Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

Is multicultural effectiveness related to phrasal knowledge in English as a second language?

The present study investigates the role of personality in language learning, with a special focus on the association between multicultural effectiveness and phrasal knowledge in L1 Dutch L2 English learners in Belgium (n=97). Results from the Multicultural Personality Questionnaire (MPQ) (five personality dimensions) were associated with results from a rational cloze test, measuring productive phrasal knowledge. In addition, scores from grammar proficiency tests were also included, since language proficiency is known to be a strong predictor for phrasal knowledge. A regression analysis revealed significant associations between phrasal knowledge and the personality dimensions Flexibility and Openmindedness, when grammar proficiency was controlled for. This study adds to the growing body of evidence of associations between phrasal knowledge and personality, encouraging researchers to pursue this avenue with learners from different L1/L2 pairings, in different contexts of L2 acquisition

Metalinguistic Knowledge and Language Ability in University-Level L2 Learners

Existing research indicates that instructed learners' L2 proficiency and their metalinguistic knowledge are moderately correlated. However, the operationalization of the construct of metalinguistic knowledge has varied somewhat across studies. Metalinguistic knowledge has typically been operationalized as learners' ability to correct, describe, and explain L2 errors. More recently, this operationalization has been extended to additionally include learners' L1 language-analytic ability as measured by tests traditionally used to assess components of language learning aptitude. This article reports on a study which employed a narrowly focused measure of L2 proficiency and incorporated L2 language-analytic ability into a measure of metalinguistic knowledge. It was found that the linguistic and metalinguistic knowledge of advanced university-level L1 English learners of L2 German correlated strongly. Moreover, the outcome of a principal components analysis suggests that learners' ability to correct, describe, and explain highlighted L2 errors and their L2 language-analytic ability may constitute components of the same construct. The theoretical implications of these findings for the concept of metalinguistic knowledge in L2 learning are considered. © Oxford University Press 2007

Needs analysis for an English for Specific Purposes (ESP) course for Thai undergraduates in a Food Science and Technology programme : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand

This thesis aims to explore the English language needs of students and relevant stakeholders for an English for specific purposes (ESP) programme for food science and technology students at Agriculture University in Thailand. The research was conducted using Dudley-Evans and St. John’s (1998) needs analysis as a research framework, and multiple sources of data collection were used. The study investigated the English language skills needed in academic and occupational contexts in the area of food science and technology. The participants in this research included 45 third-year students, six former students, three subject teachers in the food science and technology programme, two ESP teachers, and six employers. The study showed that the students had low levels of English proficiency. Their low levels of English then affected their study in the academic context and their work during the internship programme in the occupational context. Reading and translation were the most needed skills in their academic context, whereas speaking and listening were considered the most needed skills in the occupational context. The study also revealed a mismatch of the perceptions of the students’ needs between the ESP teachers and other stakeholders in both academic and occupational contexts. The changes across two ESP courses in the students’ needs depended on three main factors: learners, professional information, and environmental situations. This thesis contributes to knowledge of the ESP branches required for food science and technology at Agriculture University and using a needs analysis as an on-going process within the overall process of course development. It proposes a redesigned needs analysis model which could be used for future ESP needs analyses at Agriculture University in different disciplines and possibly also be adapted for use in wider Thai and international contexts. Recommendations for supporting the ESP programme at Agriculture University and implications for future research are also provided

The Implementation of Communicative Language Teaching Approach in a Secondary School in Surabaya

This study is a qualitative study aimed to know the principles of CLT implemented and problems faced by a teacher in an English conversation class of eighth grades in S Secondary School. The data was taken through observation and interview. It was analyzed using Larsen-Freeman' (2000) and Brown's (2001) theories and supported by Li (1998) as cited in Ozsevik (2010). The findings revealed that out of sixteen principles, five principles were unachievable, namely using discourse language, being a facilitator, setting social context, having communicative interaction, and producing different utterances. Moreover, the main problem in implementing CLT comes from students' side, such as students' low English proficiency, passive style of learning, resistance to participate in communicative classroom activities, and lack of motivation for developing communicative competence. It can be concluded that CLT is a suitable approach in promoting communicative competence for learners as long as the teacher and the students are prepared

Cognitive Learning Strategies of Non-english Department Students on Noun Structure

Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students' strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored