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 9 Issue 3 July - September 2019

Article

Bilingual Education: Segmented Assimilation or Selective Acculturation

Socorro Mendoza*

Concordia University, River Forest, Illinois, USA.

Mendoza, S. (2019). Bilingual Education: Segmented Assimilation or Selective Acculturation i-manager’s Journal on English Language Teaching, 9(3), 1-5. https://doi.org/10.26634/jelt.9.3.14997

Abstract

This paper examines the different theoretical perspectives of bilingual education in the United States. One theoretical perspective is not feasible in fully understanding the diverse nature of Bilingual education and language acquisition, and therefore a combination of theoretical perspectives are analyzed. The examination of cultural assimilation and segmented assimilation and the role it has within Bilingual education will help gain perspective from those in the program. This exploration of theories will also help schools understand the perspective of the families and identify ways to support these families and increase parental involvement that will contribute to academic success.

References

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[2]. Bondy, J. M., Peguero, A. A., & Johnson, B. E. (2017). The children of immigrants' academic self-efficacy: The significance of gender, race, ethnicity, and segmented assimilation. Education and Urban Society, 49(5), 486-517. https:/doi.org/10.1177/0013124516644049

[3]. Bostean, G. (2013). Does selective migration explain the hispanic paradox? A comparative analysis of Mexicans in the U.S. and Mexico. Journal of Immigrant and Minority Health, 15(3), 624-635. https:/doi.org/10.1007/s10903- 012-9646-y

[4]. Collier, V.P., & Thomas, W.P. (1989). How quickly can immigrants become proficient in school English? Journal of Educational Issues of Language Minority Students, 5(1), 26- 38.

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[6]. Han, W. J. (2012). Bilingualism and academic achievement: Does generation status make a difference? In C. G. Coll & A. K. Marks (Eds.), The Immigrant Paradox in Children and Adolescents: Is Becoming American a Developmental Risk? (pp. 161-184). Washington, DC, US: American Psychological Association. https://doi.org/ 10.1037/13094-007

[7]. Humes, K. R., Jones, N. A., & Ramirez, R. R. (2011). Overview of race and Hispanic origin: 2010. 2010 Census Briefs. Washington, DC: US Census Bureau. Retrieved from https://www.census.gov/prod/cen2010/briefs/c2010br- 02.pdf

[8]. Machado-Casas, M. (2012). Pedagogías del camaleón /Pedagogies of the chameleon: Identity and strategies of survival for transnational indigenous latino immigrants in the US south. The Urban Review, 44(5), 534- 550. https://doi.org/10.1007/s11256-012-0206-5

[9]. Maher, M., & Bellen, L. (2015). Smoothing children's transition into formal schooling: Addressing complexities in an early literacy initiative in remote aboriginal communities, northern territory, Australia. Early Childhood Education Journal, 43(1), 9-17. https://doi.org/10.1007/ s10643-013-0630-5

[10]. National Association for Bilingual Education (NABE) (2012). Welcome to the National Association for Bilingual Education. Retrieved from http://www.nabe.org/

[11]. Ovando, C. J., Combs, M. C., & Collier, V. P. (2003). Bilingual and ESL Classrooms: Teaching in Multicultural rd Contexts (3 Ed.). United States of America: McGraw-Hill.

[12]. Ozer, S., Bertelsen, P., Singla, R., & Schwartz, S. J. (2017). Grab your culture and walk with the global: Ladakhi students' negotiation of cultural identity in the context of globalization-based acculturation. Journal of Cross- Cultural Psychology, 48(3), 294-318. https://doi.org/ 10.1177/0022022116687394

[13]. Petrone, E. A. (2016). Reconstructing culture: The promises and challenges as articulated by Latino/a youth. Ethnography and Education, 11(1), 21-39. https://doi.org/ 10.1080/17457823.2015.1036301

[14]. Portes, A., & Rivas, A. (2011). The Adaptation of Migrant Children. The Future of Children, 21(1), 219-246. https://doi.org/10.1353/foc.2011.0004

[15]. Reyes, I., Da Silva Iddings, A. C., & Feller, N. (2016). Building relationships with diverse students and families: A funds of knowledge perspective. Journal of Early Childhood Literacy, 16(1), 8-33. https://doi.org/10.1177/ 1468798415584692

[16]. Rojas-Garcia, G. (2013). Transitioning from school to work as a mexican 1.5er: Upward mobility and glass-ceiling assimilation among college students in California. Annals of the American Academy of Political and Social Science, 648(1), 87-101. https://doi.org/10.1177/000271621 3482434

