1

Year: 2013

Issue: Jan-Mar

Title : Should this be Blue Penciled or Circled Red? : A Transcultural Interdisciplinary Study on Colors

Author Name : Nadia Ghazanfari-Moghaddam, Mohammad Ali Mokhtari , Masoud Sharififar

Synopsis :

Color terms are one of the constituents of Chomskey's  substantive universals, and they exist in all languages. Colors usually bear cultural implications as well , since they are adopted to express intentions metaphorically. Colors may then become symbols that represent certain objects, emotions, facts, etc. of their environment. This culture-oriented facet of color terms can create complexity in language learning process and also in the practice of translation.  As languages share some basic concepts , and express them through different expressions and symbols, the interest of this study was to answer the following question: are there any shared concepts between English and Persian that are represented (symbolized) by different colors? By collecting a number of expressions which held color terms, the complexity of this territory of intercultural communication was demonstrated along with its impacts on second/foreign language learning and translation practice. Slight differences at the linguistic surface level can occasionally cause difficulties especially when the deep structure is the same in both languages and cultures. More specifically and for the purpose of this study, when the same concept is represented through different colors , this is likely to cause difficulties. Failing to communicate via appropriate surface structures is probable to lead to cultural shocks in the listener (in case of language communication) or reader ( in case of translation) ,and impedance in the interlingual communication flow.

Inverse Translation in China: a Necessary Choice or a Necessary Evil

Vol. 3 No. 1

Year: 2013

 
Issue: Jan-Mar

Title : Inverse Translation in China: a Necessary Choice or a Necessary Evil

Author Name : Jiasheng Shi

Synopsis : 

Inverse translation has long been seen in the negative light in modern translation studies, and has thus been relegated to a sort of second class endeavour. Based on a brief comparative study of English translations of Wenxin Diaolong1, a Chinese literary classic, this paper argues that inverse translation is as legitimate and feasible as direct translation in China, and that the assessment of quality of translation should be based more on the translator’s translation competence and translation strategy than on his or her language affiliation.

Free Reading: A powerful tool for acquiring a second language

Vol. 3 No. 2

Year: 2013

 
Issue: Jan-Mar

Title : Free Reading: A powerful tool for acquiring a second language

Author Name : J. Priya, Joseph Ponniah

Synopsis : 

The paper claims that free reading is a crucial ingredient in acquiring a second or foreign language. It contributes to the development of all measures of language competence which include grammar, vocabulary, spelling, syntax, fluency and style. The review supports the claim that readers acquire language subconsciously when they receive comprehensible input in a low anxiety situation. Pleasure component in free reading will lower the anxiety level of learners in the learning environment. Despite the benefits of reading, curriculum designers include more grammar study into the curriculum. Moreover, the focus is more on learning forms rather than experiencing reading in ESL classes. In fact, free reading is a powerful tool for acquiring grammar and forms and, therefore, more reading could be included in ESL curriculum.

The Trouble With The Curve: An Argument For The Abolishment Of Norm-Referenced Evaluation

Vol. 3 No. 1

Year: 2013

Issue: Jan-Mar

Title : The Trouble With The Curve: An Argument For The Abolishment Of Norm-Referenced Evaluation

Author Name : Gregory Raymond

Synopsis :

The norm-referenced evaluation system has been used to grade students, from elementary through to post-secondary, for decades. However, the system itself is inherently flawed. Looking at the history of the norm-referenced system and its most famous tool, the Bell Curve, and taking examples from the author’s own teaching experience, this paper examines the erroneous logic that makes the system, as a whole, invalid for grading at any level, particular for college or university. The paper goes on to propose alternatives to the norm-referenced system. Examining first a self-referenced system, and ultimately finding it, too, lacking, the paper turns to criterion-referenced evaluation. Criterion-referenced evaluation is shown to be not only the best choice for evaluation at a post-secondary level, but also proves to be the only viably fair system available to teachers in today’s, grade-emphasised education system.

Dictogloss or Dicto-Phrase: Which Works Better for Listening Comprehension?

Vol. 3 No. 1

Year: 2013
 
Issue: Jan-Mar

Title : Dictogloss or Dicto-Phrase: Which Works Better for Listening Comprehension?  

