IOLC 2010 Abstract Collection

IOLC 2010 Abstract Collection
IOLC 2010
Abstract Collection
3rd International Online Language Conference (IOLC 2010)
www.iolc2010.ioksp.com
Page 0
Table of Content
Learner Autonomy through Weblogging: An ICT-mediated Pedagogy in ELT ....................... 3

To Teach or not to Teach: Pronunciation Challenge in ESL ..................................................... 4
An Investigation on the Algerian Learners’ Difficulties with the Use of English Word Stress 5
Internet Assisted Pronunciation Pedagogy from EFL Learners’ Perspectives .......................... 6
AESOPian Way of Teaching ESL: An Academic Mantra* for Instructors............................... 7
Using Video Podcast to Support Language Learning through YouTube: Strategies and
Challenges .................................................................................................................................. 8
University Training and Education for Interculturality in Student Mobility in Hong Kong ..... 9
Anaphoric Resolution in Discourse ......................................................................................... 10
Adult Learners’ Strategies in Comprehending Morphosyntactic Verbal Polysemy: The Case
of Modern Greek as Foreign/Second Language ...................................................................... 11
Cooperative Learning in the Tunisian Educational Context .................................................... 12
A Pilot Comprehensive Critical Thinking Education Framework in TESOL ......................... 13
English Reading Class: Teaching the Language from within .................................................. 14
How the Historical Context is absorbed into the “Language” of Comic Books for Children:
The Case of Greek Tragedies’ Adaptations ............................................................................. 15
Teaching “Procedural Knowledge” through Innovative Actions in Education:
Interdisciplinary Projects ......................................................................................................... 16
How Music Enhances Learning Ability................................................................................... 17
Semiolinguistic Dynamism of Culture: Culture and Language Sign....................................... 18
Reading English Language Newspapers: Systematic Approach ............................................. 19
Academic Listening: Is there a Place for Bottom-up Processing? ........................................... 20
E-Learning Quality & Spanish Teaching ................................................................................. 21
Integrating Literature with Language in the Language Classroom ......................................... 22
Sufficiency vs. Redundancy: Formalizing Teachers’ Instruction ............................................ 23
Translation: Mission to Proxy.................................................................................................. 24
Personality the Yought and Islamic Factors ............................................................................ 25
Put your Foot on English Words through Strategies ............................................................... 26
The Mask of Nick Adams on Ernest Hemingways’ Face ........................................................ 27
“Latin American Soap Operas”: A Quest for Critical Listening in Spanish as a Foreign
Language .................................................................................................................................. 28
Postmodern Education: Teaching Literature in a Foreign Language ...................................... 29
Potential Relationship between Digital Literacy and E-tivities in English Language Teaching
.................................................................................................................................................. 30
Page 1
The Effect of Intensive Reading on ESAP Reading Comprehension, Vocabulary Acquisition:

A Case Study of Law Students in Iranian EFL Context .......................................................... 31
Digital Epistemologies in Brazilian Contexts: The Challenges of Meeting Theory and
Practice ..................................................................................................................................... 32
Difficulties in Communicative Language Teaching To Undergraduate Students ................... 33
Techniques and Strategies for Responding to students Errors in EFL .................................... 34
Language Use, Literacy Learning and Cultural Identity: A Case Study from Uganda ........... 35
Classroom Knowledge and Minimal Input Settings Investigated Under the Generative
Approach .................................................................................................................................. 36
Culture: a wanted or inevitable dress in English as a Lingua Franca (ELF)?.......................... 37
Visualizing the Russian Language: Russian Adjective And Noun Case Endings ................... 38
An Evaluative Case Study: A Portfolio Assessment - Teaching English Language Skills
Course at Graduate Level (MA) .............................................................................................. 39
Outstanding Learnability and Outstanding Psycholinguistic Approach for Better
Communicative Design ............................................................................................................ 40
Teacher Perceptions of the Problems in Using Communicative Approach in Iranian Context
.................................................................................................................................................. 41
Creativity in Assessment.......................................................................................................... 42
The Role of a Particular Kind of On-line Computer Games in Process of Learning a Foreign
Language .................................................................................................................................. 43
EFL Curriculum Analysis: A Case Study ................................................................................ 44
Language Learning Strategy in Social and Sociolinguistic Context ....................................... 45
The Order of Consonant Fossilization of the English Language Consonants for Turkish
English Teachers and Students ................................................................................................ 46
Choosing an Authoring Tool to Create Online Language Exercises ....................................... 47
Text Enhancement Effect on Learners’ Reading Comprehension and Accuracy Level ......... 48
Page 2
Learner Autonomy through Weblogging: An ICT-mediated Pedagogy in ELT
Arnel E. Genzola
Jilin University, People’s Republic of China
agenzola@yahoo.com
Abstract
Higher Education Institutions are constantly challenged to take the lead in drawing upon the
advantages and educational affordances of an ICT-mediated instruction. The tremendous
growth of Internet technology and multimedia expression gained substance in the field of
education especially in English Language Teaching (ELT) as learning and teaching tools.
Current English teaching reform in China has witnessed a promotion of autonomous
approaches to language learning (Rao, 2006). The Chinese Ministry of Education formally
highlighted the role of computer and networking in its revised College English Testing
Syllabus (CETS) in the year 2004 (Liu & Huo, 2007). Essentially, this teaching reform
underscores the importance of technology in stimulating motivation, improving
communicative competence, and getting the learners to take control of their own learning to
become autonomous learners. This exploratory classroom-based research presents the
utilization of weblogs in an institution of higher learning in China to foster learner autonomy
and collaborative learning among university students in a regular college program. A total of
108 student-participants participated to reflect on their weblogging experience in a new
forum. Results from the attitudinal survey show that weblogs have the capacity to foster
collaborative learning and autonomy in language learning.
Page 3
To Teach or not to Teach: Pronunciation Challenge in ESL
Dr. Snezana Dabic

NMIT, Australia
Snezanad-ls@nmit.vic.edu.au
Abstract
This paper explores a range of critical issues in pronunciation tuition/acquisition in language
learning. The focus of the investigation is, first, on the autoethnographic study of language
learning over an extended period of time. Then, the personal case study is juxtaposed to
transferring the conceptual and practical skills of the author (as a learner) onto ‘teaching’ of
pronunciation by the author (as a teacher).
At the centre of the discussion are migrant learners of English as a Second Language in a
metropolitan language classroom setting in Australia. The learners’ diverse linguistic and
educational background calls for flexible approaches to pronunciation tuition/facilitation,
posing pedagogic dilemmas about how speech can be learnable or teachable. Particular
attention is paid to issues of how language sounds and intonation construct meaning that
interlocutors express in interaction.
Key research questions are: What constitutes intelligible pronunciation and who decides?
What amount of guidance is required for acquisition of communicative pronunciation? How
does pronunciation proficiency lead to learner empowerment?
The significance of the investigation is in attempting to find balance in pronunciation tuition
between minimal and maximal guidance. Further, the study points to learner self-reliance on
previous language learning experience as a source of skills in conceptualizing and acquiring
new sounds and speech. Finally, it emphasizes a need for further research in how learner
cognition of oral language skills and patterns of mutual intelligibility of sounds in learning
one or multiple language/s can best be utilized in learning/teaching ESL.
Page 4
An Investigation on the Algerian Learners’ Difficulties with the Use of English Word
Stress
Ms. Sohila Mekhoukh

Ferhat Abbas University, Algeria
smekhoukh@yahoo.fr
Abstract
Word stress forms a significant part of a word’s identity and it is the building block for all the
suprasegmentals. By and large, incorrect placement of stress is one of the most serious
pronunciation problems which affect meaning and function of words. According to previous
research findings, errors of word stress may cause communication breakdown. At the English
Department in the University of Setif-Algeria, 3rd year BA classes are expected to know
what word stress is, since it was programmed in their 2nd year phonetic syllabus. However, I
noticed that they still have problems with the use of stress and their understanding of the
concept is so limited. So we felt the need to identify the kind of errors which are made, how,
when, and why they occur, to see what we can do to improve our students’ performance.
Thus, the present study aims at investigating our students’ weaknesses with the use of word
stress and the causes behind, from both the teacher’s and students’ perspectives, and to
evaluate the course of phonetics. That is to say, what stress errors do students make so that
teachers would know what to focus on exactly in class? Does the phonetic course need to be
revised and in what way?
The subjects are Algerian 3rd year BA students at the University of Setif – Algeria, studying
English as a foreign language. The main research tools for data collection are a questionnaire
administered to 46 students, a questionnaire designed for 3 teachers of phonetics, and a
diagnostic test devised to 22 students. The results of this study indicate that learners’ face
difficulties not only with word stress as such, but even with related features like syllable
division and vowel reduction, and that their problems stems from the lack of appropriate
practice.
Page 5
Internet Assisted Pronunciation Pedagogy from EFL Learners’ Perspectives
Murat Hişmanoğlu
European University of Lefke, Turkey
hismanoglu@gmail.com
Abstract
This study aimed at exploring the perspectives of Turkish EFL learners (n=41) on Internet
assisted pronunciation learning. 41 freshman students were presented three 50 minute Internet
assisted pronunciation lessons in a computer laboratory with twenty-five well-equipped
(i.e. multi-media) and Internet-connected computers at the ELT Department of the European
University of Lefke. These lessons focused on the teaching of six problematic vowels, such
as /æ, ε, o, ow, u, uw/ for Turkish EFL learners. A variety of specialized online activities and
exercises were utilized in each lesson as well as audio tapes and video animations. Following
the application, a small-scale questionnaire was administered to the sample to investigate
their perspectives of Internet assisted pronunciation learning and then each participant was
interviewed by the researcher to cross-check their ideas expressed in the questionnaire. The
results of the study unearthed that Turkish EFL learners have positive perspectives on using
the Internet for pronunciation learning purposes. However, some learners emphasized that
they should get education with respect to Internet assisted pronunciation learning so that they
can deploy the Internet as a tool for learning pronunciation. Based on the findings of the
present study, it can be stressed that the Internet will reshape many aspects of foreign
language learning and teaching. At this point, all language learners should be open to
technological innovations and enthusiastic about infusing Internet technology into their
lessons so that they can master a foreign language powerfully.
Page 6
AESOPian Way of Teaching ESL: An Academic Mantra* for Instructors
Prof. Dr. Visuvasam Prakash

Sacred Heart College (Autonomous), India
viusuvasamprakash@hotmail.com
Abstract
English Language Teaching (ELT) is now a global affair. In the growing scenario of
Information Technology and Computer Science, the profession of language teaching is losing
its monetary luster. However, the needs are overgrowing and all understand that an efficient
use of language is an integral part of all job seekers and the future employees of the
globalised economy.
Job vacancies in language teaching assignments are steadily on the increase. Talented
language teachers are a few and they choose jobs with financial gains. Most of the first
generation learners for whom reading English as a language or literature isn’t a matter of
taste but an asylum of last resort are going to be the future performers of this hard task.
Elders with a vision and foresight, considering the crudities of reality, wish to produce
successors who will carry on the mission of doing good to the ELT. Every year colleges order
a sizable collection of ELT books at a very high cost and they are added to the shelves of the
library. The contents are greatly useful only for composing research articles and publishing
dissertations and theses. The realities inside the classrooms are however crude and appalling.
The present paper presents ways of making this job of teaching a pleasurable experience,
drawing instances from actual classroom experience. Begins with the ideal conditions
proposed by the experts, points out the realities, talks about the simple and genuine interests
an instructor should adopt, cites a few methodologies of teaching, throws notes of caution on
certain areas faced in classroom situations and finally proposes a simple formula (AESOP) to
remember. The paper will be a matter of great relevance to young teachers of English who
are impatiently searching for a right path in the darkness surrounding them.
* mantra – “need” (a word of neologism)
Page 7
Using Video Podcast to Support Language Learning through YouTube: Strategies and
Challenges
Min-Tun Chuang
National Chiayi University, Taiwan
mtchuang@mail.ncyu.edu.tw
Tzu-Ping Yang
National Chiayi University, Taiwan
Abstract
Podcasting and YouTube have made a revolution in the way of broadcasting information.
Podcasting is a way for distributing audio or video files over the Internet; YouTube is a free
video-sharing website where users can publish and view video files and also provide
comments. Creating and sharing digital files on a range of subjects has nowadays become a
culture of young adults. In order to encourage learners to receive language-learning input and
produce language-learning output, it is important to deliver instructional materials though a
mechanism which language learners are familiar with and further can be co-involved.
This paper describes an experience of applying the innovative and creative approach into a
school-wide English language teaching project, including the creation of English learning
podcasts, the establishment of sharing platform and the involvement of students. The paper
also presents strategies and challenges for using instructional podcasts to support language
learning through YouTube.
Page 8
University Training and Education for Interculturality in Student Mobility in Hong

Kong
Valerie Martinez
The University of Hong Kong, China
martinez@hkucc.hku.hk
Abstract
Hong Kong is currently witnessing an increased interest in student mobility: the government
is trying to attract more incoming students from all over the world while Hong Kong students
themselves are urged to be more and more mobile. As such, wider access to scholarships,
increased admission quotas, relaxed employment restrictions are the measures that the Hong
Kong government is planning to implement. In order to stimulate the efficiency of outgoing
mobility, Higher Education Institutions (HEI) in Hong Kong now endeavor to prepare
students to become global citizens, skilled professionals, who are able to be leaders in
international and intercultural contexts. A review of the University of Hong Kong (2006: 15)
states that: “A central goal is to instill in students the ability to adapt to new situations.
Graduates will operate in a world characterized by rapid change and they must be able to
keep pace and comfortably take on leadership roles”. The importance of intercultural
awareness – the ‘key’ to a globalised world – prior to, during and after stays abroad has been
highlighted by many scholars in various contexts (Abdallah-Pretceille, 2003; Byram &
Dervin, 2008; Patron, 2007) as intercultural learning does not happen automatically.
My objective in this paper is to explore, by means of questionnaires and analyses of curricula,
how HEIs in Hong Kong prepare students for stays abroad. To my knowledge, no review of
this kind is available in the literature. Based on Dervin’s model of intercultural paradigms
and his own analysis of the Finnish context of intercultural training (2008), my paper
examines the objectives, approaches, materials and suggested assessment methods proposed
by the institutions in terms of preparation prior to mobility. My hypothesis is that existing
courses are limited to essentialist descriptions of national cultures and identities, which leave
little space to the impact of (inter-)subjectivity in communication. A proposal for training
Hong Kong students “interculturally” based on a hermeneutical and intersubjectivist
approach will end my presentation.
Page 9
Anaphoric Resolution in Discourse
Zohreh Yousefvand
Islamic Azad University of Khorasgan, Iran
z.yousefvand@yahoo.com
Abstract
One of the most common findings of recent research is that drawing inferences is a crucial
part of the comprehension process (Anderson & Pearson, 1984). As readers construct their
own models of meaning for a given text, they use inferencing extensively to fill in details
omitted in text and to comprehend what they read. The important point is that even the
simplest of texts require inferencing. Therefore, an important component of the reading
comprehension process is the reader’s ability to integrate current information with
information mentioned earlier in a text. One important aspect of this integration process
involves anaphoric resolution (Pretorius, 2005). Anaphora occurs commonly in natural
language use and has an important function in language comprehension, and resolving them
is essential for capturing the information encoded in language. The processes of anaphoric
inference are to make connection among sentences. This connection constructed from several
variables (Lee, 1993). The first variable is the properties of antecedents, which are
linguistic/textual variables, another one is, discourse variables, and the last one is implicit
reader’s knowledge of real world, which this study refer to it as pragmatic variables. The
main purpose of this study is to investigate how these variables contribute to anaphoric
resolution.
Page 10
Adult Learners’ Strategies in Comprehending Morphosyntactic Verbal Polysemy: The

Case of Modern Greek as Foreign/Second Language
Irini Kassotaki
University of Crete & Institute for Continuing Adult Education, Greece
ikassotaki@yahoo.gr
Abstract
Based on the fact that in Modern Greek the morphology –me is a polysemantic form which
expresses different relationships among theta-roles and grammatical relations of a sentence
(inherent reflexivity/reciprocity, passivization etc), we present the results of an offline
experiment on comprehension of these verbal structures in Modern Greek.
Since the performance of a foreign/second language (L2) may influence from learner’s prior
knowledge based on the first language (L1), in this paper we investigate whether or not the
cross-linguistic variety of specific expressions (reflexivity and reciprocity) play a role in the
strategies that L2 adult learners of Modern Greek use in comprehending this verbal
polysemy.
The interpretations of forty (40) advanced adult L2 learners of Modern Greek who took part
in the experiments are compared in this study. Their native language (L1) was German
(n=10), Russian (n=10), Spanish (n=10) and English (n=10). The verbs examined were in: a)
constructions of inherent reciprocity/reflexivity, b) constructions with passive meaning.
The results of this current experiment suggest that:
The cross-linguistic variety seems to influence the comprehension of Modern Greek inherent
reciprocal/reflexive verbs, since there are specific differences of unsuccessful interpretations
among the four groups of learners.
Based on these results and on the presence of small groups of verbs which belong to the
above categories (inherent reflexive/reciprocal verbs), we present a teaching proposal for
Modern Greek as foreign/second language.
Page 11
Cooperative Learning in the Tunisian Educational Context
Abdelfatteh Harrabi
PhD student, Tunisia
fethi_1@yahoo.fr
Abstract
The project was about cooperative learning and its importance in the educational field in
general and the Tunisian educational context in particular. The study shed light on the
theoretical background as well as the practical side of using this strategy. Throughout the
theoretical background, a literature review of the most important works of researchers in
relation to cooperative learning was made. As for the practical side, it was carried out by
investigating pupils’ attitudes towards using this strategy in the classroom situation. Also, the
practical part of the project scrutinized pupils’ performance through some tasks that were
dealt with in pairs or in groups. Ultimately, the project highlighted the positive impact of
cooperative learning on pupils’ performance and motivation to do some English language
tasks. Our study constituted an attempt to find solutions to the problems previously
encountered by pupils in learning languages in general and English in particular. It sought to
achieve the needed progress in learning English within the specific context of Tunisian basic
schools education.
Page 12
A Pilot Comprehensive Critical Thinking Education Framework in TESOL
Thanh Ha Phung
Vietnam National University, Vietnam
passionatethanh@yahoo.com
Abstract
The paper delineates a pilot comprehensive framework of critical thinking education, which
has been explicated through literature study and action research to address the conceptual
complexity of critical thinking as well as contemporary problems in TESOL. Based on
Richard Paul’s substantive trans-disciplinary model of critical thinking, the nature of critical
thinking in education is defined as a process of thinking towards universal intellectual
standards and other socially desired values to develop intellectual traits that enable
collaboration and sustainable development. Aiming at a values-based concept of critical
thinking that can resolve cultural conflicts, the framework emphasizes the significance of
English as an international language. The ultimate goal of TESOL is to rise from
communicative competence building to personal and social development. The framework
also suggests that apart from attending to elements of thought and intellectual standards,
learners improve their mentation by becoming more aware of the psychological, logical,
semiotic, socio-political and methodological dimensions of thinking. The first attempts to
realize and revise the framework can be seen in the across-the-curriculum critical thinking
course for undergraduates implemented at University of Languages and International Studies
(Vietnam National University, Hanoi) for the last three years.
Page 13
English Reading Class: Teaching the Language from within
Dr. Nikolaenko Elena

Bryansk state university, Russia
nem@online.debryansk.ru
Abstract
The aim of this paper is to discuss different forms of work employed at English Reading
Class with Russian students of linguistics so as to have complex teaching and studying of
different aspects of English - pure linguistic, cultural, sociolinguistic, literature, individual
language conceptual structuring of reality with every writer. It is this special object under
study of this class – an original text (fiction) which allows to work out an enormous variety
of tasks aimed at letting students have a complex and many-sided study of English from
within.
The text discussion scheme has three basic parts: a warmer, language part, reading
comprehension part. Warmer is meant for discussing the writer’s literary heritage with
special emphasis on things influencing his literary creativity. Forms of discussion: questions,
quizzes, guess games, presentations.
Language part is aimed at learning English words and collocation with special emphasis on
sociolinguistic and cultural aspects - those language units are selected which reflect how
differently reality is represented by English and Russian in general (in terms of cross-cultural
communication) and every single writer in particular. One can work out tasks on different
combinability, preferable use of parts of speech with these languages, idioms, aspect, tense,
mood grammatical forms, the writer’s creative grammar and use of lexicon, etc.
Reading comprehension part is aimed at stimulating students to understand the author’s ideas
by being involved into the atmosphere and events of the texts. Work forms: discussion,
dialogue, monologue; all are aimed at making students feel what characters could possibly
feel and imagine, could possibly say in certain situations, analyze their motives and deeds.
Page 14
How the Historical Context is absorbed into the “Language” of Comic Books for
Children: The Case of Greek Tragedies’ Adaptations
Dr. Moula Evangelia

Executive in Innovative Activities in Secondary Education,
Rhodes, Greece
moula@rhodes.aegean.gr
Abstract
Youth’s preference and interest in comic strip art suggests that it can be a viable medium for
promoting and developing literacy. Comics realize semiotic realities. The visual elements, the
combination of images with words in an inextricable relationship and the cultural context of
their production and reception as well, are the basic components of comic books’ language.
Comic book adaptations of classical works popularize and make classical texts accessible to
the mass, promoting this way cultural literacy. Such adaptations give the original scripts the
opportunity to shed their reputation for merely illustrating written narrative, and for serving
the function of simplifying. Moreover, it is asserted that by incorporating comics in
curriculums, the gap between real life and school could be bridged, provided that instead of
reading comics just for fun, students are guided to understand and interpret their meaning
generating mechanisms and to recognize how the historical and social realm is being
inscribed in them. In other words provided students manage to read critically “between the
lines”.
We are going to examine two characteristic moments of Greek tragedies’ comic book
adaptations for children, published in two different historical periods. Tragedy in modern
Greece has mainly been used as the matrix for Greek national virtues, constructing and
consolidating a continuous and non- negotiable national identity. Classics Illustrated
adaptations that first appeared and were prominent during the 60s follow the norm of the
literary tradition of Tragedies’ adaptations. The recently published (2006) comic book series
of T. Apostolides subvert the cultural stereotypes. Through the comparison, we will try to
show how the present tense of the comic books’ production affects their form and
consequently their content. The texts in issue represent two different approaches and
receptions of the Greek cultural identity and national destination, by utilizing commensurate
comic-book languages. In fact they transubstantiate the original scripts into graphic versions
imbued by their historical milieu, a fact that reflects on their stylistic and lingual profile as
well.
Page 15
Teaching “Procedural Knowledge” through Innovative Actions in Education:

Interdisciplinary Projects
Dr. Chara Cosseyan

Directorate of Dodecanese of Greece
Abstract
A major question of the contemporary educational practice is the development of critical
thought. This goal can be achieved through the procedural knowledge, which nevertheless is
not supported in the educational practice.
This paper presents a project whose goal had been the first class of High School students’
creation of an original visual narrative from an entire literary work, True Story of Lucianus.
This took place within the frame of the teaching of ancient Greek language at school. The
students worked collaboratively and managed to create a comic book album, composed of 30
pictures that were also labeled with pivotal phrases from the script. The result epitomized the
literary work in a pleasurable and engaging way. In fact the students became familiar with the
ancient Greek literary work, enjoyed it and transformed it into an original piece of art. In
other words, they materialized in practice the “learning how to learn” philosophy.
In the paper we examine:
Students’ gradual initiation in the “learning how to learn philosophy”
The skills that were developed
The interdisciplinarity in practice
The conclusions from the whole enterprise
Page 16
How Music Enhances Learning Ability
Shahrzad Haghshenas
Persian Gulf University, Iran
shahrzad_haghshenas_1987@yahoo.com
Abstract
The impact of music on learning has been the subject of many clinical studies and
neurological researches. Scientists believe that music has a positive and significant effect on
the functions of the brain especially those that are related to improvements in memory and
spatial abilities. The focus of this paper is to indicate the positive side effects of being
involved in musical activities, and to explain how these activities affect the brain
development and learning process. The research reports that are collected in the paper
provide evidence that music affects the improvement of memory, development of spatial
temporal reasoning, and creation of a positive learning state that altogether contribute to a
better learning process.
Page 17
Semiolinguistic Dynamism of Culture: Culture and Language Sign
Dr. Irina Yanushkevich

Volgograd State University, Russia
jairina@mail.ru
Abstract
The article aims at analyzing semiolinguistic processes reflecting the shaping of culture by
the example of the Anglo-Saxon culture during the V-XI centuries. The semiolinguistic
approach takes into account the behavior of the language sign in diachrony which allows
investigating people’s culture in its historical dynamics because, as is known, language
reflects social changes which are influenced by the history of the society. The shaping and
evolution of the model of the world is reflected in semiotic processes, the basic content of
which is the transformation of the language signs. These processes consist of several stages,
each of them including specific steps, and take place within one (language) code, across the
semiotic codes of one and the same culture, and across the semiotic codes of different
cultures.
Page 18
Reading English Language Newspapers: Systematic Approach
Dr. Izotova Nadezhda

n.v.izotova@rambler.ru
Dr. Sleptsova Larisa

lariana77@mail.ru
Abstract
The main emphasis of this paper is on the principles of the systematic approach to teaching
Russian students to read English language newspaper articles.
Reading newspapers can be regarded as a base for a wide range of integrated activities:
reading, reviewing, listening, linguistic and cultural analysis, discussing different issues,
project work, etc.
In this regard the factors that provide really effective teaching of reading English language
newspaper are considered to be: topical significance of materials, high standard of the
language competence of the teacher, teachers-and-students cooperation, student project work,
but among them the greatest role is given to systematic approach to teaching to read
newspapers in class.
The topicality of the systematic approach is determined by the following:
newspaper articles as the reflection of the state of the language and society possess a
huge teaching potential;
reading newspaper articles develops critical thinking as a basis of any professional
activity;
while reading newspaper articles students broaden their political views;
through reading newspaper articles we provide students’ civil education.
The authors of this paper have reason to believe that the realization of this approach is based
on the principles of:
purpose,
integrity,
bottom-up teaching,
hierarchical and structural organization of material,
functional value,
acquiring lexical units of top priority,
comparative analysis.
Further on the article deals with the ways we embody these principles in teaching Russian
students to read and review newspapers in their English language classroom. Much attention
is paid to creating exercises and their contents.
Page 19
Academic Listening: Is there a Place for Bottom-up Processing?
Dr. Natalia Batova

State University-Higher School of Economics, Russia
batova@yandex.ru
Abstract
Top-down processing and bottom-up processing while listening are equally important to
make language learners effective listeners to natural speech in communicative competence
framework. Therefore, contemporary teaching strategies or techniques adopted for
developing the listening skill involve synthesis of the two processes. A top-down approach
used apart from a bottom-up one can still seem more realistic for certain teaching aims,
particularly in English for Specific Purposes course. In the course specially designed for 4th-
year students, faculty of world economy and world politics, top-down processing –activating
background knowledge and expectations through lexical access– guides the listening process
and provides connection with higher level reasoning.
Page 20
E-Learning Quality & Spanish Teaching
Dr. Rosa Cabedo Gallén

Polytechnic University of Madrid, Spain
rosa.cabedo.gallen@alumnos.upm.es
Abstract
The purpose in this paper is to present the project of my Doctoral Thesis, the development of
a quality model for Spanish e-Learning teaching that provides an evaluation tool at service of
stakeholders in charge of training actions. This educational innovation research performs on
quality environment, but from a didactic perspective thanks to Khan’s e-Learning framework.
Computer science, quality, pedagogy, linguistics, psychology and sociology environments
converge at this research. A study of different training modalities and their development of
the hand of technology throughout our history, the nature of the training languages,
particularly Spanish, and quality models, best practices and quality guidelines build up the
research project. An online survey and interviews are taken into account too. The project
scope resulting from the study of the training, languages and quality areas is the starting point
to the study of the training action throughout the Khan’s eight dimensions. A list of e-
Learning quality indicators is the result of training action content and services analysis. The
goal of this Thesis project is meeting the need of introducing a specific quality model for e-
Learning environment that covers the specific needs of e-Learning organizations and deals
with the services management.
Page 21
Integrating Literature with Language in the Language Classroom
Divya Walia
IIS University, India
divy81@gmail.com
Abstract
Today English language is facing dual trends: one laying emphasis on communicative
competence, the other giving importance to the exposure to culture and, especially, literature.
It is often argued that for a learner who wants to acquire communicative competence,
literature is not much of a help as it familiarizes him with only the theoretical aspects of
language learning and as such functional aspects are neglected. Language classes have to be
interactive in order to give students a platform to speak and express themselves which is
absent in a literature class. But the answer is that the study of literature helps language
acquisition in another peculiar way. In non English speaking nations face to face
communication is difficult and under such condition a learner can have an access to English
mostly through written English. While doing it learner can understand the language
(sentences, sentence and phrasal patterns, and words) and can achieve proficiency without
much effort in the process. However, there must be a distinction between the study of
literature per se and the use of literature as a resource for language teaching as the objective
is not to teach literature but language. This paper will identify the role of literature in
language learning and the specific ways in which literature can be integrated with language
learning and have an effective impact in the language classrooms, so as to address a kind of
holistic approach to the process language learning.
Page 22
Sufficiency vs. Redundancy: Formalizing Teachers’ Instruction
Dr. Tatyana M. Permyakova

Higher School of Economics, Russia
perm1@hotmail.com
Dr. Nadezhda A. Rukavishnikova

