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Eurasian Journal of Applied Linguistics
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2149­-1135 - ISSN (Online) 2149-1135
Published by Hacettepe University Homepage  [8 journals]
  • Common Errors in Writing of EFL Sophomores in a Context of the Mekong

    • Abstract: Khang Duy Nguyen
      School of Foreign Languages. Can Tho University, Vietnam
      Uyen Hong Thi Nguyen
      College of Rural Development, Can Tho University, Vietnam
      Van Thi Tuyet Phan
      School of Foreign Languages. Can Tho University, Vietnam
      Keywords: Error analysis, error assessment, EFL, writing, Mekong Delta Abstract Committing errors and feedback in writing are important in the process of language acquisition (Corder, 1975; Foster et al., 1988; Krashen, 1981; Marina et al., 2005; Salehi et al., 2018; Valizadeh et al., 2020). In Vietnam, however, error-analysis in writing in the contexts of EFL students has not been investigated fully. This research study explores and examines common mistakes of second-year English language students in writing English. The research was conducted with different tools including error assessment of some writing assignments, a survey to measure the ability to recognize errors in English writing, and interviews with some participants from an insider’s perspective. The results found that the level for each of the written errors in the results varied widely. Certain types of errors were correctly identified by research participants and their ability to correct the issues was demonstrated properly at some points. However, most of them were unable to recognize errors, suggesting inconsistency in the ability to recognize and correct errors. Specifically, the research found a list of types of errors which occur while writing English from the phrase level to the sentence level, among other groups of errors while writing. This study could foster a trend to develop strategies to help students learn English better from both teachers’ and students’ point of view in today's English training programs. 
      PubDate: Sun, 05 Sep 2021 00:00:00 +000
  • Teaching Literary Texts through Cultural Model to EFL Students

    • Abstract: Mohammed Ilyas
      Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al Kharj, Kingdom of Saudi Arabia
      Naeem Afzal
      Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al Kharj, Kingdom of Saudi Arabia
      Keywords: Learners’ Autonomy, Motivation, Literature Teaching, Language Learning, Cultural Model Abstract This paper examines how the Cultural Model of teaching literature in the Applied linguistics scenario can adopts a trans-disciplinary approach to teaching of language and skills courses. The premise stated is that it does not focus merely on language learning but also makes an impact on other variables like learners’ autonomy and motivation to learn. In the context of EFL, this study also premises that the Cultural Model assists in enhancing the learners’ autonomy and learners’ motivation as literary texts are directly related to their cultural consciousness. The Cultural Model allows both the teachers and the students to go beyond the lexis and consider the literary aspects of a text as it is culturally closer to their consciousness. A questionnaire (for students) and semi structured interview (for teachers) were designed to study the perception of teachers and students and find the relationship between such variables as Learners’ Autonomy and Learners’ Motivation with Cultural Model of teaching literature. The study carried out multiple linear regression tests on a sample of 120 EFL respondents. The data was analyzed with SPSS 25.0 to ascertain the influence of predictors and dependent variables. Results showed the evidence of significant relationship between Learners’ Autonomy and Learners’ Motivation with Cultural Model of teaching literature. This shows that the Cultural Model of teaching literature acted as a predictor to enhance Learners’ Autonomy and Learners’ Motivation. The study recommends that students should not be passive receivers of the teaching content with undeveloped skills but should build in them autonomy and motivation to read, interpret, evaluate and criticize a literary text. Besides, teachers should also make efforts to make students read literary texts in cultural contexts.
      PubDate: Fri, 03 Sep 2021 00:00:00 +000
  • Role of Learner Autonomy and Students’ Perception in Legitimizing China
           English as A Variety of English

    • Abstract: Xin Xiu
      Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia & School of Foreign Languages for International Business, Hebei Finance University, Baoding, China
      Noor Mala Binti Ibrahim
      Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia
      Keywords: Complex Predicate; Indo-Aryan Language; Serial verbs, Syntax Abstract Background/Objectives: China English, distinct from Chinese English or Chinglish, is struggling to get legitimized as a variety of the English language, despite many its users globally.  The current study investigated the moderating effect of learner autonomy on the relationship between learner’s attitude and learner’s perception and China English (CE) as a variety of the English language. Methods/Statistical analysis: A questionnaire-based research design and utilized Pearson correlation analysis to test the hypotheses and SPSS-20 to analyze the data. The sample size was 120 Chinese EFL students who had studied at least one English course. Findings: The findings revealed that learner autonomy is enhanced due to the use of CE in classroom. This positive phenomenon was also noticed in the correlation between learner’s attitude and learner’s perception resulting in a high acceptance of CE as a variety of the English language. Improvements/Applications: This finding will give a positive thrust to the legitimizing issue of China English as a member of World Englishers. It may also contribute to the critical debate that is ongoing to change CE’s status from a foreign language to China’s own language and its users as Native speakers.  Future studies can explore teachers’ attitude towards CE and its influence on L2 teaching in China. 
      PubDate: Wed, 01 Sep 2021 00:00:00 +000
  • Using Markedness Principle for Abstraction of Dependency Relations of
           Natural Languages

