...Available online at www.sciencedirect.com Procedia - Social and Behavioral Sciences 69 (2012) 1314 – 1323 International Conference on Education and Educational Psychology (ICEEPSY 2012) Spiritual well-being of INSTED, Relationship with College Adjustment Norwati Mansora, Nur Syahidah Khalidb a b Institute of Education, International Islamic University Malaysia, Jalan Gombak, 53100 Kuala Lumpur, Malaysia Institute of Education, International Islamic University Malaysia, Jalan Gombak, 53100 Kuala Lumpur, Malaysia Abstract This study attempts to discover spiritual well-being of INSTED, IIUM students and its relationship between spiritual well-being and college adjustment among them. It tries to determine whether spiritual well being is related to his college adjustment in order to attain good academic achievement. This study employed quantitave method. Sample were derived from three fields of study in Insitute of Education IIUM namely; Guidance and counseling, Teacher English as a second Language and Islamic Education The researcher used descriptive statistics, Pearson correlation and ANOVA to analyzed the data.The findings of this study will benefit parents, counselors, teachers and policy maker. © 2012 The Authors. Published by Elsevier Ltd. © 2012 Published by Elsevier under responsibility of Dr. Zafer Bekirogullari ofof Dr. Zafer – Counselling, Research &Counselling, Selection and peer-review Ltd. Selection and/or peer-review under responsibility Cognitive Bekirogullari...
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...The Electronic Journal for English as a Second Language June 2011—Volume 15, Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing ...
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...March 2006 Volume 9, Number 4 Contents | TESL-EJ Top The English Teacher as Facilitator and Authority Shaun O'Dwyer David English House, Hiroshima Prefecture, Japan School of Philosophy, University of New South Wales Abstract Over the past eighty years or so, some education theorists have repudiated the notion that it is the teacher's role to act as an authority in the classroom, transmitting knowledge to students "who do not know." In English as a second or foreign language education, a notion of the teacher as "facilitator" is considered to be more compatible with students' felt needs and autonomy. This paper argues that there are epistemological flaws in prominent rejections of transmission theories of learning. Drawing on British philosopher Michael Oakeshott's distinction between technical and practical knowledge, it argues for a modified understanding of the English teacher both as an authority capable of transmitting these types of knowledge in language, and as a facilitator of cooperative language learning. Introduction In the teaching of English as a second or foreign language today, the old pedagogical ideal of the teacher as an authority transmitting knowledge to students "who do not know" is in disrepute. The ideal now is for a more democratic, student-centered approach, in which the teacher facilitates communicative educational activities with students. This model reflects in part the influence of communication-based theories of language acquisition. But...
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...1. Introduction Universiti Selangor (UNISEL) is one of the tertiary institutions in Malaysia that offers various English courses to its students. Mainstream English Courses in UNISEL covers Grammar, Reading, Writing, and Speaking skills training during the course, with specific reference to TESL course . By the end of the course, students should be able to use the skills acquired in the respective components in communicating effectively. The lack of interest among students from various courses aside from TESL programme in learning English has become a major concern among English language lecturers because the students are supposed to excel in this subject since the medium of instruction in UNISEL is in English. If the UNISEL students were tested on their attitudes and motivation toward learning English Language, will the same results prevail? There have been some opinions that if a student does not feel the need of acquiring the second language to function either within or outside his/her community, most probably this student will have a negative attitude and will not be interested in learning the. The objectives of this study are two-folds, namely to identify the learners’ motivation, whether it is extrinsic or intrinsic. The term motivation is based on the Latin verb for “move”, which denotes direction, duration and intensity in achieving their aim or goals. Intrinsic motivation is characterized as more of a self-determined event where learners take responsibility for...
