cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wuri Soedjatmiko
Contact Email
wuri.soedjatmiko@ukwms.ac.id
Phone
+6231 - 5678478
Journal Mail Official
info-gradschool@ukwms.ac.id
Editorial Address
Program Pascasarjana - Program Studi Magister Pendidikan Bahasa Inggris Lantai 5 Gedung Agustinus, Unika Widya Mandala Jl. Dinoyo no. 42-44, Surabaya
Location
Kota surabaya,
Jawa timur
INDONESIA
Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
Published by Universitas Katolik Widya Mandala Surabaya
ISSN : 24606308     EISSN : 23386339     DOI : https://doi.org/10.33508/bw
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
The demand of continuous academic improvement has urged scholars to do research and share knowledge in writing. Widya Mandala Graduate School accommodates these academic scholarly needs by providing the journal entitled Beyond Words This twice-a-year, refereed, journal accepts a wide variety of both theoretical and practical manuscripts around the following fields applied linguistics, language education and the topics under each theme could vary from general education to classroom language teaching and the role of IT.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 134 Documents
 3   4   5   6   7 
Challenging Existing Perspectives of “Ideal” Characteristics of Teachers of English Yeo, Marie; Marlina, Roby; Jacobs, George M
Beyond Words Vol 5, No 1 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i1.1116

Abstract

Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies pertaining to providing role models, raising awareness, providing tools and techniques for improving proficiency, and discussing status and identity issues are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers, one from each of Kachru’s (1992) circles, and to also raise awareness about the need to accept greater diversity among language teaching professionals. Keywords: teacher identity, teacher characteristics, teacher employment, NNESTs, non-native teachers of English, assigning competence, narrative enquiry
Motivational Implications of Heritage Language Identity for Heritage Language Learning Berardi-Wiltshire, Arianna
Beyond Words Vol 1, No 1 (2013)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v1i1.371

Abstract

The article discusses the significance of elements of Italian identity (Italianità) for the language learning motivation of learners of Italian descent studying their heritage language (HL) by means of foreign language (FL) courses in Wellington, New Zealand. Adopting a social constructivist perspective on both second language learning and the motivational processes underlying it, the study utilizes qualitative data collected through waves of semi-structured interviews from five case-study participants to map the influence that their constructions of Italianità exert on their motivational trajectories over the course of several months of learning. The paper discusses a selection of data excerpts to show how motivational fluctuations are the result of the learners’ own processing of and reaction to elements of their sociocultural context. In particular, an analysis of the learners’ accounts of social exchanges and other crucial events involving the use of the HL outside the classroom will illustrate how these can support motivation by reinforcing the learners’ perceptions of their Italianità, strengthening existing learning goals and/or prompting the formation of new ones. The article concludes with some remarks on the implications for teaching practices and extra-curricular activities that could benefit HL learners by increasing their exposure to the HL outside the classroom while validating and encouraging the personal identity constructions and ambitions at the basis of their learning.
Reflection as the Homebase of Teacher Education Susanto, Andrias Tri
Beyond Words Vol 3, No 1 (2015)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v3i1.672

Abstract

Abstract Reflection is widely accepted as a process to support, or even underlie, teacher education. However, the concept holds several confusions among education experts and practitioners. This article would then attempt to explain some confusing terms by reviewing relevant literature on this issue and to provide discussions on the benefits and challenges of reflection manifested in various options of reflective practicum. Keywords: Reflection, teacher education, reflective practicum
Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition Sulindra, Eric
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.1835

