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i-manager's Journal on English Language Teaching (JELT)

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EXPLORING ESSENTIAL SOFT SKILLS FOR MAXIMIZING EMPLOYABILITY OF ENGLISH GRADUATES IN BANGLADESH
DOMESTIC VIOLENCE IN AFRICAN SOCIETY: A STUDY OF CHIMAMANDA ADICHIE’S PURPLE HIBUCUS
“Psychoanalytical Perspective of Shakespeare's Characters in Love”
Human and Non-Human: The Duality of Diaspora in Amitav Ghosh’s Gun Island
Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development

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Volume 10 Issue 4 October - December 2020

Research Paper

The Quality Identification of English Proficiency Tests in Turkey

Seda Sivaci*

Department of Translation and Interpreting, Kahramanmaras Istiklal University, Turkey.

Sivaci, S. (2020). The Quality Identification of English Proficiency Tests in Turkey. i-manager's Journal on English Language Teaching, 10(4), 1-16. https://doi.org/10.26634/jelt.10.4.17039

Abstract

The purpose of the present study is to evaluate proficiency tests of the universities in Turkey in line with the ALTE Quality Assurance Checklists in terms of four dimensions: a. Test construction, b. Administration & Logistics c. Grading, Marking Results and d. Test Analysis & Post-examination Review. The study took place in four different universities; thus, four participants took part in the study. Three of the institutions have testing offices, while one of them does not have a testing office. The data collected through ALTE Quality Assurance Checklists was analyzed descriptively. From the outcome of the present investigation, it is possible to conclude that the proficiency tests of the four participating universities are found to have deficiencies regarding test construction, administration and logistics, marking, grading and results as well as test analysis and post examination review. Moreover, the findings are of direct practical relevance for institutions who prepare proficiency tests in that they show the necessity of ALTE Quality Assurance Checklist (2001) for identifying quality in the institutions.

References

[1]. ALTE Quality Assurance Checklists. (2001). Resources - Free Guides and Reference Materials. Retrieved from https://www.alte.org/Materials

[2]. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Pearson-Longman. Retrieved from https://octovany.files. wordpress.com/2013/12/ok-teaching-by-principles-hdouglas- brown.pdf

[3]. Dada, E. M., & Ohia, I. (2014). Teacher–made language test planning, construction, administration and scoring in secondary schools in Ekiti State. Journal of Education and Practice, 5(18), 71-76.

[4]. Dendrinos, B., & Gotsoulia, V. (2014). Setting standards for multilingual curricula to teach and test foreign languages. Challenges for Language Education and Policy: Making Space for People, New York: Routledge, 23-29.

[5]. Fan, Y. & Jin, Y. (2013). A survey of English language testing practice in China: The case of six examination boards. Language Testing in Asia, 3(7), 1-16. https://doi. org/10.1186/2229-0443-3-7

[6]. Hughes, A. (2003). Testing for language teachers. Cambridge University Press. https://doi.org/10.1017/CBO 9780511732980

[7]. Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing 19(3), 246–276. https://doi.org/10.1191 %2F0265532202lt230oa

[8]. McNamara, T. (2000). Language Testing. Oxford: OUP. Retrieved from https://books.google.co.in/books/abo ut/Language_Testing.html?id=RuxUkltYl_UC&redir_esc=y

[9]. Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal, 30(2), 521-546. https://doi.org/10.1080/1523588 2.2006.10162888

[10]. Milanovic, M. (2002). Language examining and test development. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Retrieved from https://rm.coe.int/1680459fa8

[11]. Shaw, S. (2002). The effect of training and standardization on rater judgement and inter-rater reliability. Research Notes, 9, 13–17.

[12]. Shohamy, E. G. (2006). Language policy: Hidden agendas and new approaches. Psychology Press. Retrieved from https://books.google.co.in/books/about/ Language_Policy.html?id=sdEXntP_ORcC&redir_esc=y

[13]. Suen, H. K., & McClellan, S. (2003). Test item construction principles and techniques. In Encyclopedia of vocational and technological education, Taipei: ROC Ministry of Education, Vol. 1, 777-798.

