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Neology and sociolinguistics are at the crossroads of analysis for the democratization processes and need an integral approach combined with the concept studies to understand linguistic democratization dynamics fully.
Linguistic Democratization of the Modern English Language - one more book chapter of mine is now in the wild of the #openaccess academic realm. This chapter focuses on Functional Parameters of English Youth Slang Neologisms. Thanks to prof. Nata Lazebna who co-edited this collective monography with prof. Dinesh Kumar - Studies in Modern English published by The Julius Maximilians University of Würzburg Press.
Big shout out to prof. Rusudan Makhachashvili who created and leads a network of Contemporary English researchers now being scattered across the globe but contributing wherever we are.
Shtaltovna, Y. (2022). Linguistic Democratization of the Modern English Language: Functional Parameters of English Youth Slang Neologisms // N. Lazebna / D. Kumar (Ed.), Studies in Modern English, Würzburg, 2022, p. 105-115. DOI: 10.25972/WUP-978-3-95826-199-0-105
I am wondering if anyone is aware of any postdoctoral research opportunities in the above field.
In fact, I appreciate your time in providing your knowledge in this regard.
I am a novice student researcher who is undergoing MA in TESOL at Payap University, Chiang Mai, Thailand. I am carrying out content analysis on the instructional guide for English for upper primary education in Bhutan. It will be great if the seniors and experienced researchers in this field could guide me.
Thank you and wish you a happy new year.
When using CLT, other than relying on explicitly pointing out syntactic slots, (Subj, Adv, etc.), to be filled with appropriate grammatical forms, (such as word, phrase and clause types), it seems that students do not fully understand how they can build sentences or even embed recursiveness. Without this learning of form they are merely trying to memorize situational vocabulary - with or without knowledge of strategic competence. Many forms or structures must be taught explicitly - at first, especially for learning upper level writing skills. When teaching ESL, even in Task Based Learning, language learning can not succeed without structural models and graphic strategies.
What is the difference between pilot study/ phase? preliminary study/ feasibility study?
What they call the type of piloting that aims to test the instrument (e.g. survey, interview)? and what is the name of the type of piloting that is considered a smaller version of the main (PhD) thesis?
In the confirmation viva what type of piloting new PGRs usually use in their first year?
My major is Applied Linguistics.
I want to teach English humor, as treatment for my research, and I need some good books or articles that can guide me what to teach.
I am planning to measure teacher stress in my research. One valid and reliable instrument I believe I have found is Teacher Stress Inventory by Michael J. Fimian (1984).
I was wondering if this measure/instrument is in the public domain and can be used just by citing the author and publication or should it be purchased?
Moreover, where can I have access to this questionnaire?
I hope you all are well.
I am writing to you to ask a big favor. I am finishing my master's in TESOL at New York University, and I am in need of participants for my research survey who are currently teaching in Higher Education (HE) English Language Learner (ELL) classrooms. The purpose of my study is to evaluate the role of advertisements in these contexts in relation to critical thinking and critical literacies.
This is the link to my survey:
I would greatly appreciate your help! Your anonymous contribution will help me become a better researcher and teacher. It will only take approximately 10 minutes of your time.
I have a research and i should analyze the types of code-switching. however, i can't use Poplack's theory because my instructor said that it is too old. Any suggestions of new theories?
Asking for a friend:
I am a last-year Ph.D. student who is waiting for a doctoral defense session. I am going to continue my Postdoc in the area of pragmatics and language education. Do you have any idea about the existed opportunities? Thanks so much in advance
Grammar items can be acquired incedently through the natural use of language for communication, yet my learners do not respond well interaction-based activitie and they constantly ask for grammar based lessons where the rules are explicitly explained.
If someone has PhD in TESOL from USA and he returned to iraq , can TESOL be equated with applied linguistics ?
Thank you in advance.
I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning.
Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning.
I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
Anyone has tried Telegram for distance learning?! Does it work?
I'm currently using Google Classroom but my students are complaining because they are new to it and they lack technical training. Distance learning is new in my setting and has been introduced to cope with these challenging times that you'll guys know.
I teach English literature for freshmen. Thanks for your suggestions!
I've discovered that some of the MA TESOL students here in the UK are taking their degree back to China to get jobs teaching English. These are students who don't already have a teaching certification. They majored in English, then got the MA TESOL in the UK, much of the time lamenting that they weren't getting teaching practice, or learning how to teach. When I explain that what they probably wanted was a CELTA/DELTA, they got confused. Understandably. Sources like tefl.co.uk, in their explanation of the different acronyms include TEFL, TESL, and TESOL along with CELTA and DELTA - identifying them all as 'courses'. Having now moved to UCL, Institute of Education, the MA TESOL program is divided into 'in-service' and 'pre-service', the latter offering an option to do some teaching practice. Wondering if this is the situation elsewhere, as I don't remember this when I was teaching on the MEd TESOL at the University of Sydney 15 years ago.
I am looking for papers (articles / chapters / presentations) which report on studies that examined the grammatical knowledge/awareness of teachers of English as a foreign/second language (ELT / TESOL) or teachers of English to L1 primary/secondary students. Please note that I am interested in the grammatical knowledge of *practising* teachers -- not trainee teachers.