Abstract

An approach to English for Specific Purposes (ESP) teaching and learning, Content Language Integrated Learning (CLIL) has been subjects for studies. The approach has worked well and has brought the learners forward from the previous stage. The language learning outcomes in CLIL are usually made contextual, functional and communicative. In this study, the students regarded CLIL as relevant and to deliver the English language teaching in the context of their field. On the other hand, the General Language has provided support up to the extent of explaining the language grammatical points (using the terms such as complex, compound, subject, predicate, objects). Then, authentic learning materials are regarded as being relevant to their interest and the subject matter. The CLIL approach are recommended to be applied under constant observation and evaluation since the ESP world is various and multi-context. This approach is supposed to be adjusted with the local environment, students’ interest, according to the standard ESP need analysis to arrange the lesson plan. Further research on how CLIL is able to influence the students’ language mastery in a specific field is subject to be systematically conducted.
Does “Experience” Bring about Any Significant Difference in EFL Teacher Talk? Doqarun, Vahid Rahmani; Khodadady, Ebrahim
Beyond Words Vol 4, No 2 (2016)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v4i2.943

Abstract

The rationale for the present study is based on the fact that understanding the teaching pro-cess and the development of teachers is incomplete unless the teachers' classroom behavior, especially their talk, is objectively explored. To this end, four male teachers offering Eng-lish as a foreign language (EFL) were recruited and divided into two groups, namely inex-perienced and experienced. To secure the objectivity in data collection they were observed in their classes and one lesson of each teacher was audio-recorded. The audio-recordings were then fully transcribed and analyzed through micro structural approach of schema theo-ry. The approach is based on the assumption that any word uttered by the teacher represents a specific concept commonly known as a schema. The schema enters into a hierarchical re-lationship with other schemata to constitute species, genera and semantic, syntactic and parasyntactic domains of language. The teachers’ talks were thus parsed into their constitut-ing schema types, species, genera and domains and certain codes were assigned to them to run statistical analyses. The findings showed that the inexperienced teachers significantly outnumbered their experienced counterparts in all schema categories and thus challenged “experience” as an effective variable in EFL teaching
The Interlanguage Pragmatics of Greetings Shleykina, Galina
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.1848

Abstract

The present study centers on interlanguage and cross-cultural pragmatics. It investigates semantic formulas in the speech act of greeting performed by Russian EFL learners. In particular, it compares the non-native speakers’ (NNS) and native speakers’ (NS) production of semantic formulas in terms of number, frequency, and content. A Free Discourse Completion Test (FDCT) containing 16 situational prompts elicited greetings by the English NNSs and NSs. The results show that the NNSs significantly deviate from the NSs in terms of number, frequency, and content of greetings strategies, namely, greetings proper, phatic questions and phrases, address terms, and situational greetings. The differences result from negative pragmalinguistic and sociopragmatic transfer, lack of appropriate linguistic means, or not fully developed pragmatic competence. Important pedagogical implications regarding pragmatic instruction are discussed. The results contribute to a better understanding of how EFL learners greet and respond to greetings. They also shed light on the discussion of L2 learners’ pragmatic competence and appropriateness.
Relationships among Non-English Majors’ EFL Listening Practice Time, Listening Proficiency, and Proficiency Change Lee, Hui-Ming Lucy
Beyond Words Vol 5, No 2 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i2.1593

Abstract

This study aimed to explore the amount of time EFL learners spent practicing listening and to assess the relationships among time, proficiency, and proficiency change. The participants consisted of 142 Taiwanese non-English majors. For 15 weeks, a daily time log was used as the instrument to measure the time spent listening. The results revealed that most students spent little time on listening materials. There were significant proficiency changes for the whole sample and the three proficiency levels. In regards to the whole sample, the total time spent on all materials did not significantly correlate with either proficiency or growth. However, significant relationships were found among time, proficiency, and gains in terms of the types of materials and proficiency levels. The daily time log with a larger sample size is recommended for further studies for a clearer understanding of the role of practice time in EFL listening acquisition.
Rhizomatic Learning: “As… When… and If…” A Strategy for the ASEAN Community in the 21st Century Lian, Andrew; Pineda, Maria Victoria
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.508