[14]. Wang, P. (2009). The Inter-rater Reliability in Scoring Composition. English Language Teaching, 2(3), 39-43.

[15]. Weigle, S. C. (1998). Using FACETS to model rater training effects. Language Testing, 15(2), 263–287. https:// doi.org/10.1177%2F026553229801500205

[16]. Young , J. W., So, Y. & Ockey, G. J. (2013). Guidelines for best test development practices to ensure validity and fairness for international English language proficiency assessments. Educational Testing Service. Retrieved from https://www.ets.org/s/about/pdf/best_practices_ensure_va lidity_fairness_english_language_assessments.pdf

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Research Paper

Challenges Faced by Some English Language Teachers in the First High School of Iran

Reza Taghivand*

Koosha International Center of Applied Science & Technology, Tehran.

Taghivand, R. (2020). Challenges Faced by Some English Language Teachers in the First High School of Iran. i-manager's Journal on English Language Teaching, 10(4), 17-27. https://doi.org/10.26634/jelt.10.4.16630

Abstract

Students with different language backgrounds may cause certain challenges to some teachers. The purpose of this article is to analyze the problems some teachers may face while teaching the English language at First-grade elementary-high schools in Iran. The impact of this challenge was surveyed by means of a questionnaire to 171 students. The results have been surveyed by SPSS 24 and Cronbach's alpha value. This research suggests that teaching staff in high schools have to solve this problem by evaluating their students' knowledge and presenting extra classes for the needed ones before the start of the new school year. The new language teachers should have a short period of learning course to encounter it wisely.

References

[1]. Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent Health, 44(3), 252-259. https://doi.org/10. 1016/j.jadohealth.2008.07.004

[2]. Belsky, D. W., Moffitt, T. E., Arseneault, L., Melchior, M., & Caspi, A. (2010). Context and sequelae of food insecurity in children's development. American Journal of Epidemiology, 172(7), 809-818. https://doi.org/10.1093/aje/kwq201

[3]. Brown, D. H., & Lee, H. (2015). Teaching by principles: An interactive approach to language Pedagogy, (p. 139). White Plains, NY: Pearson Education.

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[5]. Dunn, J. (2002). Mindreading, emotion understanding, and relationships. Growing points in developmental science: An introduction. Hove, NY: Psychology Press (pp. 167-176).

[6]. Foroozandeh, E. (2011). History of high school English course books in Iran. Roshd Foreign Language Teaching Journal, 26(1), 57-69.

[7]. Gandara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English Learners in California Schools: Unequal resources,'Unequal outcomes. Education Policy Analysis Archives, 11(36). https://doi.org/10.14507/epaa. v11n36.2003

[8]. Garcia, O. (1999). Educating Latino high school students with little formal schooling. So much to say: Adolescents, Bilingualism, and ESL in the Secondary School, (pp. 61–82). New York: Teachers College Press.

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[10]. Langer, J. A. (2002). Effective Literacy Instruction: Building Successful Reading and Writing Programs. National Council of Teachers of English, Urbana, IL.

[11]. Long, M. H., & Doughty, C. J. (Eds.). (2011). The Handbook of Language Teaching (Vol. 63). John Wiley & Sons.

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[19]. Sali, P., & Kecik, I. (2018). Challenges of first years of teaching in Turkey: Voices of novice EFL Teachers. English Language Teaching, 11(4), 117-131.

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Research Paper

Exploring Polysemy through Prototypical Theory for Teaching Legal English in Contracts

Suman Luhach* , Garima Tiwari**

*-** School of Law, Bennett University, India.