It would be your generosity to respond to the questionnaires and also distribute it among your colleagues, students, and networks.
We would like to ask you if you would be so kind as to complete the following online questionnaires of a cross-cultural research study designed to investigate the relationship between CALL literacy and the attitudes of language teachers and students towards Computer-Assisted Language Learning (CALL).
Teachers and students who have previously answered the questionnaire say that it took about 10-20 minutes to do so. Your help would be very much appreciated.
Be sure that all the personal data provided from the questionnaire will be kept strictly confidential in our reports. Your personal data will not be disclosed nor used for any other purpose than educational research.
As a cross-cultural study, I need a good number of data from different countries. Please circulate this post through your networks.
Your input is really important for our study.
If you are a teacher: https://goo.gl/forms/Z1rgHmP2plqwqHbW2
If you are a student: https://goo.gl/forms/u3hCIGcDzvuEdI263
If you are both a teacher and a student please respond to both questionnaires.
Thank you in advance for your help and cooperation.
Mª Elena Gómez Parra
Cristina A. Huertas Abril
University of Cordoba, Córdoba, Spain
Are there any relevant features that make some prepositional combinations relatively easier to learn than others?
Thank you in advance for your participation!
- Based on the model presented by Goh and Burns in "Teaching Speaking: A Holistic Approach" (Page 53), it seems that we have two sides of a bridge in terms of second language speaking competence. One of them is knowledge, and the other one is the skill. The "knowledge" phase puts the emphasis on teaching the components related to the knowledge of a language such as grammatical points, vocabulary, idioms, etc. Based on my interpretations of the first four chapters of the book, it seems that teaching the "knowledge" of a language is not going to result in competent second language learners in terms of their speaking competence. In fact, it seems that beginning the process of language teaching from the "knowledge" side is not going to reach to the other side of the bridge that is the skill.
- If we investigate the other side of the bridge, the skill has some key features. A skill is unconscious, automatic, etc. Based on the mentioned model, moving from the bottom of the triangle to the top (from the skill to knowledge) might have better results in the sense of speaking competence. In fact, adding the needed knowledge to the already-gained skill might let the learners have access to the knowledge in a blink of an eye for negotiation of meaning while the needed knowledge without the presence of the needed skill might not be accessible for the negotiation of meaning. Metaphorically speaking, having a glass prior to pouring water in, is more logical than having water with no glass.
- Having the mentioned points in mind, some language teachers limit the teaching a language to its knowledge. Now there are several questions to be asked:
- 1. How can teachers move from skill to knowledge in practice?
- 2. Do material designers consider such theoretical issues in designing coursebooks?
- 3. Is there any relationship between the Interface hypothesis and the mentioned issues?
- Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge: Cambridge University Press.
Since Lakoff and Johnson's "Metaphors We Live By", Applied Linguists use Conceptual Metaphor Theory for different pedagogical purposes. While some researchers use a pure cognitive perspective in researching Metaphor, some others add Sociocutural perspective to the cognitive view. Therefore, the question is what are the weaknesses of the pure cognitive view that led to the emergence of Sociocutural perspective in Metaphor studies?
Using the term TESOL eliminates the differences between TEFL and TESL and leads teachers to believe that both processes are similar. I do believe there is a need to support a theory that helps explain the process of learning (or little learning) of English or any other language in a FOREIGN context.
How can we develop EFL learners' oral communication proficiency through EFL classroom teaching??
Can non-native English speakers ( who are of course applied linguists) rate appropriateness of EFL learners’ speech act production elicited through Role-plays and Discourse Completion Tasks (DCT)? Would it be acceptable in Interlanguage pragmatics (ILP) research where recruiting native speaker raters could not be practical?
Hello. I am Hyosun Kim, an MA TESOL student.
I've tried to look for this article for several days at any cost, I have not found this. I would like to ask how to access this article.
Krishnamurthy, R. 2000. ‘Collocation: from silly ass to lexical sets’ in C. Heffer, H. Sauntson, and G. Fox (eds): Words in Context: A Tribute to John Sinclair on his Retirement. Birmingham: University of Birmingham.
It will be my third CALL Conference, and I am looking forward to seeing friends there, and meeting new colleagues. My presentation wil be Sunday morning.
I have a background in TESOL, and currently doing a project in linguistics. I'm trying to look for theories with a linguistic focus, and I came across Dornyei's second language motivational self system (L2MSS) and sounds appealing for my project, but I feel it's more TESOL than linguistics. Can it be used in linguistics as well?
Hi there. I am currently doing a BA in TESOL and this is my first research project, so bare with me if I sound a little clueless!
My question is: can I adapt a research instrument (survey) to fit my needs, or will this invalidate it? To clarify; I want to measure to what extent my students' motivations for using the learning management system are internalized and autonomous in nature. I want to use the LLOS-IEA (Noels et al, 2003), however, I will need to change the instrument to be asking questions about the "Flipped Learning" system we use.
How can we answer the issues involved below in the broader context of millennial tasks and opportunities:
- the mega-trends (political, economic, social, intercultural, legal, and digital) in TESOL impacting English and English language education in local and global situations
- the best practices to incorporate the languages of their students into English Teachers' daily professional practices to overcome the native speaker as the standard and address the changing realities of English language use around the world, both with regards to students’ needs for English and to teachers’ needs for proficiency in English
- the changing realities of English language use around the world, both with regards to students’ needs for English and to teachers’ needs for proficiency in English.
- the teaching practice shaping and informing educational policy and research in global/local contexts.
In TESOL, EFL teaching, CALL and MALL, I have seen many studies that were of short duration.
For example, in looking at several MALL studies, learners used MALL for as little as 40 minutes, one class, one week, or two weeks. In addition, the duration of the study was not divulged at all in some studies.
But the Hawthorne Effect, also known as the Novelty Effect, means that the newness of being research participants or of using technology in a new way, leads to temporary increases in performance.
Clark and Sugrue (1991) determined that it requires eight weeks for the novelty factor to drop to a minimal level (20% of a Standard Deviation for more than eight weeks, which is < 1% of the variance). Therefore, novelty may serve as a confounding variable for studies lasting less than eight weeks, skewing research results to the positive.
So...how important is it to state the duration of your research study, and to ensure that it lasts long enough for the Hawthorne effect to be negligible?
My main focuses are on refugees however, I am finding that challenging and my other focus is on TESOL, ELLs, linguistic difficulties, stress and trauma and resilience. I am yet to find anythingin relation of refugees but, I would really appreciate and suggestions. Thanks
Generally, thinking skill is given less emphasis in TESOL, EFL, TESL, etc. Whereas it is mother of four language skills (listening, speaking, reading and writing). If it is so then thinking skills should also be given importance.
Barcroft claims that in initial learning, having learners write words (vs. undivided mental effort of memorization) significantly suppresses recall on immediate and delayed post-tests. This is supported by solid research (e.g. Second Language Research 22,4 (2006)). I feel a bit confounded since many effective learners must have used written lists through the ages, as an obvious and satisfactory strategy. Concerning Resource Depletion Output and teaching methodology, is this a critical issue, or is it just an academic caveat on the route to word learning, which in any case requires many encounters, and forms of elaboration? In other words, how should teachers heed this finding? Although he doesn't write it explicitly, Barcroft would appear not to endorse practices such as shadowing, since too much division of resources would occur, depleting vocabulary, or other aspects such as syntax.
I am interested in research approaches that can give voice to young children's understanding of how and why they are acquiring a second language.
Teaching Training Certificate (9sessions in 3 days)
Professional development certificate
Many ITA's and even Professors with a definite accent suffer bad reviews from students, merely because of their accent. Does the listener bear as much responsibility as the speaker in terms of comprehension? My class designed the following for YouTube. Do you think, by watching it, it would change your view of being in the class of someone with an accent?
I can't find anything on task based pronunciation teaching. Any ideas?
There is a lot of stuff on task based language teaching, but really no information on how to apply this approach to pronunciation teaching.
At our institution we are currently designing and implementing a new curriculum for the 5 year English teaching program, and I need some insight about it.Thank you very much.
I would like to examine whether adults ELLs who have developed good writing skills in their L1 will be able to develop and acquire the English writing skills as L2 more easily compared to others who have developed poor writing skills in their L1?
I'm currently doing research concerning vocabulary instruction using CALL applications. I would like to investigate whether there might be any differences in the effectiveness of various vocabulary learning strategies when using CALL applications and paper and pencil methods to learn vocabulary.
Can children`s speaking performance be influenced by the lesson they had before the second language lesson?
Children learn English as a second language and had Spanish the lesson before, will this ionfluence their English speaking performance?
Is better through paragraph writing, or fill in the blank worksheets or what? If you have any idea let me hear from you. I appreciate any comment regardless of how simple it might be.
Students' communicative competence is the goal in communicative language teaching. But yet, strategic competence as an important part of communicative competence is less concerned by EFL teachers and researchers.
I want to find out how Mexican students at a public university construct their self-regulation from the sociocultural perspective.
Although I've specified post-CELTA, it can be a non-native teacher who has done a similar qualification at some time in their lives. Although there is a lot of literature about student perceptions, comparisons between NNESTS (non-native English speaking teachers) and NESTS (native English speaking teachers), I am particularly interested in their perceptions and self-awareness. For example - discrimination in TESOL, lack of self-confidence in own abilities, accent awareness etc.
I have a student of English that has a level of formal education in her L1 extremely low. She is trying to learn English as a L2. We have finished the semester and her degree of learning is extremely low. I wonder if a student who obviously has a first language due to the fact that she is a native speaker, but has a very low degree of formalized learning is able to learn a L2 in a classroom setting
no details, only a case of in -class observation
In EFL contexts, older students in beginning levels tend to speak English using disconnected sentences. Sometimes they also use isolated words to refer to a complete description. So, how can ESL/EFL teachers foster brain automaticity among elder learners in foreign language classes?