Perm State University, Russia
nrukhav@psu.ru
Abstract
In the paper an attempt to formalize teachers’ instruction is presented. Instruction is
considered as a minimal teaching method’s unit in relation to knowledge object, students’
activity, and control. As elements of instruction can be regarded as (in)variable parameters,
the two approaches – information-centered and students-centered – are formalized, with the
basic qualities of sufficiency and/or redundancy in each. The study then provides real-life
examples based on the results of semi-structured interviews with EFL teachers (university
level) to illustrate the sufficiency/redundancy application, and thus, to enhance further
discussion.
Page 23
Translation: Mission to Proxy
Elenaz Janfaza
Imam Hossein University, Iran
sarah19861365.child@yahoo.com
Abstract
Language as a representation of fundamental concepts and ideas has been studied and thought
worthy. Crystallized thoughts, beliefs and convictions of language in different kind of
languages are one of the main foci which noticed in many humanity subjects. In recent years,
our knowledge and understanding of multiple aspects of “relationship” has been increased
because of many investigations of language behavior. (Wales 1990); translation process is a
language process which is set between two languages so understanding and recognizing it is
much harder and simple conception (the only means to ignore all the elements that are
involved in any cases), regardless of background, effects of relationship and the position will
be like a lion with not mane and tail. Author, reader and text have features that considering to
them is necessary in understanding and transferring the text message correctly; we will have
different complications, even if we believe that the translation is reversing the words and
patterns because, because the set of elements and syntactic patterns are very extensive and
each element has its own complex problems.
Translation does not mean only entering new concepts of source language to target language
yea it is a cultural, social and communicational phenomenon that should be studied
independently and descriptively. Translator slowly changes phenomena and creates the new
phenomena such as the author that we often don’t recognize the meaning changes due to the
collection changes.
Page 24
Personality the Yought and Islamic Factors
Elenaz Janfaza
Abstract
As we know, the body is controlled by a system and each member of this system is a factor.
If one of these members or factors is destroyed in the short time, the system will be destroyed
too. So in order to provide constancy in the personality, especially in Islamic belief the
factors should play their own role perfectly and deeply.
Page 25
Put your Foot on English Words through Strategies
Elenaz Janfaza
Abstract
In the present world scenario, in most of the places, people have been using English
(American, British, Australian, etc) for business communication. There are a few pockets in
this world, where English is not spoken. But, majority of the people in the world speak, read,
and write English; they also use it to further their business needs, skills, and requirements.
People who are from non-native English speaking countries need to learn this language
separately as their second language, whereas native speakers, whose first language is English,
not only speak it fluently since their childhoods but also it in their day-to-day interaction.
Interest in learning-strategies began with the publication of papers col1ctiveIy known as the
˝good language 1earner” studies (Cohen & 998). Since then, hundreds of studies have been
generated that lock at different aspects of learning-strategies and their roles in second
1anguage learning.
Page 26
The Mask of Nick Adams on Ernest Hemingways’ Face
Elenaz Janfaza
Abstract
When I was 16 I read an abstract of Ernest Hemingway’s story life and his dead. It
disappointed me because I didn’t know why he should kill himself with a shotgun and this
question mark encouraged me to find an answer to this question. Now I am 22 years old and
being an English student is my key chance! Yes key chance because I have made a golden
house and there is a door which for entering to that you should be able to answer to all
questions in English so knowing English proficiently is the key of entering. But when I
decided to choose this article that why Ernest Hemingway killed himself as the same way that
his father had done before him I thought that nobody can answer to this question and
probably no one knew him more than himself and non of his friends are alive so what should
I do ? After thinking a lot finally I found that he was a man that tried to have another Ernest
in his stories like in the story of “Charles”! So who he was? I selected short stories & or
excepts by early 20 century American author, Ernest Hemingway, Found background
information on Hemingway, provided access to print and electronic resources to collect data
an critical comments on the Hemingway’s short stories, and provide some time for the
reading of the short stories. Finally I got that there is a character in his short stories that has
lots of similarities with his characteristic and he was Nick Adams and in my opinion he is the
second Ernest who is not dead and every day that Ernest’s books are printing he is born and
shows that Ernest is alive and it means that my key chance is in its exact position and with a
little pressure the door will open and now I am trying …But this 1.4 of my complete issue.
Page 27
“Latin American Soap Operas”: A Quest for Critical Listening in Spanish as a Foreign
Language
Diego Andrés Mideros Camargo

The University of the West Indies, Trinidad & Tobago
Diego.Mideros@sta.uwi.edu
Abstract
This paper describes the experience of an action research (Mill, 2007) exercise in which two
Latin American soap operas were used amongst a broader repertoire of audiovisual materials
to foster critical listening with a group of level II Spanish majors at The University of the
West Indies, St. Augustine Campus. This study reports on the strategies used to engage
learners in higher levels of listening beyond mere comprehension. The teaching strategies
were mainly drawn from the philosophical perspective of Critical Theory and Critical
Pedagogy (Freire, 1970) as well as cognitive and behavioral approaches to listening. It also
explores the students’ responses and perceived benefits of using these products of popular
Latin American culture to interact with the target language as well as the challenges they
encountered with the implementation of the strategies. Data were derived from qualitative
sources such as tutors’ journals of in-class observations, interviews, and open-ended surveys
that captured the impressions of the students. Finally, the paper attempts to explain the factors
that influenced the perceived benefits and challenges that all participants, both students and
tutors, experienced during the implementation of the strategies.
Page 28
Postmodern Education: Teaching Literature in a Foreign Language
Nicole Roberts
The University of the West Indies, Trinidad & Tobago
Nicole.Roberts@sta.uwi.edu
Abstract
Poststructuralism emphasizes the plurality of meaning. And in a sense, it considers as
discernible the break in modern society where reason no longer reigns supreme. New ways of
understanding the Self have emerged and today’s educators in foreign language are faced
with the onerous task of helping the student learner understand not only his/her role in the
process of analysis but also him/her Self.
This paper takes from the theories of Roland Barthes, Joan Ferres and Theo van Leeuwen in
so far as it accepts that there is no “pure reading” of texts and that interpretations always
involve extra-textual knowledge.
The paper describes a qualitative experience in the teaching of literature in a foreign
language, in this case Spanish, at the second level of the degree programme at the UWI, St.
Augustine Campus. Textual analysis is used to open discussions of the texts in a semester
long study. The paper analyses students’ perceptions of this type of analysis as well as the
effects of modern culture on the students. It seeks to ascertain whether student vocabulary is
improved in the semester and whether the students felt that there was an overall improvement
in their foreign language or interpretive skills or both. At the end of the paper, the researcher
discusses some of the findings.
Page 29
Potential Relationship between Digital Literacy and E-tivities in English Language

Teaching
Samuel de Carvalho Lima

Federal University of Ceará, Brazil
samclima@gmail.com
Abstract
Print literacy is essential, but not enough to support people’s successful lives in our society,
which demands the skills and knowledge of digital literacy (Snyder, 2008). Due to this,
making students digitally literate has become one responsibility of educational institutions.
This paper focuses on the potential relationship between digital literacy and e-tivities in a
second-semester English semi-distance course at the college level at Federal University of
Ceará, Brazil. This research understands digital literacy as the successful way people express
signs on the Web (Shetzer and Warschauer, 2000; Soares, 2002; Warschauer and Ware,
2008) and e-tivities as online activities that can support effective learning and teaching
methods (Salmon, 2002). Located in the qualitative paradigm, our analysis allows the
description of the reading and writing social practices that are potentially mediated by the
guidelines of the online activities proposed in the virtual environment of English language
teaching, elucidating the existent relations between digital literacy and e-tivities. It follows
that there is a need for technological training for the language professional, because this way
there can be the offering of online activities that address to the most diverse, or even
countless, literacy practices in virtual environments.
Page 30
The Effect of Intensive Reading on ESAP Reading Comprehension, Vocabulary