Luhach, S., and Tiwari, G. (2020). Exploring Polysemy through Prototypical Theory for Teaching Legal English in Contracts. i-manager's Journal on English Language Teaching, 10(4), 28-35. https://doi.org/10.26634/jelt.10.4.17081

Abstract

Young law students often get confused over the appropriateness and logic of using different terms in contracts and contractual clauses. This improper understanding of the right usage in the initial years usually sustains in their profession as well. Consequently, vague terms and ambiguities often become the root causes of contract interpretation disputes. Contract drafting skills and a strong hold on legal English are valued highly in the legal profession. Therefore, a systematic exposure to legal English is required in the formative years. The present working paper explores Prototypical theory of Polysemy by Cognitive Linguists in teaching legal English to the students of law. An introduction to the concept of 'Polysemes' and a discourse analysis of already existing contracts for polysemes is planned for the students. This is done to make students read some authentic legal contracts, understand and analyze them through discourse analysis for learning contract drafting. The study includes references to different types of contracts and clauses like those in the contract for sale of goods, contract for performance of services, memorandum of understanding, non-disclosure agreements, international contracts and other commercial contracts like memorandum and articles of association among others. The study is done to help students understand how appropriate selection of words is crucial in contracts and to help them learn contract drafting.

References

[1]. Beitel, D. A., Gibbs Jr, R. W., & Sanders, P. (2001). The embodied approach to the polysemy of the spatial preposition on. In Polysemy in Cognitive Linguistics (p. 241). John Benjamins.

[2]. Cuyckens, H., & Zawada, B. E. (Eds.). (2001). Polysemy in cognitive linguistics: Selected papers from the International Cognitive Linguistics Conference, Amsterdam, 1997 (Vol. 177). John Benjamins Publishing.

[3]. Gozdz-Roszkowski, S. (2013). Exploring nearsynonymous terms in legal language. A corpus-based, phraseological perspective. Linguistica Antverpiensia, New Series–Themes in Translation Studies, 12.

[4]. Ismail, N., & Yusof, M. A. M. (2008, November). Exploring the use of learning contracts for language learning. In Seminar Penyelidikan Pendidikan Pasca Ijazah, 52-64.

[5]. Johnson, R. K. (1985). Prototype theory, cognitive linguistics and pedagogical grammar. Working Papers in Linguistics and Language Training, 8, 12-24.

[6]. Kizińska, A. (2010). Polysemy in contracts establishing an employment relationship under the Law of England and Wales: A Case Study. Institute of Linguistics Faculty of Modern Languages, Adam Mickiewicz University

[7]. Kovacs, E. (2011). Polysemy in traditional vs. cognitive linguistics. Eger Journal of English Studies (Vol. 11.), 3-19.

[8]. Krapivkina, O. A. (2017). Semantics of the verb shall in legal discourse. Jezikoslovlje, 18(2), 305-317.

[9]. Lakoff, G. (2008). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago Press.

[10]. Manasia, M. G. (2016). Polysemy and Metaphor in the Verbs of Perception. In The Future of Knowledge (pp. 55- 64). Scientia Moralitas Research Institute.

[11]. Mitsugi, M. (2017). Schema-Based Instruction on Learning English Polysemous Words: Effects of Instruction and Learners' Perceptions. Journal of Pan-Pacific Association of Applied Linguistics, 21(1), 21-43.

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[13]. Post, D. (2006), Writing guidelines: General principles and rules. Retrieved from http://www.cs.nott.ac.uk/~pszg a/tips/writing_guidelines.pdf

[14]. Qiang, Z. (2014). The reflection of markedness in prototype category theory on semantic level and its implications for second language acquisition. International Journal of Language and Linguistics, 2(2), 95- 101.

[15]. Richard, I. (2018). Is legal lexis a characteristic of legal language?. Journal in English Lexicology, (11). https://doi. org/10.4000/lexis.1173

[16]. Soboleva, A. (2015) Legal terminology from the rhetorical perspective: Legal genres approach. Pravo. Zhurnal Vysshey shkoly ekonomiki (in Russian), 3, 168-180. Retrieved from https://law-journal.hse.ru/en/2015--3/16256 4003.html

[17]. Taylor, J. R. (2003). Cognitive models of polysemy. Trends in Linguistics Studies and Monographs, 142, 31-48.

