Vocabulary Notebook Keeping as a Word Learning Strategy: State of the Art Review of Research on L2 Learners’ Use of the Strategy (Published)
This article describes research on L2 learners’ use of one vocabulary learning strategy, namely the strategy of vocabulary notebook keeping. Four themes for research on the strategy are identified: tips and recommendations on using the strategy, effectiveness and usefulness of the strategy for L2 vocabulary acquisition, gender differences in the use of the strategy as well as learners’ perceptions and attitudes towards the strategy.
Oral Feed Backing Issues In Philippine ESL Classrooms: Potentials of Linguistically Developmental Alternatives (Published)
Interfacing language and literature in the English curriculum is a shared pedagogical framework in English-as-a-second-language (ESL) contexts, where frequently there exists a visible mismatch between the expected linguistic performance and the communicative competence of L2 learners. As a result, second language teachers employ strategies that lower the prescribed educational standards in order to meet the cognitive levels of the students. This coping mechanism that largely operates within ESL classrooms borders on the embarrassment and hygiene resource framework of Mackay, which this study applied to investigate the issue. This study explored instances of hygiene resources that appeared in ESL classrooms, and revealed who between the experienced teacher and the beginning teacher deployed these resources more frequently. Four English class interactions from two public rural secondary schools were recorded and transcribed. Data were coded using Mackay‘s taxonomy, and were analyzed using descriptive statistics, interpretations based on observations and interviews, and intensive document examination. Possible factors that lead to such pedagogical decision-making from the teacher-respondents were discussed based on social, cultural, and academic grounds. The findings in this study emphasized the formulation of productive and linguistically developmental alternatives to hygiene resources to ensure that expectations in the English curriculum are successfully met.
I have chosen to look at the importance of writing skills and how to help learners write clearly and concisely using the correct grammar and structure. Traditionally, written English is given less emphasis than spoken. As a teacher of Arab learners at University level, I have found that they try to think simultaneously about many facets of writing. Word order, mixed tenses, spelling, and punctuation are just a few of the challenges L1 learners face. Add to this the challenge of the cursive system and we begin to understand why they make so many mistakes. My article suggests how we can develop learners writing skills from an early age.