[17]. Stritikus, T. T., & Garcia, E. (2005). Revisiting the bilingual debate from the perspectives of parents: Policy, practice, and matches or mismatches. Educational Policy, 19 (5), 729-744. https://doi.org/10.1177/0895 904805278068

[18]. Tran, V. C., & Valdez, N. M. (2017). Second-generation decline or advantage? Latino assimilation in the aftermath of the great recession. International Migration Review, 51(1), 155-190. https://doi.org/10.1111/imre.12192

[19]. Zhou, M. (1997). Segmented assimilation: Issues, controversies, and recent research on the new second generation. International Migration Review, 31(4), 975- 1008. https://doi.org/10.1177/019791839703100408

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Research Paper

Causes of Low English Language Proficiency among Sudanese University Graduates

Abuelgasim Sabah Elsaid Mohammed* , Abdulgalil Salih**

*Department of English Language and Literature, Prince Sattam Ibn Abdulaziz University, Saudi Arabia.

** Gazera University, Sudan.

Mohammed, A. S. E., and Salih, A. (2019). Causes of Low English Language Proficiency among Sudanese University Graduates. i-manager’s Journal on English Language Teaching, 9(3), 6-15. https://doi.org/10.26634/jelt.9.3.15865

Abstract

English language has become a global language that is widely taught as a foreign language all over the world. The aim of Teaching English as a Foreign Language (TEFL) is to enable learners communicate through English. Any failure in achieving this aim needs investigation and quick response. This study aims at identifying the causes of Sudanese tertiary students low English language proficiency and the possible actions to be taken to deal with these causes. The study adopted open ended questionnaire to collect data. A total of 180 participants took part in the study. Results reveal that the Sudanese university students' low level of English language is caused by the context, teachers, general education, curriculum, and the students themselves. The respondents suggest that dealing with these factors could be through review of government and universities policies toward English language, teacher training, curriculum review, and raising students' motivation.

References

[1]. Abd-Al-Rahman, R. H. A. (2017). Investigating Weakness of Speaking Skill at Sudanese University Students (Doctoral dissertation); Sudan University of Science and Technology. Retrieved from http://repository.sustech.edu

[2]. Abdellah, A. A. (2011). Sudanese EFL Learners' Oral Communication Problems: A case Study of Fourth Year Students, English language Departments in Khartoum and Juba Universities (Doctoral dissertation); University of Khartoum, Retrieved from http://khartoumspace.uofk.edu

[3]. Abuh, O. A. A., & Ibrahim, S. A. I. (2015). Factors Negatively Affecting Teaching English Language at Khartoum Governmental Secondary Schools (Doctoral dissertation). Retrieved from http://repository.sustech.edu

[4]. Al-Mahrooqi, R. (2012). A student perspective on low English profceincy in Oman. International Education Studies, 5(6), 263 - 271. https://doi.org/10.5539/ ies.v5n6 p263

[5]. Al-Rabia, F. (2016). Factors underlying low achievement of Saudi EFL learners. International Journal of English Linguistics, 6 (3), 1-17.

[6]. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Longman

[7]. Cook, V. (2002). Language teaching methodology and the L2 user prespective. In V. J. Cook (Ed.), Portraites of the L2 user (pp. 325 - 344). Clevedon: Multilingual Matters.

[8]. Cook, V. (2007). The goals of ELT: reproducing native-speakers or promoting multicompetence among second language users? In J. Cummins, & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 237-248). New York: Springer.

[9]. Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University Press.

[10]. Fareh, S. (2010). Challenges of teaching English in the Arab world:Why can't EFL programmes deliver as expected? Procedia Social and Behavioral Sciences, 2(2), 3600 - 3604. https://doi.org/10.1016/j.sbspro.2010.03.559

[11]. Harmer, J. (2007). The Practice of English Language Teaching. London: Pearson Longman.

[12]. Ibrahim, A. I. (2010). ESP at the tertiary level: Current situation, application, and expectation. English Language Teaching, 3(1),200-204.

[13]. Littlewood, W. (2002). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press

[14]. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and Methods in ELT: Teacher's Guide. Westsussex: Wiley-Blackwell.