Acquisition: A Case Study of Law Students in Iranian EFL Context
Sattar Motaqed
Iran
smutaqid@yahoo.com
Sh. Salehi
Iran
shsalehi59@yahoo.com
Abstract
This study aims to investigate the impact of intensive reading on the development of ESAP
reading comprehension and vocabulary acquisition of Iranian EFL law major university
students. One hundred and twenty law majors in Behbehan Islamic Azad University
participated in the study and according to their performance on ESAP reading comprehension
and vocabulary test and Nelson (200A) Battery Test scores were classified into able, average,
and less able groups, consisted of forty able readers, forty average readers and forty less able
readers. Then each group was divided into experimental and control groups randomly. The
texts used in the test were ESAP legal texts. Both the experimental and control groups
received reading instruction in their classes for four weeks while the experimental group were
given extra 12 ESAP ten-line paragraphs to read outside the classroom at a rate of three
paragraphs per one week. At the end of four weeks, both groups were given a post-test. The
pre-test and post-test scores of both groups in each level were compared using a t-test to find
out if there was any significant differences in reading comprehension and vocabulary
acquisition between the two groups in each levels. A one-way ANOVA was used to find out
if there were any significant differences among the readers in the experimental groups.
The validity and reliability of the reading comprehension and vocabulary test used as the
instrument in the experiment was calculated by the SPSS program version 11.5. The validity
of the test (KR21) was 0.92 and the reliability (Cronbach alpha) was0 .92. The results of the
study showed that:
1) There was a significant difference in reading comprehension between the
experimental and control group at the level .01. In other words, the experimental
groups were able to obtain higher scores in reading comprehension than the control
groups.
2) There was a significant different in vocabulary acquisition between the experimental
and control groups at the level of .01. This means that the experimental groups were
able to obtain higher score in vocabulary acquisition
3) There was a significant difference within and among the readers in the experimental
groups. In other words, the able reader were able to do better in the reading
comprehension test than both the average and less able readers at the level of .05
respectively.
4) There was also a significant difference in vocabulary acquisition between and among
the readers in the experimental groups at the level of .05. In other words, the able
readers could do better in the vocabulary acquisition than both the average and less
able readers respectively.
Page 31
Digital Epistemologies in Brazilian Contexts: The Challenges of Meeting Theory and

Practice
Daniel de M. Ferraz
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Universidade de São Paulo, Brazil
GCS – Centre for Globalization and Cultural Studies, University of Manitoba, Brazil
Abstract
The Critical Pedagogy initiated by Freire (1996) is an emancipatory pedagogical project
which has allowed transculturations and appropriations by some theorists and movements
interested in sociocultural stances of education. The Multiliteracies in the light of Cope and
Kalantzis (2000) and the New Literacies in the light of Lankshear and Knobel (2003) and
Gee (2004) are some examples of these reappropriations. Both movements question a kind of
literacy that is grounded mainly in reproduction (Bourdieu & Passeron, 1977). These new
epistemologies call for new methodologies and methods of research. This paper aims at
investigating how digital epistemologies such as digital ethnography and digital literacy have
been applied in Brazilian research contexts. We will discuss a PhD research where this
methodology has been applied. This research is part of a Brazilian National Project of
Teacher Education and New Epistemologies (multiliteracies, new literacies and critical
literacy). In the first part, we will briefly discuss the theoretical framework of the research. In
the second part we will focus on data analysis and on the challenge of connecting theories
and practices within digital domains.
Page 32
Difficulties in Communicative Language Teaching To Undergraduate Students
Patil Sangita Sharnappa

Banglore University, India
patilkmr@yahoo.co.in
Abstract
One of the primary objectives of language teaching is developing effective communication
skills. It plays vital role in present context. Almost all professional courses like: Engineering,
Management studies, computer science have included the study of communication skills
under different heads: soft skills, personality development, communication skill, Business
communication, and Technical communication. To meet the demand of professional courses,
the methodology of teaching should change and curriculum should follow it. To teach
communicative language at undergraduate level, the first and foremost task is to create
communicative environment in classroom and emphasis on communicative methodology
instead of theoretical one.
Page 33
Techniques and Strategies for Responding to students Errors in EFL
Veneranda Hajrulla
Vlora University, Albania
hajrulla@univlora.edu.al
Abstract
When and how to correct students errors in the EFL classroom is an issue of concern for
every EFL teacher. What should we correct, when should we correct it, and how should it be
corrected? How do we give students the feedback they need and want to improve without
damaging fluency and motivation? Research tends to indicate that three types of errors should
be addressed: high frequency errors, stigmatizing errors, and errors that block meaning or the
understanding by the listener. We might add another: errors in using the target language of
the lesson. When and how should these errors be corrected? There is, unfortunately, no
conclusive evidence. EFL teachers always need to be careful of the balance between fluency
(ability to speak quickly and smoothly without much thought) and accuracy (ability to speak
in a grammatically correct manner). There is a tension between fluency and accuracy, where
too much desire or struggle for accuracy denies student fluency. And too much emphasis on
fluency can result in spoken gibberish that follows no rules at all. Teachers need to stay tuned
in to how their students are doing and attempt to keep a good balance of fluency vs. accuracy
in the classroom. Why make corrections? For one thing, it’s a positive step. It’s not a telling
off, or an opportunity to single someone out. Error correction is an essential step in realizing
one’s own mistakes and understanding the correct way to say something. The purpose of this
article is to highlight teacher’s awareness on mistakes, to consider their own attitudes and
classroom behavior.
Page 34
Language Use, Literacy Learning and Cultural Identity: A Case Study from Uganda
Dr. Sarah Hasaba

United Nations University, Japan
covet_one2k@hotmail.com
Dr. Audrey Grant

La Trobe University, Australia
angrant20@gmail.com
Abstract
This paper reviews language use, literacy learning and cultural identity associated with the
Functional Adult Literacy (FAL) programme implemented through the Ugandan
Government’s Ministry of Gender, Labour and Social Development, and intended to become
a tool for socio-economic empowerment, especially for rural women. The programme has
three stages; the first two emphasize instruction and learning in the local community
language; whereas stage three has the introduction of the English language.
Hasaba (2009), in a qualitative case-study approach set out both to document rural women’s
first-hand experiences of literacy classes in two villages, their learning in the local mother
tongue and their interest in learning the English language. The reason for wanting to learn
English is because these women aspire to be part of a wider community and identify with a
particular class of people.
This research study highlights the use of local language, the challenges involved in acquiring
another language, and the emergent role language use and literacy learning play in the
women’s cultural identity formation and self expression. Beyond the two local village
research sites, the study seeks to take into account wider community and national contexts,
social and cultural practices, and links between the individual participant lives and global
changes. Research findings concern the apparent impact of language use on literacy learning
and cultural identity of these women, and the gaps between the women’s language use,
literacy-related learning in the classes and the socio-economic challenges they encounter in
their communities.
Ways forward envisage redesigning the FAL programme to support adult learning as social
practice; to build collaboration between local communities and literacy providers, to support
local language use as a way to strengthen cultural identity at community and national levels.
Addressing such challenges requires clarifying and communicating shared purposes, through
greater cooperation between local communities, literacy providers, educators and researchers.
Page 35
Classroom Knowledge and Minimal Input Settings Investigated Under the Generative
Approach
Ruwayshid Alruwaili
University of York, UK
rnla500@york.ac.uk
Abstract
This study examines the acquisition of three English morphemes (copula; 3rd person-s;
progressive marking) by L2 Saudi classroom learners. Results from two production tasks
present counterevidence for the hypotheses that L1 and inductive learning are good predictors
of performance on verbal morphology. Despite the lack of an overt copular element in
Arabic and misleading presentation in the input, L2 classroom data analyzed in this paper
show that L2 classroom learners can go beyond the L1 and the type of inductive learning
they are exposed to and construct a more target-like grammar. Although their interlanguage
grammars seem native-like in underlying syntactic representations, affixal morphology for
tense (T) and agreement (Agr) is missing. In other words, Saudi L2 classroom learners are
able to perform syntactic operations related to T and Agr even in the absence of affixal
morphology. These findings might suggest that L2 classroom learners may not be very
different from immersion learners in the way they develop knowledge of English verbal
morphology.
Page 36
Culture: a wanted or inevitable dress in English as a Lingua Franca (ELF)?
Khadijeh Aghaei
University Kebangsaan Malaysia
aghaee55@yahoo.com
Mojtaba Rajabi
A faculty member of Islamic Azad University, Gonbad kavoos branch, Iran.
& PhD candidate in TESL department, Malaya University
mojtaba_rajabi_2000@yahoo.com
Dr. Koo Yew Lie