Abstract

The article begins with developments in the ASEAN region. In particular, it focuses on demands generated by the goal to build an ASEAN Community characterized by great diversity amongst member countries. The demands created by this diversity are exacerbated by the immense changes taking place in the 21st century, such as unprecedented richness of information and communication systems, unprecedented mobility and the technological empowerment of ordinary people to create or find their own personal solutions in a just in time, just enough and just for me fashion. This leads to the conclusion that learning needs will be vastly different, individual and largely unpredicted and unpredictable. This realisation implies the necessity to develop adaptable, flexible, yet intellectually coherent learning frameworks which will provide the necessary guidance for creating appropriate learning environments. The article proceeds to construct such a framework on the basis of a five-point analysis of how human perception, understanding and knowledge-construction operate. It then develops a learning structure based on the generation of personal learning environments (PLEs) connected to a networked information technology infrastructure which is essentially rhizomatic in nature (i.e. where learners determine the ways that they navigate through information and feedback mechanisms to construct personally-relevant and appropriate knowledge). The article ends with a short scenario to illustrate the workings of this structure and concludes with some remarks about current research in the area in both Asia and Europe
The Variations of the English Noun Postmodifiers in The Undergraduate Students’ Compositions Ariwibowo, Seto; Tedjasuksmana, Hendra
Beyond Words Vol 6, No 1 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i1.1676

Abstract

This study investigated the acquisition of English noun post-modifiers in the compositions written by Writing III students of the English Department of Widya Mandala Catholic University Surabaya. It sought to discover the variations of English noun postmodification constructions, their complexity level, their accuracy, and their efficiency found in the end-of-term compositions of the students of Widya Mandala Catholic University Surabaya. The types of noun postmodifications, their complexity level, their accuracy, and efficiency of use may reflect the students’ level acquisition of the structures of the English noun post-modifications. The result showed eight of the nine types of postmodifiers were present, while one type was absent. The preposition phrase was the most dominant type postmodifier with 65.235% of occurrences. The embedding of the postmodified nouns was dominated by the zero embedding, while the rate of the single postmodification was also significantly high. Such dominances of preposition phrase, the zero embedding, and single postmodification, and the presence of such cases of lengthy and ambiguous structures noun postmodification indicate the students’ level of complexity of the structure of English noun postmodification, accuracy, and efficiency of the English noun postmodifications.
Task Based English Language Teaching in Saudi Intermediate Schools Al Muhaimeed, Sultan A.
Beyond Words Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v3i2.741

Abstract

This study investigates the effectiveness and appropriateness of a constructivist instructional practice for EFL. It strives to determine whether adopting Task-Based Language Teaching (TBLT) is a more effective means to increase students’ reading comprehension when compared to that of the traditional teaching method. It also attempts to gain understandings that accompany TBLT implementation through constant comparison and contrast them with those that accompany the traditional teaching method. The mixed-method study covers quasi-experimental approach that uses one pretest and several posttests to collect quantitative data, as well as classroom observation and researcher log to collect qualitative data. The independent variable is the use of TBLT and the dependent variable is the students’ reading comprehension achievement scores. A Two-Factor Split Plot analysis with pretest as the covariate is used for analyzing the quantitative data. The analysis of qualitative data includes synthesis, rich, and detailed descriptions for classroom observation and grounded theory for researcher log data. Keywords: Task Based Language Teaching, Constructivist Instructional Practices

Page 5 of 14 | Total Record : 134

 3   4   5   6   7 

Filter by Year

2013 2024


Reset
Filter By Issues
All Issue Vol 12, No 2 (2024): November Vol 12, No 1 (2024): May Vol 11, No 2 (2023): November Vol 11, No 1 (2023): May Vol 10, No 2 (2022): November Vol 10, No 1 (2022): May Vol 9, No 2 (2021): November Vol 9, No 1 (2021): May Vol 8, No 2 (2020): November Vol 8, No 1 (2020): May Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 1, No 1 (2013) More Issue