[15]. Mohammed, A. S. E. (2016). ESP needs analysis: A case study of PEH students, University of Khartoum. Sino-US English Teaching, 13(12), 905-923. https://doi.org/10. 17265/1539-8072/2016.12.00

[16]. Mohammed, A. S. E. (2018). Academic writing needs assessment: A case study of MPH students, U of K. In S. Hidri (Ed.), Revisiting the Assessment of Second Language Abilities: From Theory to Practice (pp. 155-173). Gewerbestrasse Springer.

[17]. Mohammed, A. S. E., & Nur, H. S. M. (2018). Needs analysis in EAP: The case of teaching assistants at U of k. HOW, 25(2), 49-68. https://doi.org/10.19183/ how.25.2.409.

[18]. Nation, I.S.P., & Maclister, J. (2010). Language Curriculum Design. London: Routledge.

[19]. Nur, H. S. M., & Mohammed, A. S.E. (2012). The current situation of English language at University of Khartoum: Problems and solutions. Peace University Journal, 2, 201 - 212.

[20]. Osman, E. M. A. (2016). Investigating the Problems Encountered by EFL Learners in Writing the Descriptive Paragraph (Doctoral Dissertation). Sudan University of Science and Technology, Retreived from http://repository. sustech.edu

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

[22]. Richards, J. C. (2006). Communicative Language Teaching Today (pp. 22-26). Singapore: SEAMEO Regional Language Centre.

[23]. Richards, J. C., & Schmidt, R. (2013). Longman Dictionary of Language Teaching and Applied Linguistics. Routledge.

[24]. Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192. http://dx.doi.org/10.5296/ijele.v1i1.3100

[25]. Zakaria, A. A. O.(2015). Communication problems among Sudanese university EFL learners. International Journal of Sceintific and Research Publications, 5(9), 1-6.

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Research Paper

Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy

Gökhan Öztürk* , Betül Bal-Gezegin**

*Department of Foreign Language Education, Anadolu University, Turkey.

** Department of English Language Teaching, Amasya University, Turkey.

Öztürk, G., and Bal-Gezegin, B. (2019). Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy. i-manager’s Journal on English Language Teaching, 9(3), 16-26. https://doi.org/10.26634/jelt.9.3.16127

Abstract

This paper outlines the process of the design of an English for Specific Purposes (ESP) course in an EFL context based on learners' real-world needs and perceptions of various stakeholders on these needs. The specific course chosen for this study is called “Vocational English Course” (called VEC hereafter) for the department of Electric and Energy. The target group enrolled in the course consists of undergraduate students from a vocational school at a state university in Turkey. In order to identify the needs specific to the target context, an environment (situation) and a needs analysis were carried out with questionnaires and interviews to gather information related to the context, language needs, and methods of language teaching and learning. The results of the surveys and the interviews indicated the variety of students' needs which had not been realized previously. By focusing on both students' needs, learning styles and perceptions as well as other stakeholders' expectations and views, and by strengthening the connection between the learner and the target workplace, the content was improved for an ESP course based on the curriculum design model of Nation and Macalister in their book Language Curriculum Design. In the light of the findings of this study, conclusions are drawn, and suggestions are made regarding the development of a needs-based curriculum for vocational English courses.

References

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[2]. Basturkmen, H. (2003). Specificity and ESP course design. RELC Journal, 34 (1), 48-63. https://doi.org/ 10.1177/003368820303400104

[3]. Basturkmen, H. (2013). Needs analysis and syllabus design for LSP. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp. 4209-4217). Chichester, West Sussex, UK: Wiley Blackwell.

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[5]. Chang, W.Y. (1998). A needs analysis of applying an ESP program for hotel employees. Yu Da Academic Journal, 21, 1-16. https/doi.org/10.7074/YDAJB.200912.0001

[6]. Chostelidou, D. (2010). A needs analysis approach to ESP syllabus design in Greek tertiary education: a descriptive account of students' needs. Procedia Social and Behavioral Sciences, 2(2), 4507-4512. https://doi.org/ 10.1016/j.sbspro.2010.03.721

[7]. Derwing, B. L., Schutiz, N. W., & Yang, C. (1978). Teaching English as a foreign language and English for science and technology in the Republic of China. Bulletin of Sun-Sen Culture Foundation, 22, 1–38.

[8]. Dudley-Evans, T., & St John, M.J. (1998). Developments in English for specific purposes-a multi-disciplinary approach. Cambridge: Cambridge University Press.

[9]. Ezeifeka, C. R. (2010). English for university career administrators: implications for ESP and national development. Journal of the Nigeria English Studies Association (JNESA), 13(1), 69-86.

[10]. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.

[11]. Hyland, K. (2009). Specific purpose programs. In M. H. Long & C. J. Doughty (Eds.), Handbook of Language Teaching, (pp. 201-217). Oxford: Blackwell.

[12]. Johns, A. M., & Price-Machado, D. (2002). English for specific purposes: Tailoring courses to student needs and to the outside world. In M. Celce-Murcia (Ed.), Teaching English as a Second/foreign Language (pp.43-54). Heinle & Heinle Publishers. New York.

[13]. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81–101. https://doi.org/ 10.2307/3587199

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[15]. Liu, J. & Chang, Y. & Yang, F. & Sun, Y. (2011). Is what I need what I want? Reconceptualising college students' needs in English courses for general and specific/academic purposes. Journal of English for Academic Purposes, 10(4), 271-280. https://doi.org/ 10.1016/j.jeap.2011.09.002

[16]. Macalister, J. & Sou, B. (2006). English for science and technology in Cambodia: An exercise in curriculum design. Guidelines, 28 (2), 9-12.

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[18]. Nation, I. S. P. & Macalister, J. (2010). Language Curriculum Design. New York: Routledge.

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[20]. Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching 1(1), 1-12. https:// doi.org/10.2167/illt039.0

[21]. Read, J. (2000). Assessing Vocabulary (pp. 1-85). UK: Cambridge University Press.

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Research Paper

Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves

Kutay Uzun*

Department of English Language Teaching, Trakya University, Edirne, Turkey.

Uzun, K. (2019). Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves. i-manager’s Journal on English Language Teaching, 9(3), 27-35. https://doi.org/10.26634/jelt.9.3.15653

Abstract

Scoring essays written in L2 is one of the most arduous and time-taking tasks for language teachers due to the heavy work involved in the process. In this respect, the present study aimed to build a regression model to predict essay quality using only one or two rhetorical moves in the setting of an English Language Teaching department in Turkey. The corpus of the study consisted of 265 essays written by 105 students of English Language Teaching. The essays were written through one semester in a 2^nd year English Literature course in the form of literary analysis essays which aimed to identify how an author or poet dealt with a theme or character in a literary work. For data analysis, the Genre-Based Literary Analysis Essay Scoring Rubric was initially used to score all the essays within the corpus. After the normality tests, two regression models were built in order to predict essay scores using the thesis statement scores and a combination of thesis statement and opinion statement scores. The results showed that the chosen rhetorical moves could significantly predict essay scores. Using predictive models, teachers can distinguish poor, mediocre, and good essays without scoring of whole essays.

References

[1]. Ajiboye, A. R., Abduallah-Arshah, R., Qin, H., & Isah- Kebbe, H. (2015). Evaluating the effect of dataset size on predictive model using supervised learning technique. International Journal of Software Engineering & Computer Sciences, 1, 75-84. https://doi.org/10.15282/ijsecs.1.2015.6.0006

[2]. Barker, T. (2011). An automated individual feedback and marking system: An empirical study. The Electronic Journal of E-Learning, 9(1), 1-14.

[3]. Bereiter, C. (2002). Foreword. In Mark D. Shermis and Jill C. Burstein (Eds.), Automated Essay Scoring: A Cross Disciplinary Perspective. (pp. vii-ix), Mahwah, NJ: Lawrence Erlbaum Associates.

[4]. Boardman, C. A., & Frydenberg, J. (2008). Writing to rd Communicate: Paragraphs and Essays (3 Ed.). New York: Pearson, Longman.

[5]. Chesla, E. (2006). Write Better Essays in Just 20 Minutes nd a Day (2 Ed). New York: LearningExpress, LLC.

[6]. Chien, S. C. (2011). Discourse organization in high school students' writing and their teachers' writing instruction: the case of Taiwan. Foreign Language Annals, 44(2), 417-435. https://doi.org/10.1111/j.1944- 9720.2011.01131.x

[7]. Coffin, C. (2006). Historical Discourse: The Language of Time, Cause and Evaluation. London, England: Continuum.

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[9]. Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18(1), 7-24. https://doi.org/10.1016/ j.asw.2012.10.002

[10]. Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies (pp. 95-123). Oxford: Oxford University Press.

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[12]. Heilman, M. & Madnani, N. (2015). The impact of training data on automated short answer scoring th performance. In Proceedings of NAACL HLT: The 10 Workshop on Innovative use of NLP for Building Educational Applications (pp. 81-85). The Association for Computational Linguistics: USA. Retrieved from http://www. cs.rochester.edu/u/tetreaul/bea10proceedings.pdf# page=270.