kooyewli@gmail.com
Dr. Noorrizah Mohd Noor

izah@ukm.my
Abstract
This paper is to justify how culture has been embedded in English as a Lingua Franca(ELF)
and consequently, World Englishes (WE) which are going to form part of a rising interest
in English Language Teaching (ELT)through an English phenomena which has been termed
as deEnglishization (Koo, 2009) ,from two perspectives ,namely critical pedagogy as well as
globalization . Indeed, this study seeks to shed more lights on the place of culture in ELF as a
wanted or inevitable dress. Further, such explanatory works can pave the way for
acknowledging a variety of Englishes in the new era which English is viewed as a cultural
commodity.
Page 37
Visualizing the Russian Language: Russian Adjective And Noun Case Endings
Dina Kupchanka
Russian Language Instructor, SLTC, USA
Program Coordinator, CDLC, USA
kupchanka@gmail.com
Abstract
The language teacher’s hardest task is to make sure that the students remember the material
of the program. With the evolution of the modern language teaching philosophy that puts
emphasis on communication and the ability of the students to communicate in the target
language as soon as possible, it has always been important for language teachers to help the
students memorize vocabulary and grammar, not just present the material.
One of the hardest aspects of the Russian grammar is adjective and noun case endings. With
10 types of nouns, 3 types of adjectives, 6 cases, Singular and Plural, students have to master
about 100 different endings. The difficulty of this task explains why many students even at
advanced levels make errors in case endings what can be frustrating for both teachers and
students. My paper presents two simple easy to use Russian endings charts created to make
teaching and learning the case endings easier. It brings most of the Russian regular adjective
and noun case endings to one simple system.
Page 38
An Evaluative Case Study: A Portfolio Assessment - Teaching English Language Skills

Course at Graduate Level (MA)
Dr. Mehdi Mahdavinia

Azad University, Tehran South Branch, Iran
mmahdavinia@oise.utoronto.ca
Badri Modarres Tabatabaei

Azad University Tehran South Branch, Iran
Modarresb@yahoo.com
Abstract
This study is a summative evaluation of a portfolio assessment administered as an alternative
assessment strategy at a Teaching Language Course University of Azad Tehran Sought
Department at graduate level. Sixteen participants were involved in this study. They were
TEFL graduate student who shared their role in a form of progressive learning, leaner-
centered education in contrast to the traditional approaches to education. This inquiry has
expanded to include the informal ongoing, formative, performance and authentic assessment
that occur in the classroom in twelve sessions. The purpose and significance of this study is
concerned with the worth of an ongoing program as a whole, and the result is used as a basis
for determining whether to continue or terminate portfolio assessment at graduate level of
education, and also to help teachers and learners of foreign language/second to be aware of
the effectiveness of different types of assessment emphasizing on the paradigm of portfolio
assessment. The study explores to what extent portfolio assessment satisfies the objectives of
the curriculum and real needs of the learners. A Qualitative design was used to gather the
data through triangular procedure: observation of the classes by the researcher as a
participant, interviewing the participants, distributing questionnaires, reviewing available
documents such as reflective essays, student drawings, lesson plans, and course evaluation
paper used by the teacher at the end of the course. Data were analyzed by descriptive and
narrative methods. The findings showed that most of the curriculum objectives were satisfied;
participants mastered the skills and grasped the related knowledge. The conclusion showed
that portfolio assessment could be as an alternative assessment approach focusing on the
process rather than product oriented education. The result also showed that portfolio
assessment could work as a viable means for evaluation at any level of education.
Page 39
Outstanding Learnability and Outstanding Psycholinguistic Approach for Better

Communicative Design
Professor A. Malik
University of Khartoum, Sudan
amalik19@yahoo.com
Abstract
Outstanding learning mechanism always creates a better atmosphere of developing upgrading
system of psycholinguistic preference. It is this which design an acceptable communicative
approach in common life based on advanced psychological effect.
Students with outstanding Learnability based on personal characteristics in three consecutive
trends:
1st Dimension:
Concentrate on the focal point set up by the Tutor in order to match in the sequence of data in
the student’s Mental Map, which decides smooth transfer of knowledge.
2nd Dimension:
Diminish personal concern while learning by making the learning process the priority of the
school/college activity.
3rd Dimension:
Ongoing personal rating process along the school/college activity to decide the volume of
intellectual benefit.
There are three cognitive processes against the three dimensions sequentially following
certain (practicality):
1) 1st Dimension: Being loyal to school/college system (practicality)
2) 2nd Dimension: Mastering a good command of self-control
3) 3rd Dimension: Detecting individualized advancement process
The main idea of the paper is to highlight the importance of being aware of the psychological
effect on language learning to widen the scope of preference in communication, where the
cognitive motor plays an important role in designing communication between people on
various levels; (functional categories, study groups, business agencies and nations)
Page 40
Teacher Perceptions of the Problems in Using Communicative Approach in Iranian

Context
Ali Bastanfar
Islamic Azad University-Khoy Branch, Iran
alibastanfar@yahoo.com
Toktam Hashemi
Sama Organization-affiliated with Islamic Azad University-Khoy Branch, Iran
hashemi5toktam@yahoo.com
Abstract
This paper reports on a semi-large-scale study covering a large sample of institutions
involved with teaching English in an Iranian context. It aimed at identifying and classifying
the problems in using communicative language teaching as perceived by Iranian teachers of
English.
CLT has been a real landmark in the history of language teaching profession. Despite the fact
that traditional methods still prevail, CLT has enjoyed an ever-growing popularity which
provides the vigor for its spread and dominance. However, there appears to be some voices
which call for a shift of paradigm in language teaching away from CLT toward a Context
Approach. Bax (2003) argues that the dominance of CLT has led to the neglect of the context
in which pedagogy takes place. This argument also reechoes the fact that curriculum
development is a process of constant negotiation rather than a top-down planning.
The study was set out as a survey research. The final sample included 29 accidental cases out
of the total of nearly 150 in-service teachers comprising the accessible population. Data
collection was carried out through ‘questionnaire’. The results included the main aim of the
study which was categorizing the problems in using communicative approach. Then, a
discussion follows on the pedagogical implications.
Page 41
Creativity in Assessment
Mozhgan Azimi
University of Malaya, Malaysia
azimimozhgan@yahoo.com
Ali Jahani
Jahani_ali25403@yahoo.com
Abstract
As teachers, our minds have been obsessed for several months; since we have witnessed that
our students memorize instead of thinking and learning. We have tried many ways, but we
did not gain any success. Finally, we decided to try a new way; during taking test not during
teaching. Hence, we distributed the papers as a test. Students had to sit silently and start their
test as usual and they should have thought for a while. After some time, we left the class and
gave the students an opportunity to discuss with each other. When they finished the exam, we
asked them for feedback. The students told us they felt they would never forget something
they had asked their friends. We experienced this method several times in different classes
with different learners and we received the same feedback. But, we still could not trust them.
Therefore, we decided to test our hypothesis. After all tests, which were conducted through
the mentioned way, we asked the students which questions they did not know and answered
through cheating. After gathering data from several tests, we designed a test and included
these questions inside it. After two weeks, at least, we gave the new test to the students which
they had to answer the questions themselves, without any discussing. They could answer
correctly to all the questions, themselves, without any help. The results showed that they
learned the items. We used this style for 5 years in different classes, but we found the same
results. Since, this study was not done in experimental design; it is not possible to generalize
the findings. It is suggested to do more investigation.
Page 42
The Role of a Particular Kind of On-line Computer Games in Process of Learning a

