Top PDF Transition with Purpose: Pathways from English Language to Academic Study

Transition with Purpose: Pathways from English Language to Academic Study

Transition with Purpose: Pathways from English Language to Academic Study

Following are sections of the Code of Student Conduct with which you may already be familiar, as these standards apply to all IELP and PSU students. Some of these standards were presented and discussed in your American Culture and Life (ACAL) class, the required course that students take in their first term in the IELP. Although you will not study this document in your PSU academic classes, your professors do expect you to adhere to the information below. Section V is presented in its entirety and Article 9: Academic Misconduct, is highlighted to emphasize that academic honesty and integrity are fundamental to a university’s ability to ensure that the education students receive, and that the degree that they earn is a record of their personal and individual achievement. The work that you submit throughout your time at PSU must be your own.
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Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study

Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study

spend less time in the ESL classroom. Students placing into the lowest level of ESL, for example might take two or three ESL and/or remedial reading courses which meet for a total of about twelve hours each week with different instructors and peers. Both ELIP and traditional ESL faculty noted that the instructional time allotted may not be sufficient to help students acquire and practice academic English language and literacy skills. ESL faculty and students suggested that these instructional hours could potentially be supplemented by meeting with faculty during office hours and by seeking the services provided by the colleges’ tutoring center and ESL learning lab. In these spaces students can obtain help with developing their reading, writing, grammar, and oral language skills. Students particularly expressed liking the support provided at the writing lab. Both current and former traditional ESL students shared that the writing lab has been “very helpful” with providing them assistance with term papers and grammar issues. One student in particular noted the writing center helped her obtain “an ‘A’ in writing intensive Developmental Psychology course, even though [she] hadn’t passed ESL.” Despite what appear to be positive perceptions of students’ use of the colleges’ supplemental supports, it is important to note that these quotes also suggest that the students participating in the focus group are likely to be among the most motivated individuals and thus may not be representative of the traditional ESL students. In fact, faculty noted that it is their perception that in general it is not easy to get students to go to office hours and it is difficult to have “students seek resources out.”
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It is for this purpose that this study examines the usefulness of improvisation in the teaching/learning of the English Language

It is for this purpose that this study examines the usefulness of improvisation in the teaching/learning of the English Language

Drama and songs, for example, strengthen the bond between thought and expression in language, provide practice of supra-segmental and Para-language, and offer good listening practice. If Improvisation is considered as a teaching method in the sense of being part of the eclectic approach to language teaching, then it can become a main aid in the acquisition of communicative competence. Improvisation activities facilitate the type of language behaviour that should lead to fluency, and if it is accepted that the learners want to learn English language in order to make themselves understood in the language, then, improvisation does indeed, further this end. One of the greatest advantages to be gained from the use of drama, songs and games is that students become more confident in their use of English by experiencing the language in operation. Improvisation encourages adaptability, fluency, and communicative competence. It puts language into context, and by giving learners experience of success in real-life situations it should arm them with confidence for tackling the world outside the classroom. Improvisation encourages students to mobilize their vocabulary, respond to grammatical and syntactical accuracy, and develop cultural and social awareness, and gain confidence and fluency. Through constant repetition of words and phrases, they become familiar with them and are able to say them with increasing fluency by encouraging self-expression; drama, especially, motivates students to use language confidently and creatively.
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Language motivation and attitudes: a study with English for Academic Purposes learners

Language motivation and attitudes: a study with English for Academic Purposes learners