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...Code Switching Code Switching, in terms of language, is the use of more than one language, by a person or more, during their conversations with each other. Code Switching is done simply because those persons know more than one language and have more than one language in common. This switch may last for a couple of sentences, for only a single phrase or may be only for a single word. It depends on how the persons take it with themselves and the others. In the article Code Switching it is written that “the switch is commonly made according to the subject of discourse, but may be for a variety of other reasons such as the mood of the speaker. For example, a person might only swear in French Language” ( 1 ). As described in the article Code Switching, there are number of situations why code switching occurs: A family that has recently immigrated to a country where a different language is spoken may switch back and forth between that language and their mother tongue, while they are learning the new language……...(this phenomenon is Morocco, Tunisia and Algeria)……………… Also, in countries with a large number of people from different ethnic backgrounds, communities will commonly switch between the language of their indigenous roots……….. code switching regularly happens between North American Mormon missionaries stationed overseas.”( 1 ) Because of the effectiveness of code switching it is widely used during our conversation. Code switching helps us to express ourselves...
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...1000 Most Common Words in English - Numbers 1 - 250 - Vocabulary for ESL EFL TEFL TOEFL TESL English Learners Rank Word 1 the 2 of 3 to 4 and 5a 6 in 7 is 8 it 9 you 10 that 11 he 12 was 13 for 14 on 15 are 16 with 17 as 18 I 19 his 20 they 21 be 22 at 23 one 24 have 25 this 26 from 27 or 28 had 29 by 30 hot 31 word 32 but 33 what 34 some 35 we 36 can 37 out 38 other 39 were 40 all 41 there 42 when 43 up 44 use 45 your 46 how 47 said 48 an 49 each 50 she 51 which 52 do 53 their 54 time 55 if 56 will 57 way 58 about 59 many 60 then 61 them 62 write 63 would 64 like 65 so 66 these 67 her 68 long 69 make 70 thing 71 see 72 him 73 two 74 has 75 look 76 more 77 day 78 could 79 go 80 come 81 did 82 number 83 sound 84 no 85 most 86 people 87 my 88 over 89 know 90 water 91 than 92 call 93 first 94 who 95 may 96 down 97 side 98 been 99 now 100 find 101 any 102 new 103 work 104 part 105 take 106 get 107 place 108 made 109 live 110 where 111 after 112 back 113 little 114 only 115 round 116 man 117 year 118 came 119 show 120 every 121 good 122 me 123 give 124 our 125 under 126 name 127 very 128 through 129 just 130 form 131 sentence 132 great 133 think 134 say 135 help 136 low 137 line 138 differ 139 turn 140 cause 141 much 142 mean 143 before Rank Word 144 move 145 right 146 boy 147 old 148 too 149 same 150 tell 151 does 152 set 153 three 154 want 155 air 156 well 157 also 158 play 159 small 160 end 161 put 162 home 163 read 164 hand 165 port 166 large 167 spell 168 add 169...
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...Original title: The English Language performance of ‘Orang Asli’ pupils at primary level in Malaysia: an extensive case study of a Malaysian state Authors: Zuraihan Abd Kassim & Airil Haimi Mohd Adnan BEd TESL programme & UfoRIA UiTM Perak, Malaysia Abstract: English has long been an important subject in Malaysian schools. In fact, the Ministry of Education has recently introduced a new syllabus for Mathematics and Science subjects to be taught in English. Unfortunately, learning a second language is not an easy task as the learner needs to be receptive, responsive and know the value of the language. Certain factors also influence the learner’s capability in acquiring English: attitudes and motivation are some of them. This empirical study examines the performance of ‘Orang Asli’ students in the English language as related to the above factors. This research is the result of our frustration in trying to upgrade the level of English among Orang Asli students. We also wanted to know whether the problems faced by English teachers (in teaching this group of students) are similar across different contexts and situations. In order to limit the scope of this research, we have chosen two language skills namely reading and writing, to explore the complex issues that we have highlighted above. Our efforts were primarily focused on students’ performance in these two language skills, as both skills are important for students to acquire English as a whole. We also felt that these two...
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...IPG KAMPUS TEMENGGONG IBRAHIM, JOHOR BAHRU PPISMP TESL (R) Foundation Course Cohort 4 (June 2011 Intake) English Studies II PI 1353 K (R) REVISION QUESTIONS – FLORENCE Answer ALL questions individually and present in the next interaction. 1. What is the significance of the title “Florence”? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. What is the importance of the porter’s role in this play? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 3. How is symbolism used in the play, Florence? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 4. How does the plot develop the theme in the play, Florence? _______________________________________________________ _______________________________________________________ _______________________________________________________ __...