Foreign Language
Ali Jahani
Jahani_ali25403@yahoo.com
Mozhgan Azimi
azimimozhgan@yahoo.com
Abstract
The main purpose of this study was the role of a particular kind of on-line computer games in
process of learning a foreign language. The most important characteristic of these kinds of
online games is at least two persons are needed to play the games. In other words, there is an
essential difference between these kinds of online computer games and the other ones. For
this reason, one on-line computer game, Our World, was explored in order to find out how
playing this game could help for better learning English words while using just for playing
not learning words. Therefore, three Iranian primary students were selected as the subjects of
the present study. The subjects were selected by non-random sampling. They were chosen
availability (case study). The data collection was done through interviews and pre-test and
post-test. Before starting the study, the subjects received a pre-test as a placement test and
after finishing the study, they received post-test. Then, the results were compared. For
analyzing the data obtained from interview, an inductive thematic analysis was used to find
out the subjects’ underlying concepts and themes frequently mentioned. These general
themes and underlying concepts were put in some categories. Then, these categories were
organized in a coherent and meaningful manner. The results showed that there were
significant differences between the scores of pre-test and post-test, suggesting that using of a
particular kind of on-line computer games was effective enough to make a significance
difference in vocabulary.
Page 43
EFL Curriculum Analysis: A Case Study
Harison Mohd Sidek

Islamic Science University of Malaysia, Malaysia,
didiauni@gmail.com
Abstract
The findings of past studies suggest that students in many non-English speaking countries are
faced with difficulties when reading texts in English despite the formal EFL preparation that
they receive in school. The purpose of this study was to examine the overarching framework
of EFL reading instructional method that is reflected in an EFL secondary school curriculum
in Malaysia, as an instructional approach to prepare students for EFL reading proficiency.
Based on such analysis, a comparison was made if the teaching method of EFL reading is in
alignment with what the curriculum claims itself to be which is the issue of coherence in the
curriculum development. The internal validity of a curriculum in the form of a coherent
instructional framework can be a factor that may affect EFL reading preparation for the
current and next school levels in line with the goals that the curriculum is designed to
achieve. Hence, this study may inform EFL language policy makers not only in the selected
setting, but also in other EFL contexts concerning the importance of developing a coherent
curriculum in line with the intended language teaching and learning instructional framework
and its goals. This explorative study used document reviews as the primary data collection
and analysis method. The curriculum was examined in terms of theories of second language
(L2) reading, types of learning and teaching activities as well as teacher roles with respect to
L2 reading. The findings of the study which were derived from the manifest content analyses
suggest that the selected EFL secondary reading curriculum framework was primarily
developed based on the cognitive grounding, with highly psycholinguistic activities in nature,
and emphasis on teacher-controlled instruction. The results of the study were discussed in
relation to the current EFL curriculum framework as well as with regards to the EFL literacy
phenomenon in the setting.
Page 44
Language Learning Strategy in Social and Sociolinguistic Context
Raavee Tripathi
Pranveer Singh Institute of Technology, India
Abstract
In the era of globalization and privatization language learning has become an integral
component of everybody’s life especially the professionals as it directly effects on the
communication skill.
Language learning and teaching as social interactional and socio-cultural perspective,
describe the implications of these perspectives for the practice of language teaching,
including teacher education, and to outline non-disciplinary links between these approaches
to language learning and others, such as the social constructivist approach.
Page 45
The Order of Consonant Fossilization of the English Language Consonants for Turkish
English Teachers and Students
Prof. Dr. Mehmet Demirezen

Hacettepe University, Turkey
md49@hacettepe.edu.tr
Abstract
Due to mainly to the fact that English and Turkish come from two different typologies,
Turkish teachers and students of English Language Division have pronunciation fossilizations
in relation to consonants and vowels. Pronunciation fossilizations point to inadequate mastery
of the pronunciation of the target language. They may be unimportant in EFL contexts, but in
training foreign language teachers, fossilized pronunciation errors harm the speaking abilities
of professional non-native speaking teachers, who must approximate their pronunciation at
least to the near-native level.
It must be noted that consonants of the target language can be articulatorily influenced mainly
via assimilation by the simple and complex vowels. Consonants and vowels make up the
syllables which grow into words, words into phrases, phrases into clauses, clauses into
sentences, and so on. The fossilized pronunciations in the consonants and vowels in the
speech of non-native speaking people mainly jump up in forms of mother tongue
interferences and disrupt the flow of speech, creating a non-natural sounding pidginized
language: this is not a desired mastery of the pronunciation in the target language for
professional non-native language teachers. Fossilized pronunciations in consonants and
vowels, in the long run, boil down to create a foreign accent syndrome, which continuously
keeps nagging the communicative competence of the teachers.
In this research, the pronunciation fossilization of 49 M.A. students in the Department of
English Language Education at Hacettepe University, Ankara, Turkey, will be handled by
using a diagnostic test designed by Baker (1983). Other techniques of the Error Hunt
Approach will also be administrated by creating a non-threatening atmosphere. The subjects
come from different fields of studies like English linguistics, department of English language
and literature, department of American language and literature, and department of translation,
31 females, 14 males, who have a teaching experience between O-14 years.
Page 46
Choosing an Authoring Tool to Create Online Language Exercises
Ferit Kilickaya
Middle East Technical University, Turkey
kilickay@metu.edu.tr, ferit.kilickaya@gmail.com
Abstract
The main advantage of language exercise authoring tools is that they allow unsophisticated
computer users design their own attractive exercises. They can be accompanied with or
remedial explanations upon the responses provided. Moreover, audio, video and graphic
material can be added to the exercises, which is a great advantage, especially in creating tasks
appropriate for the particular target group dealing with listening activities. Quiz Faber, Hot
Potatoes, Wondershare QuizCreator and Articulate Quizmaker are among some of the
authoring tools, offering the opportunity to create various types of questions including
single or multiple answer multiple choice, true-false, fill in the blank, matching based on
grammar, listening and reading comprehension, as well as aimed at practicing spelling. By
the help of its features, users can also add sounds, flash animations, images, narrations,
hyperlinks, and screenshots to the questions and answers they prepare, using the templates
allowing to create certain kinds of exercises available. The ready-made activities in these
tools can be exported to use in Internet Explorer or other kinds of Internet browsers, to the
Web, the local hard disk or flash disk for distribution. In this paper, these tools are briefly
introduced, showing the main functions and focusing on the potential use in language
learning and teaching. Special attention is given to language teachers’ needs while choosing
an authoring tool, taking different contexts and settings as creating one’s own exercises with
authoring tools can be considered a time-consuming process. Suggestions are made to
overcome the limited time and how to present the created items to the language learners.
Page 47
Text Enhancement Effect on Learners’ Reading Comprehension and Accuracy Level
Masoud Azizi
University of Tehran, Iran
Azizi.elt@gmail.com
Abstract
There is much controversy regarding whether text enhancement (TE) can improve learners’
level of accuracy for the use of different grammatical points. However, TE is criticized on the
ground that it may cause comprehension to suffer. This study aimed at these two issues by
pursuing TE effect on learners’ comprehension level as well as their accuracy level of using
English articles. The results obtained showed that learners in the control group outperformed
those in the treatment group in the reading comprehension test t (46) = -4.41 p < .0005(two-
tailed). Moreover, the two groups did not differ in their performance in the filling the gap
activity [t (46) = -1.258 p = .21] in which it was expected that due to the TE done, the
treatment group outperform the control group. As such it can be hypothesized that text
enhancement not only does not improve learners accuracy level in using English article
system, but it also acts as a hindrance for their comprehension of the text they are assigned
for reading for understanding.
Page 48

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