University Studies and English Language (USEL)
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Item Extracting multiword expressions from texts with the aid of online resources(2020-11-28) Bui, TResearch in recent years has emphasized the ubiquity and pedagogical significance of multiword expressions (MWEs) (e.g. Siyanova-Chanturia & Pellicer-Sánchez, 2018). However, accumulating a sizeable repertoire of MWEs remains a challenge to language learners. Aiming to shed light on one potential pedagogical path, this classroom-based research project investigates the effectiveness of ‘text-chunking’, an activity where learners are asked to extract MWEs from authentic texts. The participants were two intact classes of Vietnamese EFL learners in their second tertiary year. Over ten weeks, the experimental group (n=26) engaged in weekly text-chunking practice, while a comparison group (n=30) used the same reading materials for content-related activities. The experimental group was taught to consult online dictionaries and an online corpus to verify their identification of MWEs. Their discussions were audio-recorded every week. A pre-test and two post-tests (immediate and delayed) on the form recall of 52 target items revealed significantly greater learning gains in the experimental group, with a medium effect size. Post-treatment questionnaires also suggested these students’ heightened awareness of MWEs and autonomous learning strategies. This presentation will highlight these main findings and, more importantly, discuss the implications for language teachers on how to better scaffold learners in their MWE acquisition. Pedagogical suggestions on how extracting MWEs from texts can be done using online resources to adapt the changes caused by Covid-19 conclude the talk.Item Music in English language teaching: Theory into practice(CIEX, S.C., 2016-10) Coleman, PatrickMusic has been used in English language teaching for many years with varying degrees of effectiveness. While many teachers see it as an important tool for learning a language and motivating students, there are others who see it as simply a time filler with little value. This last point falls into the category of TENOR (teaching English for no obvious reason, Abbott, 1981). Maybe this is because there has been a disconnection between theory and practice since teachers with little or no pedagogical focus have misused or misunderstood the use of music in their classrooms.Item A change for good: Advocating for better support of international students(CIEX, S.C., 2017-10-27) Streat, DarylThis article is the first in a two-part series. The first focuses on some issues facing ESOL (English for Speakers of Other Languages) support for international students in English-speaking countries, such as New Zealand. This includes a focus on the TESOL (Teaching English to Speakers of Other Languages) practitioners who are tasked with providing this support. The second part will aim to offer some solutions for institutions that wish to move towards a more inclusive model of support that overcomes the language-as-barrier mentality and begins to provide ESOL support which is more inclusive and effective. Part I highlights the lack of support for international students (at the secondary and tertiary level) within New Zealand. Current models have enabled New Zealand institutions to reap the economic benefits of international students, while in some cases failing to provide sufficient ESOL or academic support for these students. In addition, this model has fostered working conditions for TESOL practitioners which are marginalised and under-resourced. Given that existing professional bodies claim to advocate for students and staff alike, it is proposed that a shift in leadership within the ESOL sector is required.