...A Correlation Analysis of English Language Proficiency and Performance in Content-Area Cognitive Skills Kate O’Neill - Zayed University Peter M. Theuri – Northern Kentucky University Abstract: Literature is replete with studies indicating the need to develop students’ language skills. Little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. While the results show no association between TOEFL and performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations were attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses. Introduction and Reference Context: English as a language of instruction has quickly taken precedence in most of the universities and colleges around the world. What has also become commonplace is the interchange of students from country to country. The term “international students” has traditionally been attributed to students who matriculate in colleges...
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...Country Paper By Irwin Anderson BMGT 392 Professor Joseph Wade September 12, 2011 This country analysis is for the beginning of a new business venture in South Korea. The business is an English private school/ tutoring center that focuses mainly on learning the language of English. The nature of this business is to bring new alternatives to learning English in South Korea. The organizational structure of this business will be mostly staffed with qualified English teachers. The overall mission statement of this business is to bring the best possible level of English language education to South Korea. This analysis will bring about the relevance of different country variables to this new business opportunity. The country variables consist of cultural environment, political and legal environment, economic environment, ethical environment, trade, investment, and foreign policy profile. Cultural Environment The cultural environment is one of the first things to consider when opening up a business in another country. Daniels mentions, “Most cultural variables are universal. Every society, for example, has its own daily routines and rules, codes or social relations, language, and the show of emotions—even concepts of luck” (Daniel, 2011). Therefore, some sort of study of the culture should be done. The Journal of Management & Marketing Research states, “Since the entry mode is crucial for the success of a new business in the overseas...
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...3.2.1 NESTs and non-NESTs’ Beliefs about Lesson Plan in Team Teaching According to current finding, NESTs and non-NESTs believed that it is important to prepare lesson plan before teaching due to the function of lesson plan in guiding them focus on lesson and making them work effectively. In preparing it, non-NESTs are responsible to write the formal lesson plan since it also functioned as administration requirement to school. They specifically stated that lesson plan in team teaching should be detailed in distribution of duties between team members (teaching procedure/ activities). Compared to the previous findings, the result of the current finding is different from the previous findings by Luo (2006) and Tsai (2007) in Taiwan. Luo (2006)...
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...LITERATURE Advanced Teaching Methodology TESOL Program Instructor: Nguyen Thu Huong, Ph.D. Class: 2016-B Name: Doan Thi Sam FINAL PAPER Vocabulary is a crucial part of language that it is unattainable for a language system to achieve without them. Language structure is considered “the skeleton of the language,” it agreed that vocabulary is “the vital organs and flesh” (Harmer, 1991). So learning a language is to learn its vocabulary first. The acquisition of vocabulary is the central task for second language acquisition, and the language learners’ vocabulary competence takes a prestigious effect...
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...The English Language Proficiency Test (ELPT) was the name of a SAT II last administered in January 2005. It was a one-hour multiple choice test given on English language proficiency by the College Board. A student whose native language was not English could have chosen to take this test instead of or in addition to Test of English as a Foreign Language (TOEFL) for college entrance depending upon requirements of the schools in which the student was planning to apply. Until 1994, the SAT II's were known as Achievement Tests. The ELPT assessed both the understanding of spoken and written standard American English and the ability to function in a classroom where English is spoken. The test was intended for students whose best language was not English; who attend U.S. high schools, or who had studied in an international school where courses were taught in English; had completed two to four years of English language instruction in an English as a Second Language program or in English enrichment courses; and/or students who spoke a language other than English at home or work. It was scored on a scale of 901 to 999. Data gathering Procedure After the discussion for formulating survey questionnaire by the researchers, subsequently, it has been checked by our adviser, ______________________ then, the research instrument will come up validation process. It was validated by_____________________ of English department. Revision were suggested by the evaluators and it was all incorporated...
