Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowled...Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.展开更多
Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructi...Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructions of learning vocabulary still exist. According to students＇ psychological features, the author discusses fresh and flexible ways of English vocabulary teaching. It makes vocabulary teaching vivid and easy to understand and memorize. This paper discusses some methods that how the teachers learn to teach words and how the students learn to grasp words, which based on the importance and the current situation of vocabulary teaching in middle school.展开更多
With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied i...With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied in the national TEM4 and TEM8, and with international standards as embodied in international examinations such as Cambridge ESOL, and other descriptions such as the Common European Framework via one quantifiable parameter： vocabulary range. This is justified as vocabulary range offers an approximate but useful guide to the level of a course or a testing system. We hypothesize that the language competence at different levels of our program matches various standard proficiency examinations. Paul Nation＇s Range software was used both in its standard form using his three BASEWRD files and in an adapted form adding the authors＇ own BASEWRD files extrapolated from various levels of our textbook series. This enabled us to compare the vocabulary range of our courses with that of both national and international examinations where word lists are available or recoverable. Research results supported the hypotheses suggested.展开更多
文摘Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.
文摘Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructions of learning vocabulary still exist. According to students＇ psychological features, the author discusses fresh and flexible ways of English vocabulary teaching. It makes vocabulary teaching vivid and easy to understand and memorize. This paper discusses some methods that how the teachers learn to teach words and how the students learn to grasp words, which based on the importance and the current situation of vocabulary teaching in middle school.
文摘With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied in the national TEM4 and TEM8, and with international standards as embodied in international examinations such as Cambridge ESOL, and other descriptions such as the Common European Framework via one quantifiable parameter： vocabulary range. This is justified as vocabulary range offers an approximate but useful guide to the level of a course or a testing system. We hypothesize that the language competence at different levels of our program matches various standard proficiency examinations. Paul Nation＇s Range software was used both in its standard form using his three BASEWRD files and in an adapted form adding the authors＇ own BASEWRD files extrapolated from various levels of our textbook series. This enabled us to compare the vocabulary range of our courses with that of both national and international examinations where word lists are available or recoverable. Research results supported the hypotheses suggested.