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...Crossing Boundaries – an interdisciplinary journal VOL 1, No 3 - Fall 2002 From Communicative Competence to Language Awareness: An Outline of Language Teaching Principles MANUEL SINOR Department of Linguistics, University of Alberta This essay offers a critical review of some key theoretical issues relevant to second language acquisition and considers the practical implications of these issues on language teaching. The discussion advocates a renewed communicative approach to language pedagogy, which entails the educators’ readiness to act as teacher-researchers, their cautious considerations of individual learner differences, their familiarity with some defining aspects of human learning, and their willingness to encourage the learners’ discovery of formal language properties in a reflective and autonomous manner. 1 Introduction This essay reviews some of the key theoretical notions associated with second language acquisition and considers the pedagogical relevance of these notions. In order to relate the discussion to the practicalities of language teaching, we refer to the hypothetical case of ten adult learners of English, freshly arrived from Japan for a six-month course at a Canadian language school. These learners have earned their title of “mature students” not only from their middle age range, but also because their country’s Foreign Office selected them for their motivation to study English in Canada. Despite this promising background, two burning questions...
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...1000 Most Common Words in English - Numbers 1 - 250 - Vocabulary for ESL EFL TEFL TOEFL TESL English Learners Rank Word 1 the 2 of 3 to 4 and 5a 6 in 7 is 8 it 9 you 10 that 11 he 12 was 13 for 14 on 15 are 16 with 17 as 18 I 19 his 20 they 21 be 22 at 23 one 24 have 25 this 26 from 27 or 28 had 29 by 30 hot 31 word 32 but 33 what 34 some 35 we 36 can 37 out 38 other 39 were 40 all 41 there 42 when 43 up 44 use 45 your 46 how 47 said 48 an 49 each 50 she 51 which 52 do 53 their 54 time 55 if 56 will 57 way 58 about 59 many 60 then 61 them 62 write 63 would 64 like 65 so 66 these 67 her 68 long 69 make 70 thing 71 see 72 him 73 two 74 has 75 look 76 more 77 day 78 could 79 go 80 come 81 did 82 number 83 sound 84 no 85 most 86 people 87 my 88 over 89 know 90 water 91 than 92 call 93 first 94 who 95 may 96 down 97 side 98 been 99 now 100 find 101 any 102 new 103 work 104 part 105 take 106 get 107 place 108 made 109 live 110 where 111 after 112 back 113 little 114 only 115 round 116 man 117 year 118 came 119 show 120 every 121 good 122 me 123 give 124 our 125 under 126 name 127 very 128 through 129 just 130 form 131 sentence 132 great 133 think 134 say 135 help 136 low 137 line 138 differ 139 turn 140 cause 141 much 142 mean 143 before Rank Word 144 move 145 right 146 boy 147 old 148 too 149 same 150 tell 151 does 152 set 153 three 154 want 155 air 156 well 157 also 158 play 159 small 160 end 161 put 162 home 163 read 164 hand 165 port 166 large 167 spell 168 add 169...
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...Abstract Intercultural communications is often marked by the impact of cultural differences on communication, commonly resulting in miscommunication or misunderstanding. This paper examines the challenges influencing intercultural communications between the Japanese and the Americans. In its conclusion, it emphasizes on the sensitivity to the mentioned cultural differences in order to create harmony and understanding amongst people with different ethnic backgrounds. Intercultural Communications between the United States and Japan Introduction According to Dima (1990), intercultural communication refers to the exchange of ideas between people belonging to different cultures, in spite of them using the same language. Intercultural communication plays an important role, in that cultural differences can often lead to miscommunication and misunderstanding. This is increasingly becoming important in today’s multicultural society such as in the US (Inoue, 2007). What are the common challenges of intercultural communications between America and Japan? How do cultural differences play part in shaping the Japan-American intercultural communication? As defined by Peace (2002), culture is a "system of beliefs, values, and assumptions about life that guides behavior and is shared by a group of people; and these are transmitted from generation to generation, rarely with explicit instructions," (p.14). There are a variety of cultures that...