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...linguistics and language pedagogy: The state of the art – and beyond Joybrato Mukherjee Justus Liebig University, Giessen Abstract The present paper provides a selected overview of the state of the art in corpusinformed language pedagogy. Starting off from a general assessment of the impact that the corpus revolution has already had on English language teaching (ELT), the focus of the main part of this paper is on some typical examples of corpus use in three language-pedagogically relevant areas: (1) using corpora for ELT (e.g. producing learner dictionaries); (2) using corpora in the ELT classroom (e.g. in data-driven learning); (3) using learner corpora. With regard to learner corpus research, for example, the paper also sketches out some prospects for future research, e.g. the compilation of local learner corpora. 1 Introduction: the corpus revolution and English language teaching There is general agreement among empirically-oriented linguists that the advent of large, computerised corpora has revolutionised the linguistic description and analysis of the English language. In modern corpus linguistics, not just any group of texts qualifies as a corpus, but it must be "a collection of texts assumed to be representative of a given language, dialect, or other subset of a language" (Francis 1982: 7). Representativeness is a key issue in corpus design because it captures the attempt to compile a database that provides a statistically viable sample of language use in general...
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...Part 1. Training Needs Analysis. A training needs analysis is the first part of the training design process. A training needs analysis needs to be carried out in order to determine the gap between existing skills and the skills that are required by the learner. It identifies the skills and knowledge that the learners already have and the skills that need to be developed in order to advance the learner. The analysis highlights the goals and expectations of the learner and what is driving the need for training. It also establishes a need for the course that is being planned. How the Training Needs Analysis was carried out. The method used to collect information for the training needs analysis was a questionnaire. The advantage of using a questionnaire. * Assess information from a group of people. * Individuals can complete the questionnaire at their own pace. * Individuals are asked the same questions in the same format. * Information gathered can be easily analysed. * Non-obtrusive means of gathering information. * Can be simple and straightforward and not require excessive amount of time. The following information was needed before this course began: * Level of skill of the learner. * Expectations of the learner. * Level of English of the learner. * Age of the learner. * Learning difficulties that the learner may have that may impact on the course. * Reasons the learner wants to attend the course. * What results...
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...“What do we say to the client who still insists on having a “native speaker” English teacher?” An analysis of the prejudices surrounding non-native English speaker teachers (NNESTs) and the obstacles for fostering cooperation between NNESTs and native English speaker teachers (NESTs) in ESL courses in Indonesia. Word count 2997 The spread of English across the globe in recent years had led to English being taught by many more NNESTs, a shift which has produced as many inconsistencies as it has benefits for both students and the teachers themselves. This paper will examine the types, level and origins of discrimination faced by NNESTs in the EF franchise of English language schools in Indonesia of which the author has 10 years’ experience working in. It will also assess the obstacles which hinder cooperation between NESTs and NNESTs within this context. The number of NNESTs is now at an all time high worldwide, fuelled by the rapid growth in the popularity of English language learning (Graddol 2006). Canagarajah (2005) estimates that NNESTs account for 80% of all English teachers, across both non-English and English speaking countries. Issues surrounding how NNESTs are viewed have become a hot topic for ESL school’s directors of studies, ESL students, parents of students (who want the best for their children, at the best price of course), NESTs and NNESTs (of themselves and each other) and not least the academics who write about the relative merits and demerits of each...
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...the process of attempted learning of second language. The interlanguage part is written from the learning perspective, regardless of one’s failure or success in the attempted learning of a second language. The concept of interlanguage was suggested by Selinker in order to draw attention to the possibility that the learner’s language can be regarded as a distinct language variety or system with its own particular characteristics and rules. There is a key term which is named ‘meaningful performance’. It is used to refer to the situation where an adult attempts to express meanings, which he or she may already have, in a language which he or she is in the process of learning. The writer thinks that one of our greatest difficulties in establishing a psychology of second language learning which is relevant to the way people actually learn second languages, has been our inability to identify unambiguously the phenomena we wish to study. I agree with the writer, because we have difficulty in learning second language and a correct understanding of this phenomenon leads to the postulation of certain theoretical constructs. These constructs in turn, give us a framework within which we can begin to isolate the psychological relevant data of second language learning. Interlanguage and Latent Structure There is psychological structure which is latent in the brain, activated when one attempts to learn a second language. Lenneberg coined the term ‘latent psychological...