The study investigates English for Academic Purposes (EAP) course learners’ motivation within the L2 Motivational Self System Framework (cf. DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) and their achievement. The framework consists of three components, of which the ideal L2 self is the most important in the maintenance of motivation. Brazilian learners of EAP, students of a federal university in Belo Horizonte, participated in the study. The data was collected by means of questionnaires about attitude and motivation towards the L2, L2 learning and EAP, and also the ethnicity and socioeconomic backgrounds of learners. The EAP course as a program component of a broader, federal Brazilian policy with both national and international stakeholders was also examined. The results suggest that the learners possess a well-established ideal L2 self. The variables measured in this project presented a positive tendency towards L2 motivation. This confirms that the participants were motivated to learn the L2 language, in this case English. The socioeconomic and ethnic variables indicate that whites from a middle-class background are the majority group on campus.
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A study of effectiveness of English language games on the student’s academic achievement regarding Grammar

A study of effectiveness of English language games on the student’s academic achievement regarding Grammar

Rameshwari Shende Arihant College of Education, Pune The aim of this research is to study effectiveness of English language games on the student ‟ s academic achievement regarding grammar. The sampleconsists 40 students of 6th standard in Marathi medium school from rural area. Data was collected with help of achievement test.

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An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General  Purpose (EGP) Instruction

An Exploratory Study of Teacher Efficacy Doubts in English for Specific Academic Purposes (ESAP) and English for General Purpose (EGP) Instruction

cover everything from mild uncertainty to profound doubts (Wheatly, 2005). As far as ELT is concerned, teaching English for General Purposes (EGP) encompasses the teaching of grammatical points, common vocabulary items, highly frequent expressions, standard pronunciation, and the skills a learner should acquire to complete a language learning task (Hyland, 2006). However, English for Specific Purposes (ESP) refers to specialized English education where developing the communicative uses of English in a specialized field of science, work, or technology are of great importance as knowing general vocabulary items may not suffice to complete a task on a professional subject (ibid.). Further, the current field work research and direct observation of the way ESAP courses are „incoherently‟ implemented at universities (Atai, 2002), the negotiation with curriculum developers, syllabus designers, teacher educators, and practitioners all necessitate doubting, questioning, and revising each step so that the final goal of education, i.e. satisfying the learners‟ needs, could be optimally achieved (Freire, 2005). As the main beneficiaries, learners‟ ideas are to be accounted for when teachers try to resolve their doubts and while they make attempts to take more unanimous approaches towards offering EAP courses.
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English as a Multicultural Language: Implications from a Study of Japan’s Junior High Schools’ English Language Textbooks

English as a Multicultural Language: Implications from a Study of Japan’s Junior High Schools’ English Language Textbooks

The purpose of this article is to examine how English-speaking communities were constructed and represented in EFL textbooks in order to suggest new directions for incorporating multicultural perspectives in the EFL textbooks. In the content analysis of EFL textbooks used in Japanese junior high schools, which countries were introduced and how Japan’s domestic diversity was constructed in those textbooks were investigated. Previous studies of the Japanese EFL textbook representations (Hino 1988; Matsuda 2002; Yamada 2006) reported that Japanese cultural content was most commonly included in the EFL textbooks. Focusing on the Japanese context within EFL textbooks, this case study re-examined and extended the analysis to Japanese EFL textbooks published from the 1980s to the 2000s. Thus, this study identified how varieties of countries were represented within English-speaking contexts and who could be identified as using the language in those contexts. To further understand representations of individuals within the text, the discussion of global race and ethnic relations will suggest how those textbooks construct the meaning of domestic diversity. Finally, I will present that the idea of English as a multicultural language helps both EFL learners and teachers to develop a broader view of the changing world and gives them an opportunity to extend their interests associated with learning about cultures and languages.
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Exploring students' challenges in writing English academic paper: a case study in English Language Education Department of UINSA

Exploring students' challenges in writing English academic paper: a case study in English Language Education Department of UINSA