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[16]. Miller, R. T., & Pessoa, S. (2016). Where's your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7(4), 847- 873. https://doi.org/10.1002/tesj.248

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[20]. Powers, D. E., Escoffery, D. S., & Duchnowski, M. P. (2015). Validating automated essay scoring: A (modest) refinement of the “gold standard”. Applied Measurement in Education, 28(2), 130-142. https://doi.org/10.1080/ 08957347.2014.1002920

[21]. Priest, J. (2018). Terms of time for composition: A materialist examination of contingent faculty labor. Academic Labor: Research and Artistry, 2(5), 41-62.

[22]. Shermis, M. D. & Burstein, J. (2002). Automated Essay Scoring: A Cross Disciplinary Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

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[24]. Tamanini, K. B. (2008). Evaluating Differential Rater Functioning in Performance Ratings: Using a Goal-Based Approach (Unpublished doctoral dissertation). Ohio University, Athens, OH.

[25]. Uzun, K. (2016). Developing EAP Writing Skills Through Genre-Based Instruction. International Journal of Educational Researchers, 7(2), 25-38. Retrieved from http://dergipark.gov.tr/ijers/issue/24471/259387

[26]. Uzun, K. (2018). Home-grown automated essay scoring in the literature classroom: A solution for managing the crowd? Contemporary Educational Technology, 9(4), 423-436. https://doi.org/10.30935/cet.471024

[27]. Uzun, K. (2019). Genre-Based Instruction and Genre- Focused Feedback: A Multiperspective Study on Writing Performance and the Psychology of Writing (Unpublished PhD Dissertation). Çanakkale Onsekiz Mart University, Çanakkale, Turkey.

[28]. Zheng, C. (2013). A structure analysis of English argumentative writing written by Chinese and Korean EFL learners. English Language Teaching, 6(9), 67-73. https://doi.org/10.5539/elt.v6n9p67

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Research Paper

Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City

Hong Gam Thi Nguyen* , Huan Buu Nguyen**

* English Language Center, Can Tho City, Vietnam.

** School of Foreign Languages, Can Tho University, Vietnam.

Nguyen, H. G. T., and Nguyen, H. B. (2019). Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City. i-manager’s Journal on English Language Teaching, 9(3), 36-48. https://doi.org/10.26634/jelt.9.3.15906

Abstract

This study reports on teachers' perceptions and reasons for choosing or avoiding flashcards to teach vocabulary with 61 teachers at English language centers in a Mekong Delta city, Vietnam. This study used a mixed-method design which combining both quantitative and qualitative methodologies. The data used in this study include questionnaires, interviews, and classroom observations. The findings reveal that teachers perceived flashcards as positive in teaching vocabulary to young learners. The findings also indicate that these learners could improve and remember vocabulary easily. However, flashcard preparation and expenses were reported as challenges in using flashcards to teach vocabulary.

References

[1]. Adams, R., & Newton, J. (2009). TBLT in Asia: Constraints and opportunities. Asian Journal of English Language Teaching, 19(1), 1-17.

[2]. Ahour, T., & Dogolsara, S. A. (2015). The effect of task type on Iranian advanced EFL learners' vocabulary learning. Theory and Practice in Language Studies, 5(3), 657-664. https://doi.org/10.17507/tpls.0503.29

[3]. Aslan, Y. (2011). Teaching vocabulary effectively through flashcards. International Journal of Arts and Sciences, 4(11), 347-352.

[4]. Baleghizadeh, S., & Ashoori, A. (2011). The impact of two instructional techniques on EfL learners' vocabulary knowledge: Flashcards versus word lists. MEXTESOL Journal, 35(2), 1-9.

[5]. Brown, H. D. (2007). Principles of Language Learning and Leaching (3^rd Ed.). White Plains, NY: Pearson Education, Inc.

[6]. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4^th Ed.). Thousand Oaks, California: SAGE Publications.

[7]. Dörnyei, Z. (2010). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies (4^th Ed). Oxford: Oxford University Press.

[8]. Eggen, P., & Kauchak, D. (2001). Educational Psychology: Windows on Classrooms (5^th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

[9]. Elgort, I. (2007). The role of intentional decontextualised leanring in second language vocabulary acquisition: Evidence from primed lexical decision tasks with advanced bilinguals (Doctoral dissertation), Victoria University of Wellington, New Zealand.

[10]. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220. https://doi.org/10.1177/136216880000400302

[11]. Ellis, R. (2003). Task-Based Language Learning and Leaching. Oxford: Oxford University Press.