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...their success as language learners, making a chart and comparing it with other people Attitudinal objective: the students will develop a critical attitude towards the causal correlations between factors and learning success Attitudinal objective: the students will realize the need for further research A. Internal/ Individual B. External a. 1. Age 2. Aptitude 3. Motivation and Attitude 4. Personality 5. Cognitive Style 6. Hemisphere specialisation 7. Learning Strategies 1. Learning and Teaching Contexts 2.Teaching a second language: Effects 2.1. Input and interaction: How these elements affect learning A.1. AGE AND L2 LEARNING • Effects of age on RATE of second language learning ΚAdults are superior to children in rate of acquisition ΚOlder children learn more rapidly than younger children ΚWith regards to morphology and syntax, the adolescents do best, followed by the adults and then the children ΚGrammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term Κ Where pronunciation is concerned, adults do not always progress more rapidly than children do Thus: adults learn faster than children, and this is more applicable to grammar than pronunciation, although in the case of formal learning situations adults seem to do better even in the pronunciation area. It is not clear when children start to catch up. b. GLA Factors affecting SLA success • Effects of age on the acquisition of native speaker proficiency...
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...THE ECONOMIC PERFORMANCE OF IMMIGRANTS The Role of Human and Social Capital AGNIESZKA KANAS Kanas, A.M. The Economic Performance of Immigrants. The Role of Human and Social Capital Dissertation, Utrecht University, The Netherlands Cover illustration: Krzysztof Wodiczko, Goscie/Guests, 2009, instalacja wideo/video installation, 17,17 min./minutes. Dzieki uprzejmosci artysty i Fundacji Profile/courtesy of the artist and Profile Foundation, Warsaw. Cover design: Agnieszka Kanas & Sebastian Gryglewicz Printed by: Wöhrmann Print Service ISBN: 978-90-393-5550-3 © Agnieszka Kanas, 2011 All Rights reserved. No part of this publication may be reproduced, translated, stored in a retrival system of any nature, or transmitted, in any form or by any means, electrnically, mechanically, by photocopying, microfilming, recording, or otherwise, without the prior written permission from the author. THE ECONOMIC PERFORMANCE OF IMMIGRANTS The Role of Human and Social Capital DE ECONOMISCHE POSITIE VAN IMMIGRANTEN De rol van menselijk en sociaal kapitaal (met een samenvatting in het Nederlands) Proefschrift ter verkrijging van de graad van doctor aan de Universiteit Utrecht op gezag van de rector magnificus, prof.dr. G.J. van der Zwaan, ingevolge het besluit van het college voor promoties in het openbaar te verdedigen op dinsdag 28 juni 2011 des middags te 2.30 uur door Agnieszka Małgorzata Kanas geboren op 3 februari 1980 te Trzcianka, Polen Promotoren: Prof. dr. F.A...
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...The Development of the Theory of World Englishes In our modern world there are more non-native speakers of English than native speakers. This is because there is a growing necessity of people to acquire English as a second language for different purposes. As a result of this growing spread of English, new English varieties have risen all over the world. These are commonly called ‘World Englishes’ which suggests the several variations of English spoken in different countries (Seargeant, 2012) As new ‘Englishes’ develop new theories about their formation, similarities and differences arise around the world. English is no longer seen as a unique structure but as a multicultural and plural concept. Hence, the Theory of World Englishes has been developed. According to Seargeant (2012: 6) the theory of World Englishes is “…used to refer to the general discipline that examines the nature and use of English worldwide or of English in globalised contexts”. Thus, it is vital to consider the cultural issues that influence the contexts of those who want to acquire English as a second language. This helps to understand English variations and improves communication in the world. Therefore, this assignment will firstly explain the development of the Theory of World Englishes, then describe its present and future applications and finally evaluate the cultural impacts on speakers of world Englishes. Firstly, it is relevant to provide a clear explanation of the development of the theory of...