2. The Students’ Challenges in Writing English Academic Papers In writing English academic papers, for some students there found challenges faced by them. A lot of researchers have confirmed that writing English academic papers tends to be problematic and challenging for students, especially those who have no cultural background in English. It is strengthened by many theories stated about the challenges faced by the students in writing English academic papers. One of the challenges, according to Richard and Rinandya, the difficulties in writing lies in exploring and translating the idea into readable text. 46 The result of this study also showed that students have difficulties in constructing the idea to make their writing readable and understandable. This is proven by the result of the questionnaire that can be seen in figure 4.3 about the students’ challenges in constructing their idea, shows that some of the students have problems in elaborating idea and some have problems in translating their idea into the writing. Besides, it is also supported by the data from the interview that presents the difficulties that is commonly faced by the students, one of it is constructing their idea and making it into an understandable writing. Besides, those results are also in line with the previous research done by Ibtisam Ali Badi. He found that many students in his research find it difficult in terms of exploring and writing their idea which led into making their writing are hardly to be understood. This
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An Exploration of the Role of English Language Proficiency in Academic Achievement

An Exploration of the Role of English Language Proficiency in Academic Achievement

A gain score is a simplified measure of growth that subtracts the fall RIT from the spring RIT. The difference in RIT is conceptualized as growth in reading achievement over the course of the school year. One of the primary limitations of the use of a gain score as an indicator of growth is that is fails to account for a student’s initial status, in this case the fall RIT score. According to NWEA’s published Conditional Growth Norms, a student’s fall RIT was related to the rate of change in scores from one test administration to the next. In the case of this study, the correlation between fall RIT and fall-to-spring growth was r(2,006) = -.40, p < .001, which is a medium to large effect (Cohen, 1988). This means students with higher fall RIT are more likely to experience less RIT gain over the course of the year. To account for this limitation, the Conditional Growth Norms provided a means of calculating a conditional growth index that accounts for an individual’s grade, initial status, and educational opportunity. The CGI is reported as a standard deviation unit and represents the difference between the observed score and mean growth of students in the same grade with similar fall RIT and the same number of instructional weeks between administrations. Although Table 1 and 2 appear to present different results (observed gain compared to conditional growth), those differences are not functionally different, but rather a function of the RIT scale. For this reasons, gain scores should be interpreted with caution.
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Motivation in English Language Learning: A Study of English Language Centers in Hyderabad

Motivation in English Language Learning: A Study of English Language Centers in Hyderabad

The researcher intends to underscore the students’ motivation; its degree and type in learning English as a second language whom are from different social and cultural milieu in Hyderabad district. Hyderabad is historical city surrounded by rural suburbs that depends on Hyderabad for their educational, medical, and other day to day needs. They do their business through Hyderabad; it is a local hub of trade across the country since past. Different industrial states like Hyderabad SITE, Kotri SITE and other many big industries like Thermal Power House, Zeal Pak Cement Industries, Pharmaceutical Industries and Sugar Industries surrounded it. There are three public professional, an academic universities and a private medical university in its vicinity. These geographic and demographic elements are contributing factors in determining the diverse nature of learners’ social and cultural milieu. Hyderabad is multi ethnic district where people are from different socio- cultural context. They are inhabited with their own social milieu in their community or tribe. Racially they are Sindhi, Bloch, Punjabi, Pakhtoon, Siraikee, and Urdu. For further distinguishing; some of them are from elite class either they are landlord, politician or industrialist. Some of them are form bureaucracy, business community; some of them are from working class.
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In search of academic voice:  the impact of instructional grouping configurations on English language learner academic language production

In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production

Participating students and their parents were assured on the permission form that their individual data and participation in the study would be kept completely confidential. The computer files for individual students contain no personally identifiable information. Even the researcher could not identify which data file belongs to which student. All signed permission forms are being kept in a locked filing cabinet. Only the researcher will have access to this locked file cabinet. After three years, these permission forms will be destroyed. Study participants were given the option of withdrawing from the study until after the data were collected. Since there was no way to identify which file belonged to which participant once the data were collected, participants could not withdraw from the study after data collection. In discussions with Dr. Rick Scheidt, Chair of the Kansas State University Committee on Research Involving Human Subjects, Dr. Scheidt suggested that not including personally identifiable information in the data files would be preferable to ensuring the ability of a subject to withdraw from the study after the data had been collected.
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A Comparative Study of Students’ Perceptual Learning Style Preferences and Their Academic Achievement in Learning English as a Foreign Language at Nelson English Language Centre, Myanmar

