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Indonesian JELT

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Published by Universitas Katolik Indonesia Atma Jaya

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Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching (IJELT) (pISSN: 0216-1281) is a peer-reviewed journal in which submitted articles will go through a blind review process. IJELT is published twice a year in May and in October every year.

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Articles 7 Documents

Search results for , issue "Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007" : 7 Documents clear

EXPLORING THE REPAIR PROCEDURES USED IN NON-LINGUISTIC SKILL TEACHING AND ASSESSING THEIR RELEVANCE FOR LANGUAGE TEACHING: THE ‘START’ PROJECT Sarah Jackson; Keith Johnson
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v3i1.128

This article reports on research conducted in the Department of Linguistics and English Language at Lancaster University and supported by the Arts and Humanities Research Council of the UK. ‘START’ (Skills Training And its Relevance to Teaching) examined some of the teaching procedures and practices followed by teachers of non-linguistic skills (classical singing, table tennis and flight simulation) and identified how these procedures and practices could potentially be applied to the teaching of foreign languages. The context for the research is briefly outlined and the methodology of the study described in this article. The major part of the article discusses the findings in the key area of error correction: explicit other-repair, identifying potential trouble-sources before they occur, modelling, and developing critical thinking in students. Keywords: START, explicit other-repair, trouble-sources

EXPERTISE RESEARCH IN LANGUAGE TEACHING: SOME EXAMPLES AND SOME ISSUES Keith Johnson
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25170/ijelt.v3i1.129

LATEX (for Language Teaching Expertise) is a research group which focuses on expertise studies in areas of language teaching. The paper describes a number of research projects LATEX has been involved in. One set of these are concerned with expertise in task and materials design, considering the procedures so-called experts follow when engaged in these activities. A further project concentrates on materials evaluation and researches how teachers with differing degrees of experience go about the pre-use evaluation of a textbook. Another study comparing the classroom performance of ‘novice’ and ‘expert’ teachers is described. All these studies involve forms of introspection – concurrent verbalization and stimulated recall - and the use of these techniques is regarded as a defining feature of LATEX research. In the final section, two problematical areas related to expertise research are discussed. The first is concerned with how experts are identified. Secondly, a question related to the training of expertise is considered - how central characteristics of expertise can be distinguished from peripheral features, so that training programmes can focus on what is important. Keywords: LATEX, concurrent verbalizationstimulated recall

HOW ESL LEARNERS WITH DIFFERENT PROFICIENCY LEVELS HANDLE UNFAMILIAR VOCABULARY IN READING Wang Dakun
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This article presents findings from research into spontaneous vocabulary handling strategies employed by a sample of 20 Singapore secondary students from a typical neighborhood school. Following the definition of the term ‘strategy’ referring to a specific action or step, I identified 21 types of strategies used by the participants, and compared the way the high and low proficiency students employed them by comparatively examining the majority usage strategies of the two groups. To find the evidence of their strategy use, think-aloud protocols paired with immediate retrospective interviews and general interviews when necessary were analyzed. The study showed that the students mobilized multiple strategies on individual words and that the high proficiency students used strategies both more flexibly and effectively than their low proficiency counterparts. The differences in the use of strategies between the groups suggest a need for learner strategy training and awareness raising, an issue which is also discussed in this article. Keywords: vocabulary handling strategies, think-aloud protocols interviews

WHAT CAN SLA LEARN FROM CONTRASTIVE CORPUS LINGUISTICS? THE CASE OF PASSIVE CONSTRUCTIONS IN CHINESE LEARNER ENGLISH Richard Zhonghua Xiao
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This article seeks to demonstrate the predictive and diagnostic power of the integrated approach that combines contrastive corpus linguistics with interlanguage analysis in second language acquisition research, via a case study of passive constructions in Chinese learner English. The type of corpora used in contrastive corpus linguistics is first discussed, which is followed by a summary of the findings from a published contrastive study of passive constructions in English and Chinese based on comparable corpora of the two languages. These findings are in turn used to predict and diagnose the performance of Chinese learners of English in their use of English passives as mirrored in a sizeable Chinese learner English corpus in comparison with a comparable native English corpus. Keywords: contrastive analysis, corpus, learner English, passive construction, Chinese

IRREGULARITIES IN VOCABULARY LOAD AND DISTRIBUTION IN SAME LEVEL TEXTBOOKS WRITTEN BY DIFFERENT WRITERS Jayakaran Mukundan
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

A syllabus provides a focus for what to be studied and how the contents should be selected and sequenced. In Malaysia, the syllabus has an additional role that is to guide the textbook writers in producing textbooks for school use. The English Language Programmes for Malaysian secondary schools provide more than one textbook for every academic level. These textbooks must comply with the syllabus in order to achieve the same learning objectives at the end of each programme. There will also be public examinations at the end of Form Three and Form Five. Two Form 2 textbooks were chosen and WordSmith 3.0 was used to analyse these textbooks to identify whether the textbooks were similar and had included all the contents listed in the syllabus. The findings show that one of the textbooks is relatively better that the other in terms of types, distribution of words, presentation of items in the syllabus and repetition of new linguistic items throughout the textbook. This reveals that ad hoc writing of textbooks by different writers for a similar level can lead to irregularities, the most severe problem being non-conformity to syllabus requirements.Keywords: distribution of words, presentation of items, repetition of new linguistics items, textbooks, Wordsmith 3.0, syllabus requirements

CONSTRUCTION GRAMMAR AND ENGLISH LANGUAGE TEACHING Lionel Wee
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper begins by noting that disappointments have been expressed with the communicative approach to language teaching, before discussing a number of problems involved in its implementation. This leads to the question of how English language teaching can attend to grammatical form, but without sacrificing the focus on communicative function. The paper then points to a convergence between strands of research in both theoretical and applied linguistics. In theoretical linguistics, the increasing prominence of ‘construction grammars’ resonates nicely with recent suggestions that ‘lexical phrases’ or ‘formulaic sequences’ should be given greater focus in language teaching. The rest of the paper goes on to consider the pedagogical value of the notion of a construction. Keywords: Communicative approach, construction grammar, formulaic language, workplace communication

ANXIETY IN ORAL ENGLISH CLASSROOMS: A CASE STUDY IN CHINA Meihua Liu
Indonesian JELT Vol 3, No 1 (2007): Indonesian Journal of English Language Teaching Vol. 3 no. 1 May 2007
Publisher : Universitas Katolik Indonesia Atma Jaya

This paper reports the result of a case study on anxiety in oral English classrooms in a Chinese university. By way of survey and reflective journals, the study revealed that (1) anxiety was experienced by a considerable number of students when speaking English in class, (2) the students reported to be the most anxious when singled out to speak English in class or giving presentations at the front while the least during pair work, (3) a multitude of variables such as lack of vocabulary, low English proficiency and memory disassociation contributed to student anxiety in class, and (4) most students felt helpless about being anxious when speaking English in class. Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident to speak English in oral language classrooms, thus ultimately enhance their learning of oral English. Keywords: anxiety, oral English classroom, Chinese University

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