i-manager Publications

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

Current Issue Vol. 14 Issue 4

Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom

Most Cited

Volume 3 Issue 2 April - June 2013

Article

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

Parastou Gholami Pasand*

*M.A, Student of TEFL, University of Guilan, Guilan Iran.

Pasand, P. G. (2013). M.A. Curriculum Of TEFL In Iran: A Survey On The Courses. i-manager’s Journal on English Language Teaching, 3(2), 1-8. https://doi.org/10.26634/jelt.3.2.2293

Abstract

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.

References

[1]. Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle & Heinle Publishers.

[2]. Howard, J. (2007). Curriculum development, Department of Education, Elon University, Summer.

[3]. Johnson, F.R. (1996). The Second Language Curriculum, CUP

[4]. Moreno, P. (2000). The implications of curriculum design for a graduate of the English language program at Universidad Veracruzana. Unpublished dissertation. Mexico.

[5]. Nunan, D. (2000). Syllabus Design, Oxford: Oxford University Press.

[6]. Richards, J. C., Platt, J. & Platt.H. (1993). Dictionary of Language Teaching & Applied Linguistics. London: Longman .

[7]. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

[8]. Van den Branden, K. (n.d.). Task-based education: from theory to practice. Cambridge: Cambridge University Press.

[9]. White, R. (1993). The ELT Curriculum, USA: Cambridge University Press.

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Article

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

Josephine Funke Oni*

* English Unit, National Open University of Nigeria, Victoria Island, Lagos.

Oni, J. F. (2013). Lexicalisation And Discursive Expression Of Power In Olusegun Obasanjo's Speeches. i-manager’s Journal on English Language Teaching, 3(2), 9-16. https://doi.org/10.26634/jelt.3.2.2294

Abstract

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

References

[1]. Aluede, O., Jimoh, B., Agwinede, B.O. and Omoregie, E.O. (2005). Student unrest in Nigerian universities: looking back and forward. Kamla-Raj: J. Soc. Sci.10.1:17-22.

[2]. Bloomer, A., Griffiths, P., and Morrison, A. J. (2005). Introducing language in use: a course book. London: Routledge.

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[4]. Butler, C.S. (1985). Systemic linguistics: theory and applications, London: Batsford Academic and Educational.

[5]. Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.

[6]. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman.

[7]. Fairclough, N. (2001). Language and power. London: Pearson Education Ltd.

[8]. Habermas. (1977). Erkenntnis und Interesse. Suhrkamp.

[9]. Halliday, M.A.K. (1970). Functional diversity in language as seen from a consideration of modality and mood in English. Foundations of language 6.3:322-361.

[10]. Haliday M.A.K. (1978). Language as social semiotic, London: Edward Arnold.

[11]. Halliday, M.A.K. and Hasan, R. (1976). Cohesion in English. London: Longman.

[12]. Halliday, M.A.K. (1985). An introduction to functional Grammar. London: Edward Arnold.

[13]. Haratyan, F. (2011). Halliday's SFL and Social Meaning. 2nd International Conference on Humanities, Historical and Social Sciences, IPEDR 17.

[14]. Labourdette, S. (2007). Social relations and power. Orientaciony Sociedad, 7:1-20.

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[17]. Oha, O.(1994). Language in war situation: a stylistic study of the war speeches of Yakubu Gowon and Emeka Ojukwu. Ph.D. Thesis. Dept. of English. University of Ibadan. xxxiv + 341pp.

[18]. Ribeiro, B.T. (1996). Conflict talk in a psychiatric interview: struggling between personal and official footings. Texts and practices – readings in critical discourse analysis. Caldas-Coulthard, C.R. and Coulthard, M. Eds. London: Routledge. 179-193.

[19]. The Comet, Wednesday, May 3, 2000.

[20]. Thomas, L. And Wareing, S. (1999). Language, society and power: an introduction. London: Routledge.

[21]. van Dijk, T.A. (1993). Principles of critical discourse analysis. Discourse & Society, 4.2: 249-283.

[22]. van Dijk (1996). Discourse, power and access. Texts and practices: readings in critical discourse analysis. C.R. Caldas-Coulthard, and M. Coulthard. Eds. Londan Routledge. 84-104.

[23]. Ventola, E. (1988). Text analysis in operation: a multilevel approach. New developments in systemic linguistics, Vol. 2: theory and application. R.P. Fawcett and D. Young. Eds. London: Pinter Publishers. 52-77.

[24]. Wodak, R., de Cillia, R., Reisigl, M., and Liebhart, K. (1999). The discursive construction of national identity. Edinburgh: University Press.

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Research Paper

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

Abbas Ali Zarei* , Saba Adami**

* Assistant Professor, Imam Khomeini International University, Qazvin.

** M.A. Islamic Azad University, Takestan.

Zarei, A. A., and Adami, S. (2013). The Effects Of Semantic Mapping, Thematic Clustering, And Notebook Keeping On L2 Vocabulary Recognition And Production. i-manager’s Journal on English Language Teaching, 3(2), 17-27. https://doi.org/10.26634/jelt.3.2.2295

Abstract

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.