Author Name : Hamid Marashi, Mojgan Khaksar 

Synopsis :

This research compared the effect of using dictogloss and dicto-phrase tasks on EFL learners’ listening comprehension. To fulfill the purpose of the study, a piloted sample Key English Test (KET) was administered to a total number of 90 Iranian female teenage EFL learners at Kish Language School, Tehran, and then 60 were selected based on their performance. The selected participants were then assigned into two experimental groups: dictogloss and dicto-phrase group. In one group, the dictogloss tasks and in the other dicto-phrase tasks were practiced through 10 sessions and at the end of the course, all the participants were given the listening section of another piloted sample KET as a posttest to measure their listening comprehension. Subsequently, the mean scores of both groups on the posttest were compared through an independent samples t-test which led to the rejection of the null hypothesis demonstrating that the learners in the dictogloss group outperformed the dicto-phrase group significantly in terms of listening comprehension. In other words, the dictogloss task was more effective on students’ listening comprehension compared to the dicto-phrase task.

Multimedia Modular Approach for Augmenting the Speaking Skill of the Student-Teachers

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: Multimedia Modular Approach for Augmenting the Speaking Skill of the Student-Teachers 

Author Name: G. Rexlin Jose, B. William Dharma Raja 

Synopsis: 

Language is the most important instrument for communication. It enables and facilitates both the speaker and the listener to exchange their thoughts and feelings. It is the basis for social, cultural, aesthetic, spiritual and economic development and growth of every human being. Unless the spoken language is free from errors and barriers, it can never be recognized and comprehended properly. Broadly speaking, the usage of contextual vocabulary, correct pronunciation, stress, intonation and other elements is essential for cultivating the speaking skill.  Skill of speaking is very vital as it plays a pivotal role in each and every field, especially in education. This skill of speaking must be developed among the student community, particularly the student-teachers. Schools and colleges for years together follow various techniques and   approaches  in teaching English, but students in large number struggle to communicate in English as their of regional vernacular interrupts or throttles their flow of the alien language. Why is this problem? Who are responsible for it? How can it be rectified? What are the solutions to it?  This research paper throws lights on these interrogations and finds answers for them. It also highlights the importance and effectiveness of multimedia in offering practice to develop the speaking skill of the student-teachers who are going to be the teachers in the future and carving their wards in developing this skill. The investigators have employed experimental method using Pre-test — Post-test Equivalent Group Design. The selection of 70 student-teachers from one of the colleges of education of Kanyakumari District, Tamil Nadu, has served both the sample groups. They have used two tools namely S. Jalota’s Test of Intelligence for College Education Adults (JTICEA) and ReWi’s Achievement Test in English Language Skills (RATELS) for the experiment. The multimedia module consisted of 30 units was prepared. The collected data were analysed by employing t-tests for dependent and independent variable and ANCOVA. It proves that the Multimedia Modular Approach is statistically more effective than the traditional method in developing speaking skill.

  

A Teacher’s Perception and Practice of Assessing the Reading Skills of Young Learners - A study from Pakistan

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: A Teacher’s Perception and Practice of Assessing the Reading Skills of Young Learners - A study from Pakistan 

Author Name: Shaheena Sulaiman Lalani, Sherwin Rodrigues 

Synopsis: 

This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher’s perception and practice of assessing the reading skills of young learners were explored. The research participants included one early years’ English Language teacher along with four students of grade II as a focused group. Data were generated through observations, semi-structured interviews, document review and a reflective diary maintained by the researcher. The findings revealed that a teacher’s belief and perception influenced her choice of assessment strategies and also her practice of reading assessment in the classroom. The teacher believed that assessment led to perfection in the reading skills of young learners. For her, assessment was undertaken to polish the weak areas of children’s reading. Once the weak area was identified, children needed rigorous practice of the specific area until they gained mastery in it. Moreover, it was found that the teacher applied multiple assessment strategies to assess the reading skills of her children but she had her own perceptions and purposes for choosing a particular assessment strategy which may or may not be supported by the research and literature on reading and assessment of young learners. Based on the findings, recommendations are given for teachers, teacher educators and early childhood practitioners. 

Powerpoint As A Potential Tool To Learners’ Vocabulary Retention: Empirical Evidences from a Vietnamese Secondary Education Setting

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: Powerpoint As A Potential Tool To Learners’ Vocabulary Retention: Empirical Evidences from a Vietnamese Secondary Education Setting 

Author Name: Ta Thanh Nam, Dr. Lap Q. Trinh 

Synopsis: 

