Cross-Cultural Perspectives in Language Teaching
Utilizing Corpus Technology to Facilitate Learning of English Collocations
Kwanjira Chatpunnarangsee, Ph.D. Candidate
Knowledge of English collocations can assist ESL/EFL students in writing English with less of a “foreign accent”. However, frequently, ESL/EFL students do not have sufficient linguistic input to help them acquire collocation knowledge. Corpus technology is believed to play a role in providing users with this type of input. Using data collected through think-aloud, interview, and survey techniques with Thai learners of English, the findings of this pilot study suggest corpus consultation may play a role in helping the students to acquire English collocations. However, some difficulties resulting from the students’ use of the tool were also found.
Online Reading Strategy Use among Advanced American Chinese Learners
Yi-Lu Kuo, Ph.D. Candidate & Pei-Shan Yu, Ph.D. Candidate
We compare online reading strategies of advanced Chinese learners (N=17) in English and Chinese using data from Online Survey of Reading Strategies (OSORS), think-aloud protocols, and interviews. The t test results showed that participants used Global Reading Strategies significantly more than Support Reading Strategies (SRS) in English. Their SRS use in Chinese showed significantly more than in English. Regarding Problem Solving Strategies, participants distinguished between fact and opinion and searched both sides of issues more in English. Regarding SRS, participants preferred hard copies and used reference materials more in Chinese. The think-aloud protocols and interview data reinforced OSORS results.
Can a Peace Class Mirror the Real Causes of Wars?: A Critical Look at a Peace Class
Gulistan Gursel Bilgin, Ph.D. Student C&I
This study aims to explore what lies in the depths of a peace educator’s discourse. Therefore, a peace educator teaching ESL classes in a well-known Midwest university has been interviewed to collect data. Scollon’s (2001) Mediated Discourse Analysis and Gee’s (2011) Situated Language Approach have been employed to analyze the socially-constructed meanings within the Discourse community of the classroom from the lenses of the instructor. The findings shed light to the challenges peace educators face due to their own identities constructed by their history and culture, calling for more research in this particular field.
25th SLED Symposium Team
- Suparna Bose
- Vesna Dimitrieska
- Ai-chu Ding
- Mika Mokko
- G Yeon Park
- Sujin Park
- Julie Rust
- Leslie Sorg
- Amara Stuehling
- Amber Warren (Organizing Committee Chair)