References

[1]. Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52 (2), 323-363.

[2]. Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language awareness, 18 (1), 74-89.

[3]. Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of adolescence and adult literacy, 50 (7), 528-537.

[4]. Chu-chang, M., Johnson, D. D., Pittelman, S. D., & Toms-bronowski, S. (1982). Studies of vocabulary development in the United States of America and the Republic of China. ERIC document reproduction service, No. ED227679. Retrieved October 19, 2010 from http:// www.eric.ed.gov/ERICWebPortal/recordDetail?Accno =Ed227679

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[6]. Cunningham, P. M. (1979). Teaching vocabulary in the content areas. NASSP Bulletin, 63, 112-116.

[7]. Fowle, C. (2002). Vocabulary notebook: Implementation and outcomes. ELT Journal, 56 (4), 380-388.

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[9]. Graves, M. F. (1986). Vocabulary learning and instruction. Review of Research in Education, 13, 49-89.

[10]. Hippner- page, T. (2000). Semantic clustering versus thematic clustering of English vocabulary words for second language instruction: which method is more effective? ERIC, document reproduction service, No. Ed315962.

[11]. Jia, S. (2006). An empirical research on learning strategies training in EFL classroom. US-China foreign language, 4 (5), 54-59.

[12]. Jiang, N. (2002). From-meaning mapping in vocabulary acquisition in a second language. SSLA, 24, 617-637.

[13]. Johnson, D. D., & Pittelman, S. D. (1985). Project on the investigation of the effectiveness of vocabulary instruction. ERIC, document reproduction service, No. Ed276988.

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[16]. Leeke, P., & Shaw, P. (2000). Learners' independent records of vocabulary. System, 28(2), 271-289.

[17]. Moir, J., & Nation, I. S. P. (2002). Learners' use of strategy for effective vocabulary learning. Prospect, 17 (1), 15-35.

[18]. Margosein, C. M., Pascarella, E. T., & Pflaum, S. W. (1982). The effect of instruction using semantic mapping on vocabulary and comprehension. The Journal of early adolescence, 2(2), 185-194.

[19]. Riazi, A., Sadighi, F., & Zare, S. (2005). The effect of EFL students' L2 proficiency and age on their overall patterns of vocabulary. IJAL, 8 (2), 87-106.

[20]. Sanchez, M. J. (2004). Effect of instruction with expert patterns on the lexical Learning of English as a foreign language. System, 32(1), 89-102.

[21]. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language teaching research, 12 (3), 329-363.

[22]. Shapiro, A. M., & Waters, D. L. (2005). An investigation of the cognitive processes underlying the key word method of foreign vocabulary learning. Language teaching research, 9 (2), 129-146.

[23]. Tinkham, T. (1997). The effect of semantic and thematic clustering on the learning of second language vocabulary. Second language research, 13 (2), 138-163.

[24]. Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25 (2), 261-274.

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Research Paper

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

Eshrat Bazarmaj Haghi* , Parastou Gholami Pasand**

* M.A. Student of TEFL, University of Guilan, Guilan, Iran.

** M.A. Student of TEFL, University of Guilan, Guilan, Iran.

Haghi, E. B., and Pasand, P.G. (2013). Vocabulary Learning Strategies Used By EAP Learners: The Case Of The Students Of Social Sciences. i-manager’s Journal on English Language Teaching, 3(2), 28-33. https://doi.org/10.26634/jelt.3.2.2296

Abstract

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.

References

[1]. Akbary, Z. & Tahririan, M. H. (2009). Vocabulary learning strategies in an ESP context: The case of paramedical English in Iran. Asian EFL Journal, 11(1), 45-58.

[2]. Cameron, L. (2001). Teaching languages to children. Cambridge: Cambridge University Press.

[3]. Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 12(1), 54-77.

[4]. Dudley-Evans, T. & St. Johns, M. (1998). Development in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.

[5]. Griffiths, C. (2003). Patterns of language learning strategy use, System, 31, 367-383

[6]. Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1),35-54.

[7]. Gu, P. Y. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. TESL-EJ Journal, 7, 1-25. Retrieved from http://www-writing.berkeley. Edu/TESl-EJ/ej26/a4.html#top

[8]. Jurkovic, V. (2006). Vocabulary learning strategies in an ESP context. Scripta Manent. 2(1), 23-32.

[9]. Lessard-Clouston, M. (1997). Language learning strategies: An overview for L2 teachers. Retrieved on December 6, 2012 from: http://iteslj.org/Articles/Lessard-Clouston/ strategies.html.

[10]. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

[11]. O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

[12]. Ruutmets, K. (2005). Vocabulary Learning Strategies in Studying English as a Foreign Language. Master's thesis. [online]. Retrieved from: http://www. utlib.ee/ ekollekt/ diss/mag /2005/ b17557100/ruutmets. pdf (30.4.2006)

[13]. Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N., and McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.

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Research Paper

Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Fatemeh Behjat*

* Department of English Language, Islamic Azad University, Abadeh Branch, Abadeh, Iran.