A Comparative Study of Students’ Perceptual Learning Style Preferences and Their Academic Achievement in Learning English as a Foreign Language at Nelson English Language Centre, Myanmar

is the best way they can optimize their learning. The individual learners tend to concentrate more than the group learners. English Language Learning in Myanmar There are many articles and journals that mention the benefits of learning English and those benefits include having scholarship to do further study abroad and getting promotion at the workplace. There are approximately two billion people use English for communicating with each other and about 450 million speak English as a first language and another one billion use English as a foreign language. Generally, one-third of the world population is speaking English and there will be more people using English in the future. After the first general election in 2010, one of the South East Asian countries, Myanmar, has emerged from decades of international isolation, civil conflict and classification as one of the poorest nations in the world. In 2009, Myanmar is included as one of the Association of South East Asian Nations (ASEAN) countries and it officially recognized English as the operational language of the organization (Kirkpatrick, 2014).
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Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners

Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers’ understanding and practices to support ELL students’ academic language development. Limitations of the study include sample size and use of varied respondent data sets.
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Address practices in academic interactions in a pluricentric language: Australian English, American English, and British English

Address practices in academic interactions in a pluricentric language: Australian English, American English, and British English

6. Conclusion We opened the paper by acknowledging the pervasiveness of address in communication and the great variation and variability that characterise the use of address forms, their meanings and the interpersonal stances they convey. Moving from the most recent developments in address research in pluricentric languages we aimed to describe English address practices in the domain of academia, with a primary focus on Australian tertiary education and, in a comparative fashion, on American and British university settings. Our findings show that different patterns of address are followed by academic teachers and students in the three main varieties of English, as a manifestation of the diverse social and cultural values at work in different speech communities. Due to limitations of space, this study has been restricted to the academic domain in these three dominant varieties of English, and our observations about pluricentric differences in academic address are perforce also somewhat generalized. We believe that many significant aspects of address still remain to be uncovered, in particular the possible degree and nature of variability within the same national variety due to such factors as regional identity, area of study, size of universities, and so forth. At the same time, an additional fruitful area for future research may be, for instance, the description of address practices in non-dominant varieties of English, such as the “world Englishes”
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English language proficiency, academic confidence, and academic success: A case study of first-year female students at an Ethiopian university

English language proficiency, academic confidence, and academic success: A case study of first-year female students at an Ethiopian university

Information on gender equity and higher education made available by the Ethiopian Ministry of Education indicates that the representation of women in public universities has increased steadily in the past two decades, reaching the level of 28 percent for female students and 9.5% for female staff in the school year 2012-2013 (Molla & Cuthbert, 2014). The overall number and percentage of female students as well as the attrition rate of female students varies among universities and between faculties of study within any given institution. While government policies have narrowed both the gender inequity (access, participation, and success) and gender inequality gap (ratio of women and men) in Ethiopian universities, the problem of underrepresentation of female students and faculty in higher education persists. In 2012, U.S. Ambassador to Ethiopia Donald Booth stated that the United States had decided to form partnerships with organizations in Ethiopia because collaboration was necessary to identify successful strategies that might help prevent young women from dropping out of Ethiopia’s universities (Embassy of the United States of America, Addis Ababa, Ethiopia 2012). Accordingly, partnerships were formed to develop new approaches that support young women facing the demands of university life to help promote their successful completion of university degrees.
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Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners

Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners

participated in the ALP developed the skills that are essential, based on a review of the literature, to supporting ELs’ development of academic language. Because teacher candidates already carry a crowded program of study, including dual majors, prepracticum and practicum placements in the field, there is little space to add to the teacher education curriculum. Yet there is much that teachers must know in order to work effectively with English learners. How can teacher education programs infuse this knowledge into a teacher preparation course if adding another course is impractical? In addition to infusions of academic language into other coursework, the teacher education program at Landers College attempted a supplementary training to help develop the knowledge and skills necessary to work effectively with English learners, and the purpose of this study is to look for growth over time on ALP participants’ ability to work effectively with the ELs. Working effectively in this case will be defined as demonstrated ability to focus on linguistic demand in content area lessons, to plan language objectives that will address those demands, and to scaffold instruction to support learners to help them master content while developing these linguistic skills. These are the specific question guiding this study:
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A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students

A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students

Summary and Research Questions The expectations of the academy and of students themselves make ELL writing an area of instruction and research that deserves attention if we as educators aim to maximize our opportunity to prepare students for academic success. The literature review introduced the importance of register knowledge in learning to write academic English and explained how corpus linguistics has been applied to study the frequency and use of linguistic features. Corpus-based studies have found many differences between L1 and ELL academic writing, but a major finding is that ELLs use a greater frequency of features associated with conversation, while using a lower frequency of those associated with academic prose. The present study is based on Hinkel (2002), but builds on those findings to better understand ELL writing in the specific context of Portland State University’s Intensive English Language Program, especially how it differs from L1 writing with regards to the frequency and function of linguistic features. Specifically, this study will address the following research questions:
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Developing Metacognitive Awareness of Voice in Academic Writing in English: A Case Study of Second Language Writers

Developing Metacognitive Awareness of Voice in Academic Writing in English: A Case Study of Second Language Writers

I owe a great debt of gratitude to many. First and foremost, I am deeply indebted to Mary Schleppegrell for providing me with unwavering support every step of the way. Mary always read my work carefully and very generously offered me detailed comments. Her comments have been incisive and extremely useful to me. I have come to realize the meaning of academic rigor from my working with Mary. Her distinguished scholarship has continually inspired me not only to get the work done but to get it done right. She has taught me how to do research, how to be an academic, and how to become a legitimate member of a research community. In a very important way, Mary has contributed greatly to shaping my scholarly work and identity. My journey to a doctorate has not been easy. Every time I felt lost or struggled with my work, Mary would always give me valuable directions, picked me right back up, and helped me get back into the swing of things. Her unflagging belief in the value of my work enabled me to make my way through my doctoral studies. I consider myself very lucky to have Mary as my advisor. I distinctly remember an episode when I walked in the commencement. Right before I stepped down the stage, I looked at the area where professors sat. I was hoping to see Mary. But Mary was not in her seat. To my pleasant surprise, she was already standing at the end of the stage, waiting for me and giving me a warm and inspirational hug. I felt so touched that my feelings at that moment defied description.
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A Study On The Language Learning Strategies Used Among UHB 1412 Students.
(English For Academic Communication)

A Study On The Language Learning Strategies Used Among UHB 1412 Students. (English For Academic Communication)

Methodology Respondents of the Study The respondents of this study were first year students from TESL programme who are taking UHB 1412 course from Faculty of Education, Universiti Teknologi Malaysia. TESL students were specifically selected using purposive non-random sampling as they have the knowledge and are more familiar with language learning strategies as this area of study had been exposed in their program courses. Moreover, TESL students are also considered proficient users of English language. All of the respondents acquired band 4 and 5 in their MUET result. Thus, the researcher was able to emphasize this study on the application of the language learning strategies without the limitations of the respondents’ language use.
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ENGLISH LANGUAGE A LEVEL TRANSITION

ENGLISH LANGUAGE A LEVEL TRANSITION

Look at the list of some of the new words that have appeared (or suddenly become much more popular) in English over the last few years on the next slide. Have you heard of these words before? Have you used any of them? Tick the relevant columns for each word.

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