[12]. Fielding, N. G. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136. https://doi.org/10.1177/1558689812437101

[13]. Fitzpatrick, T., Al-Qarni, I., & Meara, P. (2008). Intensive vocabulary learning: A case study. Language Learning Journal, 36(2), 239-248. https://doi.org/10.1080/ 09571730802390759

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Research Paper

Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers

Oveesa Farooq*

Department of English, King Khalid University, Abha, Saudi Arabia.

Farooq, O. (2019). Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers. i-manager’s Journal on English Language Teaching, 9(3), 49-56. https://doi.org/10.26634/jelt.9.3.16032

Abstract

The fact that English is an internationally intelligible language, and therefore its use in the educational institutions of most non-English speaking countries is stressed upon. This impresses upon us the need of ELT (English Language Teaching) as a second language in such countries. Same is the case with Gulf countries, especially Saudi-Arabia. For learning any language, the knowledge of all the four branches of linguistics (Syntax, Semantics, Morphology, and Phonlogy) have a major role to play. It is very important to use functional and content words for the formation of sentences in that language. In order to gain this information, the learners of second language need to know the organization of these lexical and functional words in a language that is syntax of a language. So, the syntax based interpretation forms the basis of learning any language. The present paper focuses on the importance of syntax in learning English as a second language among Arabic speakers. It has been observed that the performance of majority of the native Arabic speakers is very poor when it comes to basic language skills listening, speaking, reading, and writing English. In classroom activities, using English in simple conversations among each other, conversations with teacher, writing simple passages, paragraphs or essays, role play, etc is even a bigger issue for them. The present study attempts to focus on the issues these students have and the need of syntax-based interpretation for learning English as a second language among Arabic speakers.

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Volume 9 Issue 3 July - September 2019

Bilingual Education: Segmented Assimilation or Selective Acculturation

Socorro Mendoza*

Concordia University, River Forest, Illinois, USA.

Mendoza, S. (2019). Bilingual Education: Segmented Assimilation or Selective Acculturation i-manager’s Journal on English Language Teaching, 9(3), 1-5. https://doi.org/10.26634/jelt.9.3.14997

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Causes of Low English Language Proficiency among Sudanese University Graduates

Abuelgasim Sabah Elsaid Mohammed* , Abdulgalil Salih**

*Department of English Language and Literature, Prince Sattam Ibn Abdulaziz University, Saudi Arabia. ** Gazera University, Sudan.

Mohammed, A. S. E., and Salih, A. (2019). Causes of Low English Language Proficiency among Sudanese University Graduates. i-manager’s Journal on English Language Teaching, 9(3), 6-15. https://doi.org/10.26634/jelt.9.3.15865

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Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy

Gökhan Öztürk* , Betül Bal-Gezegin**

*Department of Foreign Language Education, Anadolu University, Turkey. ** Department of English Language Teaching, Amasya University, Turkey.

Öztürk, G., and Bal-Gezegin, B. (2019). Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy. i-manager’s Journal on English Language Teaching, 9(3), 16-26. https://doi.org/10.26634/jelt.9.3.16127

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Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves

Kutay Uzun*

Department of English Language Teaching, Trakya University, Edirne, Turkey.

Uzun, K. (2019). Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves. i-manager’s Journal on English Language Teaching, 9(3), 27-35. https://doi.org/10.26634/jelt.9.3.15653

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Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City

Hong Gam Thi Nguyen* , Huan Buu Nguyen**

* English Language Center, Can Tho City, Vietnam. ** School of Foreign Languages, Can Tho University, Vietnam.

Nguyen, H. G. T., and Nguyen, H. B. (2019). Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City. i-manager’s Journal on English Language Teaching, 9(3), 36-48. https://doi.org/10.26634/jelt.9.3.15906

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Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers

Oveesa Farooq*

Department of English, King Khalid University, Abha, Saudi Arabia.

Farooq, O. (2019). Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers. i-manager’s Journal on English Language Teaching, 9(3), 49-56. https://doi.org/10.26634/jelt.9.3.16032

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*Department of English Language and Literature, Prince Sattam Ibn Abdulaziz University, Saudi Arabia.

** Gazera University, Sudan.

*Department of Foreign Language Education, Anadolu University, Turkey.

** Department of English Language Teaching, Amasya University, Turkey.

* English Language Center, Can Tho City, Vietnam.

** School of Foreign Languages, Can Tho University, Vietnam.