    • Abstract: Ju-Ri Kim
      College of Convergence & Liberal Arts, WonKwang University, City Iksan, JeonBuk, 54538, Korea
      Keywords: Markedness, dependency relations, natural language processing (NLP), syntactic analysis, subcategorization, syntax graph Background/Objectives: There is no attempt to investigate the relationships between dependency and markedness even though the syntactic roles in language are decided by dependency relations and markers. The main objective of this study was to understand markedness beyond syntactical tables and propose a syntax graph with various syntax structures to verify the relationship between dependence of proposed markers. Methods/Statistical analysis: The methodology involved enquiry into the origin and development of dependency relations, starting from their definition, abstraction, and usage in syntactic structures through graphical presentations. Findings: This study revealed that dependency relations denoted by the markers can be classified into two types of dependencies according to their syntactic functions: implicit and explicit. Eventually, this markedness can be presented through syntax graphs of various syntactic structures to validate the functions of the markers and dependency relations. Improvements/Applications: This paper presents a reasonable method to define dependency relations based on the markedness and the valence theory of the predicate. This approach provides a systematic view to define dependency relations for natural language processing.  The implementation of syntax graphs is a future research project. PDF ...
      PubDate: Sun, 15 Aug 2021 00:00:00 +000
  • Serial Verb Construction vs Complex Predicates in Punjabi: An Integrated
           Analysis of Event Structure

    • Abstract: Bisma Butt
      Department of English Language and Literature, University of Lahore, Gujrat Campus
      Muhammad Ajmal Khan
      Department of English, GIFT University, Pakistan
      Saqib Mahmood
      Department of English, GIFT University, Pakistan
      Abdul Hamid
      Department of English & Foreign Languages, University of Swat, Pakistan
      Aadila Hussain
      Department of English, Punjab University Gujranwala Campus, Pakistan
      Keywords: Complex Predicate; Indo-Aryan Language; Serial verbs, Syntax Abstract This study aims to analyze the syntax of serial verbs in the Punjabi language. The serial verb construction (SVC) is a widespread phenomenon across the world languages and in Punjabi as well. The SVC in Punjabi specifically is used as a full event described by two sub-events, with each event described by a separate verb coming together in a sequence. It shows that two different events have their own individuality during overall event. This study is descriptive in nature and a naturalistic methodology is adopted for detailed categorization of SVC in Punjabi. The study shows how the two types of SVCs in Punjabi are completely different from Complex Predicates (CPs) because each SVC contains two VPs but only one V whereas the complex predicate constructions have only one VP but two Vs. The study also shows that the relationship between two verbs/VPs is that of adjunction but not complementation (or coordination). Since this study explores the Indo-Aryan languages which are facing the dearth of linguistic research, it is going to be a useful contribution to the domain of serial verb constructions cross-linguistically. It will also be helpful to draw a line between SVCs and CP formations in the Punjabi language.
      PubDate: Sun, 15 Aug 2021 00:00:00 +000
  • The Effects of Receptive and Productive Learning Tasks on EFL Learners’
           Knowledge of Collocation and Meaning
    • Zeynep Özdem Ertürk
      Niğde Ömer Halisdemir University
      Keywords: Collocations, meaning, receptive and productive vocabulary tasks


      Collocations are one of the important components of native speaker competence. For this reason, there have been many studies investigating explicit teaching methods of them. However, most of them did not focus on receptive and productive tasks independently. This study aims to explore the effectiveness of receptive and productive vocabulary tasks on learning collocation and meaning in an EFL setting. Turkish EFL learners participated in the study and they were randomly assigned to receptive task, productive task and control groups. The receptive task group read three glossed sentences for each of the 20 target collocations and the productive task group completed a cloze task. The results showed that both tasks were effective to lead to learning gains in collocation and meaning. Although the results were not significant, the participants in the receptive task group were able to reach higher scores on receptive knowledge of collocation and meaning than on the productive ones.
      Mon, 21 Jun 2021 23:08:30 +000
  • Stancetaking in spoken ELF discourse in academic settings: interpersonal
           functions of I don’t know as a face-maintaining strategy
    • Hatime Çiftçi
      Erdem Akbaş
      Erciyes University

      Keywords: Stancetaking; spoken ELF academic discourse; intersubjectivity; interpersonal pragmatics; doctoral defense discussions