Behjat, F. (2013). Joint Book Reading: How Do Blogs Foster Collaborative Comprehension?. i-manager’s Journal on English Language Teaching, 3(2), 34-42. https://doi.org/10.26634/jelt.3.2.2297

Abstract

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.

References

[1]. Adams, D., & Hamm, M. (1996). Cooperative learning. Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas.

[2]. Barellet- Bragg, A. (2003). Blogging to learn. The Knowledge Tree, 4, 34-49.

[3]. Bauer, E. B., & O'Brien, D. G. (2005). New literacies and the institution of old learning. Reading Research Quarterly, 40(1), 120-131.

[4]. Blackstone, B., Spiri, J. & Naganuma, N. (n.d.). Blogs in English language teaching and learning: Pedagogical uses and students' responses. Reflections on English Language Teaching, 6(2), 1-20.

[5]. Block, C. C. & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.

[6]. Brigham,R., Berkley,S., Simpkins, P., & Brigham, M. (2007). A focus on reading comprehension strategy instruction. Retrieved 20 February 2012 from http:// www. TeachingLD.org.

[7]. Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and internet projects. Reading Teacher, 61(6), 504-506.

[8]. Carman, J. M. (2002). Blended learning design: Five key ingredients. In G. M. Billigmeier (n.d.). ended learning: Design and Implementation. Retrieved 20 February 2012 from imet.csus.edu/imet10/portfolio.

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[17]. Iwashita, N. (2001). The effect of learner proficiency on interactional moves and modified output in non-native-nonnative interaction in Japanese as a foreign language. System,27, 267-287.

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Research Paper

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

Josephine B. Alarcon*

* University of SantoTomas Research Cluster for Culture, Education and Social Issues.

Alarcon, B. J. (2013). Lexical Cohesion In Students' Argumentative Essay Among A Select Group Of Filipino College Students. i-manager’s Journal on English Language Teaching, 3(2), 43-52. https://doi.org/10.26634/jelt.3.2.2298

Abstract

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.

References

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[12]. Liu, D. (2000). Writing cohesion: Using context lexical ties in ESOL. English Teaching Forum, 38(1), 28-33.

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[16]. Zhang, A. (2005). Use of Cohesive Ties in Relation to the Quality of Compositions by Chinese College Students. Journal of Cambridge Studies, 5 (2-3), 78-86.

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

Current Issue Vol. 14 Issue 4

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Volume 3 Issue 2 April - June 2013

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*M.A, Student of TEFL, University of Guilan, Guilan Iran.

Pasand, P. G. (2013). M.A. Curriculum Of TEFL In Iran: A Survey On The Courses. i-manager’s Journal on English Language Teaching, 3(2), 1-8. https://doi.org/10.26634/jelt.3.2.2293

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

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* English Unit, National Open University of Nigeria, Victoria Island, Lagos.

Oni, J. F. (2013). Lexicalisation And Discursive Expression Of Power In Olusegun Obasanjo's Speeches. i-manager’s Journal on English Language Teaching, 3(2), 9-16. https://doi.org/10.26634/jelt.3.2.2294

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

Abbas Ali Zarei* , Saba Adami**

* Assistant Professor, Imam Khomeini International University, Qazvin. ** M.A. Islamic Azad University, Takestan.

Zarei, A. A., and Adami, S. (2013). The Effects Of Semantic Mapping, Thematic Clustering, And Notebook Keeping On L2 Vocabulary Recognition And Production. i-manager’s Journal on English Language Teaching, 3(2), 17-27. https://doi.org/10.26634/jelt.3.2.2295

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

Eshrat Bazarmaj Haghi* , Parastou Gholami Pasand**

* M.A. Student of TEFL, University of Guilan, Guilan, Iran. ** M.A. Student of TEFL, University of Guilan, Guilan, Iran.

Haghi, E. B., and Pasand, P.G. (2013). Vocabulary Learning Strategies Used By EAP Learners: The Case Of The Students Of Social Sciences. i-manager’s Journal on English Language Teaching, 3(2), 28-33. https://doi.org/10.26634/jelt.3.2.2296

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Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Fatemeh Behjat*

* Department of English Language, Islamic Azad University, Abadeh Branch, Abadeh, Iran.

Behjat, F. (2013). Joint Book Reading: How Do Blogs Foster Collaborative Comprehension?. i-manager’s Journal on English Language Teaching, 3(2), 34-42. https://doi.org/10.26634/jelt.3.2.2297

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

Josephine B. Alarcon*

* University of SantoTomas Research Cluster for Culture, Education and Social Issues.

Alarcon, B. J. (2013). Lexical Cohesion In Students' Argumentative Essay Among A Select Group Of Filipino College Students. i-manager’s Journal on English Language Teaching, 3(2), 43-52. https://doi.org/10.26634/jelt.3.2.2298

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* Assistant Professor, Imam Khomeini International University, Qazvin.

** M.A. Islamic Azad University, Takestan.

* M.A. Student of TEFL, University of Guilan, Guilan, Iran.

** M.A. Student of TEFL, University of Guilan, Guilan, Iran.