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...James Clifford T. Santos Dr. Jocelyn Martin LIT 127.2 (Postcolonial Literature II) Ateneo De Manila University 10 February 2014 Of Interpreters, Schools, and Courts: An Analysis of the Postcolonial Themes of Language, Education, and Power in Chinua Achebe’s Things Fall Apart Through his awareness of the European literary tradition of negatively stereotyping the African natives as uncivilized peoples and putting the West in the pedestal in terms of cultural superiority and advancement (Guthrie 51-52), it can be asserted that the renowned African novelist and intellectual Chinua Achebe may had realized, at one point in his life, that in order to have a more realistic portrayal of the dynamics of Western and non-Western contact, there is a need to break such convention which undeniably favours the West. Perhaps, this is the reason why Achebe had written Things Fall Apart in such a way that it provides readers the African point of view of culture, identity and colonization thereby eradicating the dominant and unwarranted perception that the peoples of Africa are mere savages that have no customs, beliefs and traditions. Indeed, by providing a somewhat balanced approach in portraying the dynamic societal changes experienced by the Ibo people due to the conflict between their traditional culture and the foreign culture brought by their English colonizers primarily through religious and educational instruction, Things Fall Apart indubitably qualifies as a relevant and interesting...
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...Air Force Case Analysis After reading “The Culture of the U.S. Air Force and its Impact on a Mobile Training Team” case, I came to the realization that there is a serious on going distribution and deployment problem within the United States military. The military seems to be operating under the system justification theory which essentially says to do things the same because that’s how it has always been done. Unfortunately, that doesn’t work in today’s America. Being able to adapt and become diverse has become a key part of our new world where diversity is now the “in-group” and any other belief is the “out-group”. In this current case, the personnel selected were non-Spanish speaking Americans given instructions to deploy to Nicaragua to solve the cross-cultural competence incidents between the United States and Honduran militaries. I do not believe that the United States military made the appropriate decision by sending to English-speaking officers to train the Hondurans because of the language barrier presented. I believe that there are alternative solutions that U.S. government could have made and I will now go into those. The first alternative solution I came up with was that the United States could have done more due diligence and been able to find a trustworthy Honduran representative who spoke both English and Spanish fluently and used that person as an interpreter. This solution would have been beneficial for both parties. It would have allowed for the U.S. to...
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...Every language is different; however, it is likely the grammatical structures that make the languages similar. In contrasting the similarities and differences of two or more languages, the common term in applied linguistics is contrastive analysis. Contrastive analysis investigates the differences between pairs (or small sets) of languages against the background of similarities and with the purpose of providing input to applied disciplines such as foreign language teaching and translation studies. With its largely descriptive focus contrastive linguistics provides an interface between theory and application. It makes use of theoretical findings and models of language description but is driven by the objective of applicability (Gast, n.d). This research is an attempt to reveal the verb phrase structures of the two languages; Kagan Language of Kalagan people in Davao City and Minanubo Language in Agusan. Toyibatun (2011) stated that in English is a verb or a word used to say something about some person, place or thing (Wren & Martin, 1995:3) example: The girl wrote a letter to her cousin. Some verbs consist of one of more than one word. Even so, these verbs are still simple predicate of a sentence. When a verb is made up of more than one word, it is called a verb phrase (John, 1982:15). Kalagan Language belongs to the Malayo-Polynesian group of languages and is part of Davawenyo family. Older Kalagan speakers, for instance, continue to use their native language, especially...
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