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[19]. Ya'acob, A., Othman, Z., Kamarulzaman, S. Z. S., & Mokhtar, N. H. (2012). English language teaching and learning: To contract or not to contract. The Social Sciences, 7(5), 731-737.

[20]. Zhang, H. (2017). A study on implication of prototype theory in English vocabulary teaching. Journal of Language Teaching and Research, 8(1), 133-137. https:// doi.org/10.17507/jltr.0801.16

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Research Paper

Investigating Multiple Intelligence Theory in Children and Young Adult EFL Learners and Course Books

Sajad Sabzevari* , Saman Ebadi**

*-** Department of Applied Linguistics, Razi University, Kermanshah, Iran.

Sabzevari, S., and Ebadi, S. (2020). Investigating Multiple Intelligence Theory in Children and Young Adult EFL Learners and Course Books. i-manager's Journal on English Language Teaching, 10(4), 36-54. https://doi.org/10.26634/jelt.10.4.17243

Abstract

This study aimed at investigating children and young adult EFL learners of Iran Language Institute(ILI) and their course books in the light of Multiple Intelligence (MI) Theory. To achieve this aim, 240 EFL learners participated in this study. First, the students' intelligence profiles were identified by adapting and using Lazear's (1994) children's questionnaire and Christion's (1996, 1998) young adults' MI survey. Secondly, all the nine children's course books along with seven young adults' taught in Iran Language Institute (ILI) were evaluated through the MI checklist to determine the extent to which MI theory is reflected in these course books. The analysis of the course books' activities revealed that both series of course books mostly catered to verbal/linguistic and visual/spatial intelligences. The least dominant intelligences were intrapersonal and naturalist intelligence types, and no example of the naturalist intelligence was found in the young adult coursebooks' activities. The results of the study also showed the discrepancies between students' and course books' MI profiles. As opposed to the course books' MI profile, a balanced distribution of intelligence types were observed among both children and young adult students; i.e., students preferred all types of intelligences in varying approximate degrees. The findings of the study have some pedagogical implications for teachers, coursebook designers, teacher educators and material developers to consider MI theory and language learners' MI profile in designing course books and using classroom activities.

References

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[8]. Estaji, M., & Nafisi, M. (2014). Multiple intelligences and their representation in the EFL young learners' textbooks. International Journal of Research Studies in Language Learning, 3(6), 61-72. https://doi.org/10.5861/ijrsll.2014.731

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Research Paper

EFL Teachers’ Perceptions about the Effect of Quizlet on Vocabulary Teaching

Fatih Toy* , Kagan Buyukkarci **

*-** Department of Foreign Language Education, Süleyman Demirel University, Isparta, Turkey.

Toy, F., and Buyukkarci, K. (2020). EFL Teachers' Perceptions about the Effect of Quizlet on Vocabulary Teaching. i-manager's Journal on English Language Teaching, 10(4), 55-70. https://doi.org/10.26634/jelt.10.4.17229

Abstract

This study intends to indicate the perceptions of Turkish EFL teachers' on the use of Quizlet for vocabulary teaching and students' vocabulary learning process. The study involved a mixed design of Qualitative and Quantitative research. The study involved Turkish EFL teachers (n=50) as participants. The implementation period took 10 weeks and 50 teachers used quizlet vocabulary sets in their classes. These sets were prepared by the researchers. After this period, the teachers were asked to fill in a survey of perceptions developed by the researchers. Additionally, ten volunteers among the teachers volunteered to take part in focus group interviews for detailed discussion about their responses in the survey. The survey and focal interviews have yielded positive perceptions by teachers regarding the use of quizlet for vocabulary teaching, students' learning regarding the motivation of students, students' developing learner autonomy and empowerment of language skills at different degrees.

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Research Paper

Factors Contributing to Poor Communication Skill among Low Level Learners

Suprabha K.* , G. Subramonian **

* NSS Training College, Ottapalam, Palakkad, Kerala, India.

** Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Coimbatore, Tamilnadu, India.

Suprabha, K., and Subramonian, G. (2020). Factors Contributing to Poor Communication Skill among Low Level Learners. i-manager's Journal on English Language Teaching, 10(4), 71-79. https://doi.org/10.26634/jelt.10.4.17046

Abstract

Children of educated parents coming from better home environment are found to perform well in English language compared to students of low socio-economic status. A healthy family environment is essential for a child's proper language development. It should be taken into consideration that without good communication skill, one cannot attain mastery in English language. A good communication skill makes the learners more creative in using English language. The objective of the study was to find out the relationship between socio-familial conditions and communication skill in English language among secondary school students. The study employs descriptive survey method with a sample of 600 secondary school students taken for collecting the data. The result of the study found that socio-familial conditions have a significant influence on communication skill in English language among secondary school students of Palakkad district. The teachers should take necessary steps to enquire and understand about the socio-familial background of the learners.

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i-manager's Journal on English Language Teaching (JELT)

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Volume 10 Issue 4 October - December 2020

The Quality Identification of English Proficiency Tests in Turkey

Seda Sivaci*

Department of Translation and Interpreting, Kahramanmaras Istiklal University, Turkey.

Sivaci, S. (2020). The Quality Identification of English Proficiency Tests in Turkey. i-manager's Journal on English Language Teaching, 10(4), 1-16. https://doi.org/10.26634/jelt.10.4.17039

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Challenges Faced by Some English Language Teachers in the First High School of Iran

Reza Taghivand*

Koosha International Center of Applied Science & Technology, Tehran.

Taghivand, R. (2020). Challenges Faced by Some English Language Teachers in the First High School of Iran. i-manager's Journal on English Language Teaching, 10(4), 17-27. https://doi.org/10.26634/jelt.10.4.16630

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Exploring Polysemy through Prototypical Theory for Teaching Legal English in Contracts

Suman Luhach* , Garima Tiwari**

*-** School of Law, Bennett University, India.

Luhach, S., and Tiwari, G. (2020). Exploring Polysemy through Prototypical Theory for Teaching Legal English in Contracts. i-manager's Journal on English Language Teaching, 10(4), 28-35. https://doi.org/10.26634/jelt.10.4.17081

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Investigating Multiple Intelligence Theory in Children and Young Adult EFL Learners and Course Books

Sajad Sabzevari* , Saman Ebadi**

*-** Department of Applied Linguistics, Razi University, Kermanshah, Iran.

Sabzevari, S., and Ebadi, S. (2020). Investigating Multiple Intelligence Theory in Children and Young Adult EFL Learners and Course Books. i-manager's Journal on English Language Teaching, 10(4), 36-54. https://doi.org/10.26634/jelt.10.4.17243

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EFL Teachers’ Perceptions about the Effect of Quizlet on Vocabulary Teaching

Fatih Toy* , Kagan Buyukkarci **

*-** Department of Foreign Language Education, Süleyman Demirel University, Isparta, Turkey.

Toy, F., and Buyukkarci, K. (2020). EFL Teachers' Perceptions about the Effect of Quizlet on Vocabulary Teaching. i-manager's Journal on English Language Teaching, 10(4), 55-70. https://doi.org/10.26634/jelt.10.4.17229

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Factors Contributing to Poor Communication Skill among Low Level Learners

Suprabha K.* , G. Subramonian **

* NSS Training College, Ottapalam, Palakkad, Kerala, India. ** Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Coimbatore, Tamilnadu, India.

Suprabha, K., and Subramonian, G. (2020). Factors Contributing to Poor Communication Skill among Low Level Learners. i-manager's Journal on English Language Teaching, 10(4), 71-79. https://doi.org/10.26634/jelt.10.4.17046

Abstract

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* NSS Training College, Ottapalam, Palakkad, Kerala, India.

** Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Coimbatore, Tamilnadu, India.