In Vietnamese secondary education, translation and visuals are traditionally used as major techniques in teaching new English lexical items. Responding to the Vietnamese government policy issued in 2008 on using IT for a quality education, the application of PowerPoint has been considered the most prevalent type of technology used in the classrooms throughout in Vietnam as Rickman (2000) stated. This paper reports the impact of implementing PowerPoint in teaching vocabulary in English classes in a Vietnamese secondary education setting. The study, with  a two-group pre-test and post-test design aimed to test the effects of PowerPoint on learners’ vocabulary retention and to investigate their attitudes towards the use of PowerPoint-based materials in teaching and learning vocabulary. 68 grade 10 students in an upper-secondary school in the Mekong Delta participated in the study. Three instruments were used to collect data: English vocabulary tests, questionnaire on students’ perceptions toward the use of PowerPoint, and interview questions on teachers’ evaluation of the contributions of PowerPoint to vocabulary teaching and learning.  Results indicated that participants in the experimental group outperformed those in the control group in terms of vocabulary retention and their attitudes towards the use of Powerpoint in teaching and learning vocabulary were positive.

Some Benefits Of Corpora As A Language Learning Tool

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: Some Benefits Of Corpora As A Language Learning Tool 

Author Name: Tatjana Marjanovic 

Synopsis: 

What this paper is meant to do is share illustrations and insights into how English learners and teachers alike can benefit from using corpora in their work. Arguments are made for their multifaceted possibilities as grammatical, lexical and discourse pools suitable for discovering ways of the language, be they regularities or idiosyncrasies. The reader will be able to reflect on the great potential of electronic corpora in learning English, and draw on illustrations from a specific online venue where such explorations can take place at the user’s convenience — the ideal user being preferably an advanced student taking on the role of a young researcher. Corpus-driven learning is seen as an inspirational, resourceful and intelligent way of exploring English as it accompanies and reinforces traditional styles of teaching and learning. When advanced students embark on this journey, which is both linguistically and cognitively challenging, they will encounter ample linguistic evidence and contextual information offering guidance and precision often greater than that found in textbooks. The application of corpora deserves no less than to stand side-by-side with other tried and tested methods of teaching and learning English at university level.  

A need for a framework for Curriculum Evaluation in Oman

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: A need for a framework for Curriculum Evaluation in Oman 

Author Name: Khalid Salim Saif Al-Jardani, Saedah Siraj , Nabeel abedalaziz 

Synopsis: 

The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This paper highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital part of this research. This research ensures the need for developing the framework for curriculum evaluation by involving 7 curriculum officers. They stress the need for it in the Omani context.

A Study on The English Language Teaching And Learning Problems With Reference To The Tribal Learners Of Attapady

Vol. 2 No. 4

Year: 2012

Issue: Oct-Dec

Title: A Study on The English Language Teaching And Learning Problems With Reference To The Tribal Learners Of Attapady 

Author Name: Ashitha Varghese, Dr. P. Nagaraj 

Synopsis:

 The low literacy rate of Scheduled Tribes is a serious threat to Indian education. It is significant even to Kerala, the state with highest literacy rate. The intensity of the problem is reflected by the SSLC (Secondary School Leaving Certificate) examination results of March 2010 where the Palakkad district has scored the less pass percentage of 83.04. The increase in the number of failures and drop outs in the schools of Attapady is pointed out as major cause of the fall by educators and proponents of the State. A Pilot study is carried out in Attapady, the most educationally backward tribal pocket of Palakkad District. The lack of proficiency in English language is identified as a major obstacle to the education of Schedule Tribe learners. The inappropriate syllabus and teaching method of English develops a negative attitude in learners towards learning. The fear of learning a foreign language is one of the factors to stop their education because English language is a criteria rather than an option at higher level. It is clear that tribal learners are not motivated well. They have adjustment problems with school curriculum and teaching of English language. Though the Government can provide grants and scholarships for the betterment of learners, the responsibility of their educational development are ultimately in the hands of teachers. The paper is based upon the pilot study conducted to understand the educational backwardness of tribal learners with special reference to English language. It describes the language learning problems of tribal learners and analyzes the causes of backwardness. 

Weightage to English as a Second Language Given By +2 Students

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: Weightage to English as a Second Language Given By +2 Students 

Author Name: B. William Dharma Raja, V. Selvarasu 

Synopsis: 

The study focuses on the significance of the English language and the inevitability to have proficiency in English in order to bloom in the modern world. It analyses the weightage given by the +2 students to ESL. The objectives of the study were to find out the level of weightage to English subject given by the students; to find out whether there is any significant difference in weightage to English subject given by the students on with regard to the selected attributive variables such as sex, age, nature of the school, type of the school and location of the school. The methodology employed in gathering information was a survey method. Scale on Weightage to English Subject (SWES), prepared by the authors, consisting of 34 statements, was used as tool. The sample comprised 290 students covering 131 boys and 159 girls. The collected data were treated using Mean, Standard Deviation, Pearson product moment correlation, t test, Analysis of variance and Scheffe test. The result of this study indicated that the students gave moderate level of weightage to English subject. Comparing to boys, girl students gave more weghtage to study English subject. The government school students gave more weightage compared to the aided school students. Educational implications to the findings are also portrayed.

Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude 

Author Name: Erdem Akbas 

Synopsis: 

This study explores interactional metadiscourse resources in master’s dissertations (introductions and conclusions) of Turkish students written in Turkish and English. Interactional resources were identified according to Hyland and Tse’s (2004) framework by using WordSmith Tools (5.0). A statistically significant difference between two groups of writers was found in their introductions in terms of overall five subcategories whereas their uses of interactional metadiscourse in conclusions were statistically insignificant. Further analysis showed that Turkish writers of English predominantly used hedges, attitude markers and self-mentions. It is interesting to note that Turkish writers, while writing in their mother tongue, tended to build a strong relationship with their target readers in both of the sections by employing approximately twice engagement markers compared to their peers writing in English.

The Role of Interest Enhancement for L2 Learners

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: The Role of Interest Enhancement for L2 Learners 

Author Name: Samantha Rix 

Synopsis: 

This pilot study examines the role of   metacognitive awareness as a motivational strategy in second language learning.  The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon “interest enhancement” as a particular strategy that influences motivation and self-confidence.  In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program.  Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention’s outcome.  During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors’ techniques for test review because they did not see the value of it beyond the scope of the test.  To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion .   Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics:  1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback.  Results from the survey demonstrated an increase in participants’ self-reported levels of interest enhancement after the instructor’s modifications.  The paper will conclude with specific qualitative comments taken from the instructor’s post-intervention interview that suggest that the students’ motivation increased as a result of metacognitive interest enhancement techniques.

English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method 

Author Name: Sofe Ahmed 

Synopsis: 

The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation Method to Communicative Language Teaching Method for teaching second language, particularly English. But, efforts in the teaching of English language seem relatively lacking and not sufficient while considering the demand of time and motion going on throughout the world .With an extreme urge for the diversity in ELT in Bangladesh, the study will evaluate the real practices of CLT; roles and performances of teachers, and learners in CLT classroom. The current study has therefore been aimed to verify how far those claims of communicative textbook are successful, why the learners still lack in communication in English, what the obstacles are and finally how to remove those barriers. The present study, become a significant one as a systematic step in this case. And it is greatly expected that the proposed research will result useful solutions for the teachers and students to solve the problems in terms of English language teaching and learning by CLT not only in Bangladesh but also in other non-English countries. Language learning can never happen absolutely unless four basic skills are equally emphasized. Schools therefore arrange listening practices with the help of English video games, documentaries, movies etc. Bengali language should be for bidden for the teachers of English as well as for English classes. Reading materials should not be limited within the textbook merely rather the variety of realia should be used as mandatory reading resources. Students should first practice writing by illustrating pictures of real environment and day to day activities what they regularly deal with. The survey study has been carried out in different secondary schools through questionnaires.

The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL 

Author Name: Zahra Roozafza 

Synopsis: 

Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated the impact of comic reading materials on reading comprehension. Six general texts and pictures were given to the control group and six comic materials were presented to experimental group in usual English classes during 20 sessions. At the end, a general reading comprehension test was administered to both groups and the resultswere subjected to relevant statistical analysis, t-test. The findings of this study revealed that teaching reading ability through comic texts and pictures is more efficient than teaching it through general texts and pictures.

ELT and Consciousness-Raising

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: ELT and Consciousness-Raising 

Author Name: Khalid Salim Saif Al-Jardani 

Synopsis: 

The paper highlights the concept of consciousness-raising. It relates it to different aspects of ELT such as explicit teaching, language awareness, language acquisition and practice. How these terms are related to the concept of consciousness-raising within the English Language teaching. Its main aim is to help learners to notice for themselves how the language is used naturally is highlighted as well as that C-R is mainly seen as getting learners to notice the grammar features, by applying them in tasks. C-R can be considered as different degrees of explicit teaching of grammar, the first step of the language acquisition process and language awareness. The paper also shows two examples of using this and their implications into the classroom. These were conducted in a class of grade 7 aged between 12-13 years old, in an Omani school. The paper highlights how pupils feet about doing the activities which allow them to practice the language more. This stresses that pupils can work on more than one structure at a time. Therefore, it helps to save time and effort instead of presenting each item in a lesson. On other hand, it also attempts to raise the pupils’ awareness of the target grammar which may lead to independent learning later on.