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...Running Head: Can We All Just Get Along? Setting the Tone with Dialogue and Discourse: Can we all just get along? Dawn Trickett Azusa Pacific University TESL 537 Professor Michael Chamberlain In 1992, following the acquittal of officers tried for the beating of Rodney King, parts of Los Angeles, Las Vegas, and Atlanta erupted in riots. On the third day of the melee, Rodney King appeared in public before the television cameras to appeal for peace and voiced his now famous line, “Can we all just get along?” Little did he know this would become one of the 25 most memorable quotations (usatoday, 2010). Since that time this quotation has been referenced by the Young Turks calling for an end to the arguments about genocide, Asian communities calling for peace in their neighborhoods, and 1,260,000 other occasions noted on the web. I propose “Can we all just get along?” as the overarching question offered by Wong (2009) when she states, “I posit that a reconstructed identity from a ‘missionary who is teaching to gain access’ to a ‘global Christian professional language teacher’ has the potential to redress the concern raised while enhancing many of the benefits that can occur when teachers align their spiritual and professional identities” (p. 91, emphasis mine). I don’t think Mr. King will mind if we borrow his phrase one more time for application to this discussion of how Christian English language teachers integrate their spiritual...
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...In more recent times, information communication technology (ICT) has become an integral part of everyday life for many people. ICT encompasses a large scope of technological resources “that are used to create, communicate, store, disseminate and manage information” (EDTK2030: Unit 1, p. 3). Examples of such include computers, computer programs, mobile phones, and televisions. Over the years ICT has become more prominent within the educational system; such technology is used for administrative and managerial work, and now more frequently for teaching and learning practices and opportunities within classrooms (Kamau, 2012). One of the ICT tools utilized for learning is electronic mail (e-mail). E-mails are electronic messages distributed from one person to another via the use of a computer and network system. ICT tools, such as e-mails, offer both affordances and constraints, as well as require knowledge of how learning occurs in order to be incorporated into teaching and learning practices; however, there are solutions to the constraints associated with such tools. Affordances, as indicated by Norman (As cited in Hammond, 2010, p. 208), are the “perceived and actual properties” and functions of a mechanism, that define its possible uses in certain situations. However, affordances typically coexist with constraints (EDTK2030: Unit 1), which are certain boundaries that limit the way in which an object or mechanism can be manipulated. Despite the affordances, ICT tools used for...
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...Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards & Rodgers, 2001). As such, CLT reflects a certain model or a theory. It is based on the theory that the primary function of language use is communication. Hymes (1972) alludes that its primary goal is for learners to develop communicative competence or simply communicative ability. In other words, its goal is to make use of real-life situations that necessitate communication. Communicative competence is defined as the ability to interpret and perform appropriate social behaviours and it requires the active involvement of the learner in the production of the target language (Prabhu, 1987). Such a notion encompasses a wide range of abilities: the knowledge of grammar and vocabulary, the ability to say the appropriate thing in a certain social situation, the ability to converse in a consistent and coherent manner. As frequently misunderstood, CLT is not a method per se. That is to say, it is not in the sense by which content, a syllabus, and teaching routines are clearly identified (Richards and Rodgers, 2001). CLT uses materials and utilises methods that are appropriate to a given context of learning. As far as theories of learning and effective strategies in teaching are concerned, CLT does not adhere to one particular theory. It draws its theories about learning and teaching from a wide range of areas such as cognitive science, educational psychology, and second...
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...In 1998, Kao and O’Neill published a book about the integration of process drama in second language education that was primarily based on the study of university students’ discourses during a 14 - week drama oriented English teaching. Through analysis of the participants’ discourse, they discussed the nature of dialogue in drama, the continuum of drama approaches in second language learning, and the planning and evaluating of second language development in the drama-oriented classroom. This work was largely quoted, especially within the field of Teaching English as a Second Language (TESL). Anderson and Loughlin (2014) and Anderson and Berry (2015) are two follow-up work within the field that studied the academic language use and the on task behaviors of ESL students during classroom drama sessions. In 2011, Kao and her colleagues published another discourse-based study to explore the questioning techniques used to promote second language oral proficiency. In this study, they explored the functions of questioning to teachers and two groups of English as Foreign Language (EFL) university students in Taiwan. This study will be further explored in this...
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