This study presents a new framework called the Lexical Cohesive Trio (LCT) for teaching academic writing. The LCT combines elements of textual reference (anaphora, cataphora, transitional signals), lexical repetition, and lexical phrases. 30 students wrote essays with and without using the LCT framework. Statistical tests found the essays using the LCT framework had significantly more transitional signals, lexical repetitions, and lexical phrases, showing the framework enhances writing coherence. The study proposes the LCT can be used to develop automated essay grading systems.
This paper aims at taking university-level EFL students with an intermediate ability in English as a foreign language from paragraph writing to essay writing. The main idea in this paper is to propose the essay writing skills of EFL students. It proposes writing component that provides a complete picture of developing an essay writing process for EFL students at tertiary level. It also, reveals the objectives of essay writing, the contents, the theoretical aspects, practical aspects, the academic writing layout, and finally, the suggested writing textbooks.
This paper aims at taking university-level EFL students with an intermediate ability in English as a foreign language from paragraph writing to essay writing. The main idea in this paper is to propose the essay writing skills of EFL students. It proposes writing component that provides a complete picture of developing an essay writing process for EFL students at tertiary level. It also, reveals the objectives of essay writing, the contents, the theoretical aspects, practical aspects, the academic writing layout, and finally, the suggested writing textbooks.
A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors
Seyed Mohammad Hassan Hosseini, PhD (TESOL)
E-mail: mhhosseini73@yahoo.com
• This article was published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69.
See http://beyondelt.blogfa.com
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and don’ts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Employing Social Media in Text-Based InstructionAJHSSR Journal
ABSTRACT:Text-Based Instruction was first introduced over two decades ago but still has relevance for
language teaching today. However, the texts typically used in this approach are of a literary or academic nature
rather than texts that are motivating and more immediately relevant to learners’ lives. This paper proposes the
use of social media platforms, in particular Instagram, as a way to make the utilization of Text-Based Instruction
more meaningful to students.
KEYWORDS –genre theory, whole texts, Text-Based Instruction, English language learning, contemporary
texts
A statistical analysis of corpus based approach on learning sentence patterns IJECEIAES
This research paper examines the adverse effect of theoretical explanation of the grammatical rules among the learners. Exploration of the methods and materials taught inductively or deductively is the panacea to achieve the required goal. The study throws light on the pedagogical implication of adopting appropriate methods and materials for building the learners’ grammar and language. It primarily intends to explore a new teaching method using language corpora that can be employed in the English grammar classes in colleges at the undergraduate level. It strives to evaluate the effectiveness of teaching sentence patterns through corpus-based activities comparing with the traditional based teaching. Thus, the methodology aims to encourage students to become independent corpus users.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Corpus-Based Vocabulary Learning in Technical EnglishCSCJournals
One of the main challenges posed in front of English for Specific Purposes (ESP) teachers in developing syllabi at higher education level is the choice of vocabulary to be taught. This issue is particularly prominent in technical English, which apart from being abundant in nouns, requires students to learn the other highly frequent noun-based structures such as multi-word lexical units (MWLUs). Learning how to cope with these condensed structures both in reading and writing, will make the students competent and self-confident ESP users. The choice of lexical items is usually left to teachers’ intuition. This paper intends to assist teachers in avoiding addressing the issue by making such intuitive decisions, offering the model of incorporating the corpus-based vocabulary findings into their ESP syllabi instead. Thus, the research questions addressed in this paper are: Can a computer software extract all the nouns, MWLUs and multi-noun lexical units (MNLUs) with 100% certainty? What is their precise number in the pedagogical corpus of English for Traffic and Transport Purposes (ETTP)? The paper approaches the issue from the analytical point of view, i.e. by instructing the teacher-researcher step by step in analysing the pedagogical specialized corpora, including the possible problems they might encounter using irreplaceable, yet not completely accurate computer software for the purpose. The paper proposes original solutions to overcome the encountered imperfections in order to get accurate and evidence-based lists of most frequent nouns, MWLUs and MNLUs, making some extra effort by manually complementing the computer-based analysis. By applying the methodology proposed by this paper teachers-researchers will no more have to wonder which nouns and MWLUs and MNLUs to teach, since they can create accurate lists by themselves. Furthermore, a specialized pedagogical corpus analysis provides a valuable basis for creating glossaries and specialized minimum dictionaries, serving as a source for creating syllabi and lexis oriented exercises, as well as for designing language tests – all of it with the ultimate scope of improving students’ lexical competencies in a specific field of study.
A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors
Seyed Mohammad Hassan Hosseini, PhD (TESOL)
E-mail: mhhosseini73@yahoo.com
• This article was published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69.
See http://beyondelt.blogfa.com
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and don’ts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Employing Social Media in Text-Based InstructionAJHSSR Journal
ABSTRACT:Text-Based Instruction was first introduced over two decades ago but still has relevance for
language teaching today. However, the texts typically used in this approach are of a literary or academic nature
rather than texts that are motivating and more immediately relevant to learners’ lives. This paper proposes the
use of social media platforms, in particular Instagram, as a way to make the utilization of Text-Based Instruction
more meaningful to students.
KEYWORDS –genre theory, whole texts, Text-Based Instruction, English language learning, contemporary
texts
A statistical analysis of corpus based approach on learning sentence patterns IJECEIAES
This research paper examines the adverse effect of theoretical explanation of the grammatical rules among the learners. Exploration of the methods and materials taught inductively or deductively is the panacea to achieve the required goal. The study throws light on the pedagogical implication of adopting appropriate methods and materials for building the learners’ grammar and language. It primarily intends to explore a new teaching method using language corpora that can be employed in the English grammar classes in colleges at the undergraduate level. It strives to evaluate the effectiveness of teaching sentence patterns through corpus-based activities comparing with the traditional based teaching. Thus, the methodology aims to encourage students to become independent corpus users.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Corpus-Based Vocabulary Learning in Technical EnglishCSCJournals
One of the main challenges posed in front of English for Specific Purposes (ESP) teachers in developing syllabi at higher education level is the choice of vocabulary to be taught. This issue is particularly prominent in technical English, which apart from being abundant in nouns, requires students to learn the other highly frequent noun-based structures such as multi-word lexical units (MWLUs). Learning how to cope with these condensed structures both in reading and writing, will make the students competent and self-confident ESP users. The choice of lexical items is usually left to teachers’ intuition. This paper intends to assist teachers in avoiding addressing the issue by making such intuitive decisions, offering the model of incorporating the corpus-based vocabulary findings into their ESP syllabi instead. Thus, the research questions addressed in this paper are: Can a computer software extract all the nouns, MWLUs and multi-noun lexical units (MNLUs) with 100% certainty? What is their precise number in the pedagogical corpus of English for Traffic and Transport Purposes (ETTP)? The paper approaches the issue from the analytical point of view, i.e. by instructing the teacher-researcher step by step in analysing the pedagogical specialized corpora, including the possible problems they might encounter using irreplaceable, yet not completely accurate computer software for the purpose. The paper proposes original solutions to overcome the encountered imperfections in order to get accurate and evidence-based lists of most frequent nouns, MWLUs and MNLUs, making some extra effort by manually complementing the computer-based analysis. By applying the methodology proposed by this paper teachers-researchers will no more have to wonder which nouns and MWLUs and MNLUs to teach, since they can create accurate lists by themselves. Furthermore, a specialized pedagogical corpus analysis provides a valuable basis for creating glossaries and specialized minimum dictionaries, serving as a source for creating syllabi and lexis oriented exercises, as well as for designing language tests – all of it with the ultimate scope of improving students’ lexical competencies in a specific field of study.
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