Dòng Nội dung
1
Lecturers’ and students’ perceptions of the use of modifiers // ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1
2018.
p. 62–72.

The textual and interpersonal functions of modifiers are extensively discussed in the literature. However, how these linguistic devices can be strategically used to assist lecture comprehension has been under-investigated, particularly in EFL/ESL contexts. Drawing on corpus analyses, interviews, and questionnaires, this study compares Taiwanese lecturers’ use of modifiers and their explanations of this use with their students’ perceptions of the modifiers’ functions in English-medium lectures at a Taiwanese university. Considerable differences in perceptions (for example highlighting information versus signalling unexpectedness) between the two groups are revealed. The disparity suggests that effort needs to be made to raise the awareness of both teachers and students with respect to the multiple yet overlapping functions of modifiers. A number of pedagogical tasks are thus proposed for incorporation into EAP courses including consciousness-raising activities, substitution exercises, and contrastive analyses, in order to highlight the value of these modifiers in facilitating academic listening.
2
Reimagining English language learners from a translingual perspective / Jason Anderson. // ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1
2018.
p. 26–37.

This article explores the potential implications of theorizing in translingualism and translanguaging for foreign language teaching and learning. I discuss key terminology and introduce a translingual continuum as a potential way to understand language use practices both within and across communities. I report on an exploratory study into the self-identified future language use profiles of 116 adult EFL learners studying in the United Kingdom, the majority of whom perceive a need for translingual practices in their varied futures. I discuss the implications, both of these findings and other research for language teaching pedagogy, considering how translingual competence may differ from communicative competence, and providing practical suggestions for teachers working in different contexts. I also discuss how reimagining the language classroom as a translingual community potentially provides a way of redefining notions of authenticity and the role of the teacher as a translingual practitioner, thereby avoiding the divisive native-speaker–non-native-speaker dichotomy.
3
Self-regulation through portfolio assessment in writing classrooms / Pauline Mak, Kevin M Wong. // ELT Journal, Volume 72, Issue 1, (16 January 2018) 72/1
2018.
p. 49–61.

Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students’ self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students’ self-regulated capacities. This multiple case study, which spanned one academic year, explored how teachers can foster self-regulation in elementary students through PA, and the effects of using PA on self-regulation among students. Two teachers and their students from two Primary Six classes in different elementary schools in Hong Kong participated in the study. Data sources included interviews with teachers and students, as well as classroom observations and field notes. The results of the study indicate that portfolios are an empowering activity and contribute to students’ development of self-regulated learning. Implications of the study are discussed.