      Our study examines interpersonal functions enacted through a stance marker in spoken ELF academic discourse. We specifically focus on investigating the functions of I don’t know in an academic speech event by embracing an interpersonal pragmatics and sociolinguistics perspective to figure out how it contributes to the act of stancetaking as an intersubjective activity. We have examined 14 interactions of doctoral defense discussions from the ELFA corpus. Our detailed discourse analysis of these doctoral defense discussions has revealed five distinctive interpersonal functions of the stance marker I don’t know allowing speakers to construct their stance and adopt a face-maintaining strategy in the ongoing spoken discourse: prefacing a suggestion, seeking acceptance, hedging/mitigating, checking agreement, and expressing uncertainty. Considering the highly-context dependent and context-regenerated functions of I don’t know, our study attempts to delve into the relational and interpersonal aspect of communication, and thus contributes to research in this strand by disclosing the interpersonal functions of stance taking as an intersubjective activity with a particular focus on ELF academic discourse.
      Fri, 18 Jun 2021 13:25:02 +000
  • Evaluating the Long-term Effectiveness of English Language Coursebooks at
           Turkish Public High Schools
    • Mehdi Solhi
      Istanbul Medipol University

      Yaren Zehra Mert
      Şehit İsmail Erez Anatolian High School
      Zeliha Çelen
      Ataşehir Bilfen Anaokulu

      Rabia Kısa
      Istanbul Medipol University
      Keywords: Coursebooks evaluation; coursebook deficiency; public schools; English deficit


      In this pre-use evaluation study, the long-term effectiveness of the contents of the English language coursebooks provided by the Ministry of Turkish National Education for high school students (i.e., 9th to 12th graders) in Turkey were evaluated, exploiting Tomlinson and Masuhara’s (2013) fifteen universal coursebook evaluation criteria. In so doing, the evaluators initially used the criteria independently to evaluate the coursebooks before achieving a consensus on their average scores. They discussed each criterion along with the effectiveness of the activities in two units (i.e., Unit 2 & Unit 7). The results indicated that the coursebooks are potentially quite effective in respect of providing students with communicative opportunities, use of idioms, integrated technology, self-evaluation opportunities, and illustrations in use. Conversely, some of the common deficient characteristics of the coursebooks encompass the lack of activities that promote the use of English as a lingua franca, being void of opportunities for students to continue learning English after the course, offering no flexibility for effective localization and insufficient catering for the needs of the students. All in all, the coursebooks can only be partially effective in facilitating long-term acquisition of English.
      Fri, 18 Jun 2021 13:17:23 +000
  • A case study of Turkish pre-service teachers of English in an
           international exchange program: ELF and WE perspectives
    • Işıl Günseli Kaçar
      Middle East Technical University
      Keywords: study/teach abroad experiences, transformative learning, pre-service teachers, meaning schemes, sociolinguistic perspective, intercultural awareness, World Englishes, English as a Lingua Franca


      Study/Teach abroad experiences, are shown to impact prospective teachers’ beliefs and values, offering exposure to diverse educational systems and teaching philosophies. This qualitative exploratory case study aimed to investigate the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of Turkish pre-service teachers of English, in different intercultural educational contexts in Europe between 2011 and 2014. It incorporated both English as a Lingua Franca (ELF) and World Englishes (WE) perspectives. The theoretical framework in the study is Mezirow’s (1991) transformative learning theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via content analysis. The findings indicated that although their social and educational backgrounds affected their interpretations of international teaching experiences, participants seemed to share an overarching sociolinguistic perspective. Changes emerged in four meaning schemes: inclusive pedagogical practices, teaching and learning English from the ELF- and WE-aware perspectives, creative and critical thinking activities, as well as intercultural awareness. The study underscored the necessity of integrating the following issues into pre-service language teacher education programs: intercultural awareness, competence, and communication, as well as linguistic and cultural diversity. The findings also emphasized the teacher educators’ role as facilitators in terms of enhancing the transformative potential of the international teaching experiences.
      Fri, 18 Jun 2021 13:10:57 +000
  • The underlying reasons for the difficulties in use of the English articles
           for EFL learners: an analysis based on the learners’ experiences
    • Khalil Ahmad
      University of Azad Jammu and Kashmir Muzaffarabad Pakistan
      Abdul Qadir Khan
      University of Azad Jammu and Kashmir Muzaffarabad
      Keywords: The English articles; Countability; Definiteness; Indefiniteness; Variability; Auto-articles check.


      The use of English articles is the most challenging task for the EFL learners particularly when there is no articles in their native language (L1). The purpose of this study is to investigate the underlying reasons for the difficulties in using English articles by analyzing the learners’ own experiences. The data was collected in the form of written feedback from seventy-five adult Pashto (L1) learners of English (L2) having three different educational backgrounds. The data were analyzed by using qualitative thematic analysis software ‘MAXQDA Analytics Pro 2020’. The results brought forth useful insights for learning and teaching the use of English articles for the adult EFL learners. The underlying reasons were found to be the failure in the identification of the concepts of countability, definiteness/indefiniteness of nouns, variability in physical form and concept of nouns, variability across languages, learners/teachers’ attitudes towards articles, lack of article-check in computer software and pedagogical instruction.
      Fri, 18 Jun 2021 13:07:05 +000
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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